education

Institutional reforms in the sector of higher education in Mozambique and ethical issues

2011-06-01T23:14:00.000+07:00

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The need to eradicate poverty through increased literacy

One of the central goals defined by the Government of Mozambique in its long-term development strategy is "poverty reduction through labour-intensive economic growth". The highest priority is assigned to reduce poverty in rural areas, where 90 percent of poor Mozambicans live, and also in urban zones. The Government recognizes also that, for this development strategy on poverty eradication to succeed, expansion and improvement in the education system are critically important elements in both long-term and short-term perspectives.

In the long term, universal access to education of acceptable quality is essential for the development

of Mozambique´s human resources, and the economic growth will depend to a significant extend on the education and training of the labour force. It is very important to develop a critical mass of well trained and highly qualified workforce which in turn will improve the overall literacy, intellectual development, training capacity and technical skills in various areas of the country's economic and industrial development.

In the short term, increased access and improved quality in basic education are powerful mechanisms for wealth redistribution and the promotion of social equity. This policy is consistent with the provisions of the new Constitution of Mozambique adopted on 16 November 2004, in its articles 113 and 114 which deal respectively with education and higher education. Around the year 1990, the Government of Mozambique decided to change its social, economic and political orientation system from the centrally-planned system inherited from the communist era and adopted a western-style of free market system. At the same time, it was also decided to adopt fundamental changes in the education programmes. Since drastic changes and wide ranging effects were resulting from the adoption of the new economic and political orientation, it was necessary to provide new guidelines and rules governing the management of institutions of higher education.

The struggle continues: "a luta continua" !

The economic and political changes were progressively introduced with success through legislative and regulatory reforms. However, it has not been very easy to evenly change rules of social and cultural behaviour. In particular, vulnerable younger generations are the most affected by the rapid changes in society, while the reference model and values they expect from elder people in the modern Mozambican society seem to be shifting very fast. And in some instances, there seem to be no model at all. The new wave of economic liberalism in Mozambique, better defined by the popular concept of "deixa andar", literally meaning "laisser-faire", was mistakenly adopted as the guiding principle in the areas of social, cultural and education development.

The "laisser-faire" principle is better understood by economists and entrepreneurs in a system of open market and free entrepreneurship, under which the Government's intervention is reduced to exercising minimum regulatory agency. The recent considerable economic growth realized by the Government of Mozambique (10% of successive growth index over four years) is attributed mainly to this free market policy. This principle should be carefully differentiated from "laisser-aller" which, in French language, rather means lack of discipline in academic, economic, social and cultural environments.

Reforming higher education institutions represents a real challenge, both at the institutional and pedagogic levels, not only in Mozambique, but elsewhere and in particular in African countries faced with the problem of "acculturation". The youth seeking knowledge opportunities in national universities, polytechnics and higher institutes, where students are somehow left on their own, having no longer any need to be under permanent supervision of their parents or teachers, are disoriented. Since reforms in higher education institutions take longer than in any other institutional environment, it is necessary indeed to adopt adequate transitional measures to respond to urgent need of the young generations.

This essay reviews current trends and the recent historical background of higher education institutions of Mozambique. It argues against the adoption of the classical model of higher education from European and other western systems. In its final analysis, it finds that there is need to include ethical and deontology (social, cultural and moral education) components as priority sectors within the curriculum in higher education institutions, with a view to instill in the students and lecturers positive African values in general, and in particular, national Mozambican models. It is rejecting the neo-liberal thinking, which proposes that students in higher education institutions should be allowed to enjoy unlimited academic, social and intellectual uncontrolled independence, in conformity with western classical education and cultural orientation. It advocates for critical thinking and brainstorming on key issues towards the development of positive cultural and ethical models in higher education institutions which could be used to promote knowledge development and poverty eradication in the country's rural areas and urban zones affected by unemployment, pandemics and economic precariousness.

The colonial legacy and its cultural impact on higher education in Mozambique.

Many experts have described the Mozambican mother of higher education as an institution for colonialists and "assimilados" . The first institution of higher education in Mozambique was established by the Portuguese government in 1962, soon after the start of the African wars of independence. It was called the General University Studies of Mozambique (Estudos Gerais Universitários de Moçambique EGUM). In 1968, it was renamed Lourenço Marques University. The university catered for the sons and daughters of Portuguese colonialists. Although the Portuguese government preached non-racism and advocated the assimilation of its African subjects to the Portuguese way of life, the notorious deficiencies of the colonial education system established under the Portuguese rule ensured that very few Africans would ever succeed in reaching university level. However, many educated African were led to adopt the colonial lifestyle.

In spite of Portugal's attempts to expand African educational opportunities in the late 1960s and early 1970s, only about 40 black Mozambican students - less than 2 per cent of the student body -had entered the University of Lourenço Marques by the time of independence in 1975. The state and the university continued to depend heavily on the Portuguese and their descendants. Even the academic curriculum was defined according to the needs and policies defined long ago by the colonial power.

Soon after Independence in June 1975, the Government of Mozambique, from the FRELIMO party, adopted a Marxist-Leninist orientation and a centrally planned economy. The educational system was nationalized, and the university was renamed after Dr. Eduardo Mondlane, the first president of FRELIMO.

Many cadres trained in Portugal and other European and American universities came also with their own educational and cultural background. Apart from the Eduardo Mondlane University, new public and private universities and institutes were established. These include the Pedagogic University, the ISRI, the Catholic University, ISPU, ISCTEM and ISUTC. Most of these institutions adopted a curriculum clearly modeled on the classical European model. There is still need to integrate African traditional values in the course profiles offered and research programmes developed by these institutions.

The traditional role of a university is to enlighten and serve as a reference within the society: "illuminatio et salus populi". Today, Mozambique is one of the most culturally and racially diversified society of Africa. This diversity should be considered as a cultural treasure for the nation. It has become however apparent that it's more a "Babel Tower case", as no unified Mozambican values appear to develop from this wide variety. With the creation of new public and private universities and new faculties, it would become easier to increase a critical mass of university lecturers and academic professionals, who would in their turn, influence the society, creating and instilling national positive values and ethical principles of conduct in the younger generations. According to many lecturers and students contacted at UEM, Universidade Pedagogica UP and UDM, the impact of higher education on the development of positive academic, scientific, social and cultural values in Mozambique is yet to be felt.

It is however necessary to acknowledge the importance of newly introduced community-based education programmes in some institutions. For instance the emphasis on community and service has guided curriculum development at the Catholic University; its course in agronomy (Cuamba) concentrates on peasant and family farming systems and leans heavily on research and outreach within local farming communities. The CU course in medicine (developed in collaboration with the University of Maastricht) which concentrates on teaching medicine, was particularly deemed appropriate for the rural and urban poor populations of Mozambique, as it is more based on problem-solving and focuses much more on traditional issues.

New Reforms in higher education institutions with a more participative approach

Mozambique is one of few countries in Africa where a new generation of leadership has stepped forward to articulate a vision for their institutions, inspiring confidence among those involved in higher education development and the modernization of their universities. In a series of case studies sponsored and published by the Partnership for Higher Education in Africa , it was confirmed that African universities covered by the studies have widely varying contexts and traditions. They are engaged in broad reform, examining and revising their planning processes, introducing new techniques of financial management, adopting new technologies, reshaping course structures and pedagogy, and more important, reforming practices of governance based in particular on their own contexts and traditions.

Important institutional reforms concerning the strategic planning experiences of the Eduardo Mondlane University (UEM) were initiated and implemented so far. Two strategic planning cycles were developed, the first in 1990 and the second one in 1996 / 97. The second one was meant to adapting to the impacts of newly adopted multi-party democracy, market competition, and globalization. Whereas the first reform cycle was the result of high level officials at the University, the second one was generated using a participatory methodology deemed to be more effective in involving the university staff in the process.

It is important to listen to everyone, and to be seen as listening. We are also convinced that various components of the population in Mozambique should be involved in the next phases of the process with a view to define what kind of education orientation the population would wish to have for their children.

There is important progress but yet limited academic impact on the development of the society

Considerable progress has been so far made in post-independence Mozambique. After the initial problems caused by the long years of civil war and then the long efforts necessitated by the adjustment to a market-driven economy and a multi-party democratic political order, Mozambique is now considered to have a higher education system that offers a wide variety of course options and extensive research opportunities. However, a major weakness highlighted by many observers is that all the institutions remain basically concentrated in the capital city of Maputo and its neighboring provinces. It is argued that they serve only a limited fraction of the Mozambican population, and are destined to train the elite of prominent people in government and in the professions, industry and commerce. It is also alleged that the majority of the students who succeed in entering public and private institutions of higher education are from relatively rich families.

It is finally emphasized that nearly 80 per cent of university students in Mozambique use Portuguese as their principal means of communication, thus strengthening the perception of establishing, reproducing and consolidating a hereditary elite, with model values copied on western societies. In response to this challenge, it was suggested that the government should encourage the emergence of new and non-traditional HEIs closer to the local communities, able to respond more rapidly and flexibly to the demands and expectations of the public and private sectors for a high quality trained workforce, while addressing both regional and socioeconomic imbalances in the country.

In our final analysis, we find that the impact of higher education institutions on the development and dissemination of traditional African social and cultural values would be very limited for a long period. As long as the access and feed-back from all levels of the society and regions will be left out of the core interaction with the highly educated elite and higher education institutions mainly concentrated in Maputo, the role of universities in promoting African positive values, a culture of academic ethics and deontology in the entire national society will be very limited.

The process of "Nation building" needs to rely on a strong academic support. One of the Government's main constitutional commitments is to promote the development of the national culture and identity (article 115 of the 2004 Constitution). It is clear that many institutions, for instance the television, are actively promoting cultural diversity through various means. Institutions of higher education should be seen doing more, in particular starting with the students themselves and the academic community members, who are expected to be the light of the society. Such actions would include the integration of courses on ethics and deontology, and develop a wide-ranging variety of education models that reprove negative behavior and promote positive values. Our recommendation is that the Government should for example instruct public universities and other higher education institutions, to appoint "Ethics and Deontology Committees" at the level of their University Councils and within all autonomous faculties.

Bibliography

-Fry, Peter and Utui, Rogéro (1999), The Strategic Planning Experience at Eduardo Mondlane University, ADEA Working Paper on Higher Education, ADEA, Association for the Development of Education in Africa, Paris.

-Mouzinho, Mário ; Fry, Peter ; Levey, Lisbeth and Chilundo, Arlindo (2001), Higher Education in Mozambique: A Case study, The Partnership for Higher Education in Africa, New York University, New York

Sex education: its Importance and the need in society

2011-06-01T11:29:00.000+07:00

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Sex Education, as the term clearly indicates, refers to education which is based on human sexual behavior. Parents, schools or caretakers offer it in some parts of the world to educate the children, who are stepping into their adolescence. If formally received, sex education is either taught as a full course at high school or junior high school level or in biology, health, home economics classes. Teaching sex education is rather a controversial issue; debates have been going on for several decades discussing if it should be taught formally in schools or not. Sex education in schools should exist without any doubts and apprehensions as it offers many benefits.

Adolescence is called the "age of storm and stress". The young teenagers, during this phase of life are under deep psychological pressure. Mainly, this psychological pressure is the result of one's growing sexual needs and the biological changes and hormonal effects on the individuals. During this time, most of the children are observed to become easily irritable. They find it difficult in most situations to deal with the family members. They might not want to talk to them about the natural changes taking place in their body and mind. In such circumstances, one highly suitable option is that of the teachers who are able to teach them to control their urges until a proper age. In schools, trained teachers would help the students to know how to deal with their sexual impulses. This role can not be replaced by parents or other entities. A classroom discussion and lesson would make them feel it is natural, and they would also feel that they are being understood by someone. However, taking them individually to psychologists or other trained educators would not help. In such a situation they might consider themselves to be different and misunderstood by family and people around them. Therefore, it becomes crystal clear that the best way to offer sex education is always in school.

It is a psychological phenomenon that children at young age are under an immense peer pressure. Something that they learn in the class with their peer group is what makes a better impression on their minds than otherwise. They are more focused in the lessons that teachers offer and are more eager asking question to clear their ambiguities. They might feel embarrassed and uneasy questioning their parents about it, but it always differs in case of the teacher in the class. This is because everyone in the class is going through the same stage. A class discussion becomes healthy source of learning as it helps in enhancing the knowledge on the subject.

Many people advocate that sex education should only be restricted to families, that is, that parents should personally educate their children. This view is totally illogical and holds complications and questions. The first point is that not all the parents would be willing to do it or would be able to do it. Secondly, this education needs a proper channel through which it should reach its required learners. There could be many possible problems in the families so they might not be able to take the role of a teacher in educating their children regarding sex. The demand of annulment of sex education from the schools is highly conservative.

Most importantly, there are many single parents, how would they take up this challenge of educating their children on their own? Parents can not properly educate their children about sex also because they lack details that qualified sex educators convey in schools. Thus, the stance of abolishing sex education in school is not a favorable thought. In many observed cases where parents or children are embarrassed about talking over sexual matters with each other, it is most likely to be uneasy situation at both the ends. This keeps the children from learning the answers to the questions they might have in their minds. This can be a great flaw of shifting the duty of sexual education from teachers to the parents. It will leave the children only half or less educated about the issue and as they say "Little knowledge is a dangerous thing", this might end up in grave situations.

According to research, most of the parents also feel uneasy because they know that they are not equipped to provide the apt sexual information to their children. They also fail to comprehend what details and information should be concealed and what should be revealed, keeping in mind their children's age. On the other hand, there might also be parents who would feel comfortable talking to their children about sexual matters, but only when the children bring the matter up.

Most parents, around the world, may also lack role models to look up to as they would not have talked over sexual issues with their own parents in their adolescent. This makes them inefficient to trigger their roles of educating their children in an effective way as the assigned teachers are able to do in schools.

Sex education is not limited to only a single branch of knowledge. This education focuses on a number of significant sexual matters that are offered with especially designed courses and programs. Sex education covers the education of relationships, sexual abstinence at a certain level and teaching to practice safe sex to the level of children who are thought to be sexually active. Therefore, its claim for being appropriate and guiding holds strong base.

At a certain age of adolescence, growing children have problems facing relationships and controlling their personal emotions. Conflicts related to such matters persuade many youngsters to commit suicides or take part in other immoral activities. Proper sex education in schools also concentrates in making the youngsters emotionally stronger and in educating ways to cope with relationship problems. This argument strongly shows the immense benefit of sex education in schools.

Sex education is an important health strategy and this cannot be denied. AIDS and other sexually transmitted diseases can only be controlled if people are aware of precautions and have a vast knowledge in this case. This knowledge is conveyed through sex education, and if sex education is banned in schools and if parents have to educate their children, then it would not be as beneficial to the individuals and the society on the whole as teaching in school could be.

Sex education does not exist in all parts of the world. Asians are commonly regarded conservative when compared to westerners. It is not a part of their course in schools; this does not in any way mean that their teenage pregnancy rate is any lower if they are not exposed to sexual matters openly. In fact, this is one way how peers can mislead most of the youngsters and persuade them to bask in young age sexual relationships without any attempts for safety. This has resulted in serious problems such as the spread of fatal diseases like AIDS and has also increased rate of illegitimate births.

Researches have shown that the cause for ramification of STDs (sexually transmitted diseases) in the eras of 80s and 90s in the US and the UK is the lack of knowledge and information provided about sex in schools or home. Home and family has never and will never play an integral part in conveying sex education to teenagers, therefore to rely on the option of home, is to deceive your own self from the expected exigency in the future.

Some conservative groups assert that to discuss sexual issues openly is to devalue religion. No religion in the world abstain its followers from spreading the information that is so essential for human lives. Sexual behavior is natural and takes place through biological changes and this cannot be questioned as this is a part of human life. Thus people who take refuge under the religious shelter, to make their arguments strong, are misinterpreting religious ideas and laws.

Modern time is the time of internet and powerful media. Teenagers are exposed to Hollywood, TV and internet. These sources offer demonstration of sex which is highly thoughtless and casual; in this situation it is almost illogical to leave the teenagers on their sexual choices. They are young and fully excited; therefore they can not make a favorable choice. Sex education in school offers the information and knowledge they need to understand to know the responsibility that is accompanied by sexual relationships. The teacher in school helps the students to know the difference between a thoughtless and thoughtful sex. Having an urge for sex is not a problem; it is a natural process showing that the young people are developing to become adults; however the problem is having unsafe sex and hurting people through sexual choices.

People who claim that sex education in schools have more cons than pros, often come up with the statements suggesting that sex education in classroom should be avoided because the most effective tool for offering sex education, according to them is TV, films, magazines and media. Such people fail to understand that trained sex educators under especially designed programs teach sex education to children in schools. They are thus able to handle children's problems and clear their ambiguities in the best possible way, whereas magazines, films, TV and other channels and mediums of providing sex education are be reliable. They are most of the times urging the young people by encouraging their sexual promiscuity rather than effectively teaching and educating them. This wrong approach damages the society and the individuals in disguise of ameliorating them.

People contradicting the notion insist that sex education always makes the learners have sex and experience it personally, once they learn about it in school. The reality is that sexual urge for any human being is a natural occurrence. When children reach to a certain age, whether they find people to educated them about sex or not, they do have natural instincts about it, and therefore if provided a chance they would surely want to satisfy their urge. This natural reaction can not in any way be related to the outcome of sex education in schools. In fact, the best time for letting sex education play its role is when the sexual urge increases and the teenagers want to find a source for its satisfaction. It offers individuals with the required knowledge so that they are careful. It is only then that they understand the consequences of sex leading to child birth as well as sexually transmitted diseases. Thus sex education is basically a warning and a caution for such children who are stepping into the phase of life where they would need to know all this.

Some people who go against the topic also argue that even though sex education exists, it has still not decreased the rate of teenage pregnancies. I would rather not go deep in to the moral issue of the topic, but it is important here to discuss and point out the shortcomings of our society. Social values that insist that being single, pregnant and teenagers is fine, is what has to be changed. Through educating the children and making them aware that it is just not 'cool' to be pregnant when single or teenager, and just because 'others are also doing it' does not in any way justify their actions, this change can be achieved. There are many sexual education programs that teach the learners about the grave consequences that can result in having early sex. This type of sex education in schools is helpful and makes the learners responsible and mature enough to understand the difference between morality and immorality.

People, who are against the notion, repeatedly state the question that why sex education is given so much importance when there are also many other issues connected with juvenile delinquencies such as drugs, drinking and aggressive bullying. No doubt, there are also many other issues to consider important enough to be taught in school for awareness but psychological researches show that behind most of the juvenile behavioral problems, one main reason is always the active sexual urge which drives the young people to indulge themselves in harmful activities like drug abuse and alcoholism. It is also commonly observed that young teenagers who indulge into such activities are unaware of proper sex education. Once they are given a true picture of sex and its consequences their mental status relaxes and they are easily able to cope with other social taboos.

Parents, who believe that sex education pollutes the minds of their children, have in large number taken their children out of schools promoting sex education. In this process of instilling in their minds their religious and family values, they forget that the media, their children are largely exposed to can also lead them astray. Sex education in schools does not in any way offers them an invitation to have open sex by making them aware of the risks; it just educates them about the matter in the best way.

Apart from educating the students about safe sex, sex education in schools is also helpful as it helps students to learn proper terminology for reproductive system, STDs and birth contraceptives rather than the street lingo that is commonly used by laymen. Sex education classes are gender based and that is why the young learners are not embarrassed and are only taught what is related to their gender. Early inclusion of classes also helps the teenagers to either become abstinent for some time or to become responsible if they are already active. Therefore, many sexual problems that occur in adulthood can be controlled if effective and apt sex education is given at the right time.

A proper sex education which is holistic, nonjudgmental and comprehensive never misleads or misguides the teenagers. Such a curriculum should be imposed in all schools around the nation; it is an answer to many social problems and conflicts. Would any parent leave their kindergarten kids to walk alone on the streets without letting them know how to walk safely? No parent would actually do that, in the same way, letting your teenager children socialize with their peers and fellows without any proper sexual education is nothing contrary to the analogy mentioned above. It is hazardous and risky for their lives. Thus, proper sex education in schools should be encouraged so that they learn all the significant facts through trained teachers, who help and supports them in these matters of highly crucial value. Sex education should be taken as a positive aspect which promises healthier and better life for the youngsters. It therefore should be taken as a subject taught in schools to enhance knowledge on the subject matter; something merely as human anatomy or biology class. Sex education should be given in all schools to educate the children for their betterment, avoiding it will only result in emotional, social and health problems.

Degrees in education online

2011-06-01T05:20:00.000+07:00

Education is the very broad field and offers you several possibilities. Degree holders or teachers can focus on students at the beginning, middle or secondary. They may also work in administrative positions. Professionals can also specialize in the design of teaching, adult education, or they can also obtain training as an administrative specialist as a principal or vice principal.

Goals to earn a degree education online

Teaching is regarded as a profession very easy going. But if you really want to become a good teacher that you must have multiple skills and expertise like handling of student capacity, strong communication skills and talent of persuade, motivate and train. After obtaining a degree online in top accredited online university or college education, you will be able to train students to solve problems. If you start your career as an elementary teacher will teach you all the basic level subjects. But high school will teach you the topics of your area of specialization. Higher level online degrees in education allow you for positions in higher education, such as community colleges, universities and vocational schools.

Degrees in education online

There are several degrees online in equivalence to the doctoral level. The top of many accredited online universities and the top accredited online colleges offer degrees online education. Here are the available degrees online.

o Associates in education
o Bachelor's degree in education
o master's degree in education
o education PhD.
o diploma in early childhood education
o master's degree in Education Administration

Associates in education online

Associates degree in education online is ideal for the individual work of a career move. It is very beneficial because it is very focused and practical without obligation to the era of the Bachelor. You will focus on a general training courses which include science, social science, the arts and the humanities. After obtaining associates degree level your incorporate teaching into a head start program, Para professional elementary school and the temporary teacher of possible career paths. Associates degree is considered initial level online degree in education.

Bachelor's degree in education online

Bachelor's degree in education online that provides you the option to become certified teachers K - 6. You will get a thorough knowledge of teacher certification K-6 elementary, advanced studies, human development, corporate training and higher education. You can select any specific topic of your interest. You will not be able to help young students develop the skills and knowledge. After obtaining his Bachelor's degree online, you can work as elementary school teacher, Advisor, course developer, researcher, and College Professor.

Master's degree in education online

Masters in education online allows to join better paying administrative jobs. Master gives you the chance to obtain professional certification after the Bachelor's degree. MAT or MIT and m.Ed. are the degrees of masters available in education common. You can continue to work as a teacher or choose to work as a principal or Deputy Director. This Diploma offers the opportunity for professionals to earn a degree with employment. You can earn this degree online education to advance your career. The following concentrations of certain control available

o Administration and supervision
o the education of adults
o Distance learning
o special education
o curriculum and technology

Education degree online PhD.

Online doctorate is the highest degree level online education. It is adapted for the passionate professional wishes get jobs of higher grade. It is essentially for individuals already had teaching experience. After earning master's online you can teach as a professor at the University. You will be also able to conduct research and apply it that you learned. You can specialize in primary and secondary education, special education, adult education and higher education.

Diploma in early childhood education online

Diploma in early childhood education online is also a significant degree online education. After earning this degree, you will be able to work with children below school age typical between 3 and 5. Course work includes the psychology of the child, parents and the beginning of learning strategies.

Professional is basic employment or pre-schools. Professional early childhood education effectively form the young children during a critical period of formative learning, skills and social growth takes place. Children who receive training appropriate at this stage of life can actually find their way through the academic and social rigors that each student will have to face later in life. This is why schools, families and the Government spend considerable money on early childhood education.

Master online in Education Administration

Master in Education Administration Online is a unique online education degree. It is designed for education professionals who have keen interest in matters of administration. Course work includes finance of education, the right of the school, principal functions, the relationship of the community and the supervision of the staff. Degree is in need of experiments course in school administration, administrative and senior level. Many jobs are available in school administration. Education administrators can work on various jobs ranging from day care administrator at college President or Director of the school. Administrators have good skills in communication and able to prepare budgets, monitor the progress of the student, to manage the day-to-day operations, raise funds, design of policies, standards and Institute of command to maintain the State and national standards.

Reservation and the education of stress

2011-05-31T16:34:00.000+07:00

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Stress at individual and social levels; distorts our cognition, affect and conation (perception, feelings and actions); and leads to amongst many other evils; deterioration of international, national and local education policy and its implementation. The present day non-holistic (sectarian, prejudiced, vindictive, malicious, mercenary, exploitative and malevolent) education (formal, curricular, co curricular, extracurricular and informal) is a major stressor that though aids in petty pursuits; opposes our blossoming and further perpetuates stress and ill effects in the individual and social life. Let us review; the present perspective, policy and practice of education; as seen around.

Even though education is defined in various ways; and often inadequately or incompletely; there has been a general agreement on the fact that education is basically a process of blossoming of an individual and the society. Hence it included three domains, which are as follows.

The first domain is called AFFECTIVE DOMAIN. This means the state of mind. In simple words affective domain relates to how we feel. Thus when our mind is full of alertness, attention, enthusiasm, buoyancy, affection, concern, joy, tolerance, self esteem, mutual respect, mutual trust, commitment, dedication, love, romance, confidence, positive and victorious spirit, we would call it healthy affective domain. In addition; the zeal and concentration needed; in the pursuit of excellence in intellectual field, tenacity and endurance required; in skillful activities and patience and commitment essential; for internally satisfying and socially beneficial (conscientious) actions constitute affective domain. The purpose of education is to nurture this domain by designing suitable curricula and syllabi.

The second domain of education is called PSYCHOMOTOR DOMAIN. This implies ability to appreciate skills and ability to perform physical and mental skills, with speed, accuracy, elegance, ease of performance etc. This may involve appreciation and performance of skills such as surgery, playing a musical instrument, playing basket ball or doing carpentry! The purpose of education is to nurture this domain through not only designing suitable curricula, syllabi but also by providing sufficient practical and demonstration classes; with all the necessary equipments.

The third domain is called COGNITIVE DOMAIN. Cognitive domain incorporates accurate perspective, contemplation, correct perception understanding, conceptualization, analysis and recall of fact and problems, ability to evaluate, synthesize, correlate and make decisions, appropriate policies, plans and expertise in the management, administration, etc.

It is clear that all these domains have three components each viz. Cognition [Perception], affect [Feelings] and conation [Response].

Thus cognitive domain would have intellectual perception, clarity and intellectual expression, affective domain would include feeling, motivation and response in emotional sphere such as poetry; and psychomotor domain would include grasp and internalization of a particular skill, confidence to perform it and actually performing it.

Let us now see, how in spite of these goals; how it has come to be conceived as a process of achieving political, economic, scientific and technological supremacy and thus deteriorated to the present stage; where all the three domains are defective; apart from lacking in the spiritual and productive domains. In short; let us see how it has become a major stressor.

For this; a brief consideration of the traditional education system in India would prove useful.

Traditional Education System in India in general; ensured that:

a] Careers were not selected on the basis of monetary gains,

b] Careers were not selected arbitrarily on the basis of idiosyncrasies and whims,

c] Some lucrative careers could not be sought after; in preference to the others,

d] All careers ensured income and production from early age,

e] All careers ensured that the society was benefited,

f] All careers ensured security to all the social groups,

g] All the careers ensured intimacy and closeness between young and old in the families.

h] All careers ensured ethical education and passage of experience and wisdom; from generation to generation.

These were merits. But it is also true that, the traditional system was apparently marked by deprivation of scholastic education on mass scale, apparently unjustifiable availability of education of jobs based on caste, deficient infrastructure for collective scientific and technological efforts, and an element of arbitrary imposition of hierarchy.

The traditional education system has attained the present status of being a major stressor as a result of several stressful factors including the onslaught of the tempting and impressive individualistic doctrines. Thus the transition from traditional system to the present one (whether due to British, American or any other influence, but basically due to individualistic pursuits); has become a major stressor tearing apart the cohesive social fabric of India by failing to preserve and nurture the merits and discard and dispose off the demerits.

As the education shifted from homes, home industries and farms to; nurseries, K.G. schools, schools, colleges, universities, corporate industries, research institutions etc. the transition became viciously poisonous.

Cognition suffered because of:

a] Huge number of students, in a single class making following three things almost impossible. These things are i] individual attention ii] dialogue iii] discussions,

b] Lack of adequate salary, accountability, incentive and economic security to the teachers taking away the initiative of nurturing cognitive domain

c] Increase in alienation with respect to student's background and aptitude

d] Lack of adequate incentive to the students in the form of creativity, production and earning, service to the family and service to the nation, takes away the motivation required for building up cognitive domain

e] Lack of conviction essential in the growth of cognitive domain in the teachers and students because of outdated practical and demonstration classes, lack of interdisciplinary dialogue and in general the irrelevance of education to the realities of day to day life in as much as almost predictable consecutive unemployment at the end! The lack of conviction could be partly due to lack of participation by teachers in decision-making, policy making, development of curricula, syllabi etc.

f] Emphasis on recall and hence rote learning thereby denying free inquiry, reading, questioning etc. thereby directly thwarting the cognitive domain

g]] Too many examinations; with irrelevant parameters or criteria of evaluation [besides being unfair in many instances] leading to misguided and in most cases counterproductive efforts thus adversely affecting the cognitive domain

h] Competitions where the manipulative skills, callousness, selfishness are given more respect, destroy the enthusiasm of growing in cognitive domain

i] Information explosion affecting cognitive domain by either causing enormous and unnecessary burden on memory or inferiority complex

j] Pressure of interviews causing constant tension and sense of inadequacy, right from the tender age,

k] Protracted hours of homework in schools denying the students their legitimate right to enjoy their childhood and make them physically, mentally and intellectually unfit to grow in cognitive domain

l] Irrelevant and unnecessary information loading in lectures in the form of monologue, leading to suppression of the spontaneity, originality, interest and enthusiasm so much required in cognitive development amongst the students,

Affective domain suffered due to,

A] Isolation of the children from their parents and their domestic environment at an early age [Making the parents also equally sad]

B] Lack of warm bonds due to huge number,

C] Cut throat individualistic and petty competition,

D] Inadequate facilities of sports, trekking, educational tours, recreation and physical development etc

E] Alienation from one's social environment and culture

Psychomotor domain suffered due to

A] Almost total lack of opportunities to actually participate in skillful activities such as drawing, painting, sewing, sculpturing, carpentry, knitting, weaving, music, agriculture, horticulture, other handicrafts, various sports, performing arts etc.

It is important to realize that promotion of psychomotor domain is evident but in its caricature form. It has no concrete economic realistic basis. The activities have no economic incentive and no productive element.

Apart from the defects in the three domains; the other two domains viz. spiritual and productive; have not TOTALLY ABSENT in the education.

The spiritual domain that imparts universal perspective and globally beneficial outlook; incorporates inner blossoming of an individual through introspection, heart to heart communication (not merely discussion and arguments), mutual understanding and blossoming of the teachers and students together; through one of the most universal practices; viz. NAMASMARAN. Thus the spiritual domain is a key to conquer lust, whims, fancies, pride, arrogance, callousness, contempt, ungratefulness, prejudices, jealousy, hatred, meanness, meekness, beggary, cheating, stealing, treachery and so on; is never made available to the teachers, students and the others; associated with education.

The present education system in India lacks the other important domain viz. the productive domain that empowers the people concerned with education. This prevents a huge section of society such as teachers, students, clerks, servants, sweepers and many others such as education inspectors, from being creative and productive. In addition it causes colossal loss of space, electricity, construction cost and so on. In addition because of the typical emphasis on rote learning it leads to phenomenal waste of "educational material" such as paper, bags, pencils, ball pens etc.

It has to be appreciated that billions of rupees are spent on unproductive or rather counterproductive exercise of construction, decoration and maintenance of schools and colleges, electricity, and so called educational material, payment of millions of teachers and other staff members engaged, and exams conducted to test the "capacity and merit of rote learning". This way we weaken the national economy, jeopardize the developmental activities.

It also causes economic loss to everyone involved in education; while suppressing and starving their all three domains nurtured in productive activity. This is a single most important cause of

1] Reduction in the dignity of labor amongst those who continue to learn, as well as reduction in the income of the concerned families and the nation

2] Lack of education, lack of employment and starvation or criminalization amongst those who are forced to drop out because the poor villagers' children normally contribute to the earning of the family.

3] Inhuman suffering of those millions of students dropouts, who somehow manage to get into the hell of cheap child labor for subsistence; due to economic reasons.

In short, present day education system harnesses arrogance and diffidence; amongst those who continue to learn. But their spiritual, cognitive, psychomotor, affective and productive domains are defective. Their spiritual blossoming, self empowerment, creative wisdom, intellectual competence, productive skills, self sufficiency and even physical health are deficient. Thus we have increasing number of unproductive criminals and mental wrecks or highly competitive efficient maniacs pursuing petty goals at the cost of others!

For those who are unable to continue the education; the abyss of being child labor, stealing, delinquency, criminals, perverts, beggars is wide open!

The piecemeal approach or facilitation of petty pursuits (under the guise of development and progress) is not only useless but are in fact counterproductive! It leads to cancerous spread of industries with uncontrolled production of unnecessary utilities and their maddening marketing. These industries consume energy, fuel and add to undisposable waste and pollution. This sickening and stressful atmosphere nurtured by the present education; promotes the growth of terrorism on the one hand; and pretends to act against it (in a counterproductive way) on the other!

Mainstream Education System and the courses and careers in it; revolve around and serve the grossly petty and superficial considerations, motivations and interests and this state of affairs; is strongly protected and strengthened by the elements with similar interests! Hence the present laws, rules and regulations also promote present education and its ill effects.

Some institutions and individuals, for whom we have great respect, are involved in the holistic approach to education (mainstream, formal, informal, curricular, co curricular, extracurricular as well as education of physically and mentally challenged children). But these efforts are too feeble to make a difference to our life.

While piecemeal approaches are failing; there is no adequate awareness and promotion of holistic education, which leaves the vicious cycle of stress distorting education and distorted education creating, aggravating and spreading the stress; to continue unabashedly and unabated.

Hence; the ill effects of stress on present education and vice versa; can be eradicated if we understand and propagate the defects in present education and promote holistic education as an international solution. It has to be appreciated that no statesman, no political leader, no policy maker and no administrator can bring about change in an existing system (in democratic set up); unless, we evolve a consensus about the changes in the majority of people; whose cooperation is very vital.

In short; the policy of holistic education; demands that every school, college, university etc must become the center of production and service, self sufficient and must aid in self sufficiency and blossoming of everyone involved in education and also of the nation.

The students, teachers and others associated with education; must blossom as independent and empowered individuals; spiritually, intellectually, mentally, instinctually, physically and economically.

In practice; everyday; approximately

20 % of the time must be spent in production, service etc.

20 % of the time must be spent in physical activities

20 % of the time must be spent in personality (conceptual and spiritual) development and

20 % of the time must be spent in entertainment

20 % of the time must be spent on cognitive domain

20 % of the time must be spent in production, service etc.

1. The productive domain should be an essential ingredient of education System, but no particular job should be enforced. The teachers and others should participate in the productive domain. Production and service can involve community projects such plantation of medicinal herbs, rearing of cows, home flower gardening, production of chalk sticks, carpentry, pottery, cleanliness, crafts, skills, arts and their sale according to the situations.. Working physically in different ways and earning is not a burden. It is an opportunity to grow from within. It is an opportunity to develop our self esteem. It is an opportunity to become self sufficient.

2. This leads to self sufficiency in schools. They do not have to depend on heavy fees or federal grants or donations and this way they become accessible to all; rendering the reservations redundant!

3. Through productive domain the hypokinetic stress, emotional stress of being dependent and intellectual stress of excessive memorizing is averted.

4. Due to productive domain, the dropping out due to lack of earning (as is common in case of millions of students in many parts of world) and then turning into helpless, vulnerable and cheap child labor would come down.

5. Being empowered, the students would not go through the stress of unemployment and turn into helpless, frustrated mental wrecks or criminals.

6. The emphasis on productive domain (and hence psychomotor and practical aspects) would bring down the necessity and also the capability and possibility to "copy" and associated crimes and corruption in procedures of examinations, certification, providing grants and so on!

The caste based or any other kind of reservation for education, jobs and promotions; responsible for social divide and strife; in many parts of the world; (especially India) can be rendered redundant and thus; peacefully and advantageously done away with, by consensus!

Most importantly; we have to introduce and incorporate examinations, which examine the actual skill, capacity or performance of the student, rather than his/her ability of repeating or reproducing things and/or copying.

20 % of the time must be spent in physical activities

Physical activities can include pranayama, sports, exercise, trekking, hiking, a variety of physical fitness training programs and methods to avoid monotony and improve efficacy. A variety of sports prevalent in every other parts of the world can make the programs more interesting, entertaining thereby promoting global unity.

20 % of the time must be spent in personality (conceptual and spiritual) development and

Personality development includes affective domain, spiritual domain and embodies broadening of perspective through various means such as; NAMASMARAN, by hearting and chanting prayers, poems and songs from different languages and countries thereby promoting global unity, invited guest lectures, seminars, discussions on holistic health, educational tours and visits to places where the student gets exposed to rapid developments in the society such as laboratories, airports, government offices, share market, farms etc.

20 % of the time must be spent in entertainment

Entertainment that enriches the soul; not only should include playing musical instruments, dance, painting, mimicry, singing, story telling, drama, movie etc. but everything that nurtures the affective domain and spiritual domain as well.

20 % of the time must be spent on cognitive domain

Development of cognitive domain can include teaching of languages, history, geography, mathematics etc with utmost emphasis on interpretation and relevance in day to day life. Thus typical irrelevant questions in the examination of history, languages, mathematics; should be totally done away with. The subject such as economics, psychology, civics, philosophy, logic, sociology etc must include field work and made relevant to the present society.

We must encourage maximum and daily person to person interaction and dialogue amongst the teachers and students; so that analytical, synthetic, contemplative, decision making, trouble shooting and problem solving capacities are developed optimally.

Let us realize the fact that the vicious cycle of stress distorting education and distorted education causing and multiplying stress e.g. in the form of RESERVATION POLICY and its ILL EFFECTS; in individual and social life; can NOT be managed effectively unless and until; a situation where millions are "imprisoned" in unproductive work and millions are forced into unemployment and inhuman cheap child labor; is eradicated through holistic education policy and its implementation; at international, national and local levels; through the laws, government rules and public awareness, consensus and participation.

The details of practical steps can be developed by interactions amongst the people active in the field of education all over the world. But we all need;

1, Perspective and conviction of Global Unity and global welfare

2. Readiness to accept and introduce physiological insights and principles in the holistic education

3. Readiness and openness to have dialogue with experts in other fields

4. Participation from the society and governments and the media including internet websites, so that holistic education activists all over the world can have a meaningful dialogue and share views, work and experiences and may be, inspire others!

5. Administrative proficiency and due care and concern for the physical capacities of the children (normal as well as the physically and mentally challenged) and should not be painful and troublesome.

7. The opportunities for psychomotor activities and productive activities; without impositions.

8. Every kind of open mindedness and tolerance amongst teachers and students; so that better international relations can be realized.

The physical, instinctual, emotional, intellectual, spiritual and economic empowerment and blossoming; of all those involved in holistic education is integral to Total Stress Management (the core of which is NAMASMARAN); i.e. individual and global blossoming; culminating into global unity, harmony and justice.

Can NAMASMARAN be useful in this? To find out that; we must find out what is NAMASMARAN!

Namasmaran usually embodies; remembering the name of God, Guru, great souls; such as prophets and whatever is considered as holy e.g. planets and stars. It is remembered silently, loudly, along with music, dance, along with breathing, in group or alone. Further, NAMASMARAN is either counted by some means such as fingers, rosary (called SMARANI or JAPAMALA), or electronic counter; or practiced without counting. The traditions vary from region to region and from religion to religion.

However the universal principle underlying

NAMASMARAN is to reorient our physiological and social being; with our true self and establish and strengthen the bond between; our physiological and social being; with our true self; and finally reunification or merger with our true self!

Since individual consciousness is the culmination of every activity in life; and NAMASMARAN the pinnacle of or culmination of individual consciousness; NAMASMARAN is actually opening the final common pathway to objective or cosmic consciousness; so that individual consciousness in every possible activity gets funneled into or unified with Him!

Thus NAMASMARAN is in fact the YOGA of YOGA in the sense that it is the culmination of consciousness associated with every possible procedure and technique in the yoga that we are familiar with. It is the

YOGA of YOGA because it is the culmination of consciousness associated with all the activities in the universe, which it encompasses as well! It is YOGA of YOGA because everybody in the world irrespective of his/her tradition and the beliefs; would eventually, ultimately and naturally reach it; in the process of liberation. Even so called non believers also would not "miss" the "benefit of NAMASMARAN as they may remember true self through one symbol or another"!

Just as NAMASMARAN is YOGA of YOGA it is meditation of meditation also! This is because the natural and ultimate climax of every form of meditation; is remembering true self or merging with cosmic consciousness effortlessly!

These facts however have to be realized with persistent practice of NAMSMARAN and not blindly believed or blindly disbelieved with casual approach!

In short NAMSMARAN is super-bounty of cosmic consciousness for every individual to realize it (cosmic consciousness)! This is truly a super-bounty because a person, who experiences it, rises above mercenary, commercial and even professional and charity planes and manifest super- transactions in his or her life!

These are just few observations to give rough idea about what is NAMASMARAN. NAMASMARAN is an ocean of bliss. Its true meaning is beyond description in words and has to b experienced, not by one or few person sporadically; but most preferably, by billions!

The last point is; NAMASMARAN would certainly enlighten, empower and enable some people; out of those billions practicing NAMASMARAN; to evolve, guide and consolidate the global conscience and thereby manifest global unity and harmony and justice, through globally benevolent proper policies!

Globalization and the development of primary education in Tanzania: prospects and challenges

2011-05-31T00:34:00.000+07:00

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1. Overview of the Country and Primary Education System:

Tanzania covers 945,000 square kilometres, including approximately 60,000 square kilometres of inland water. The population is about 32 million people with an average annual growth rate of 2.8 percent per year. Females comprise 51% of the total population. The majority of the population resides on the Mainland, while the rest of the population resides in Zanzibar. The life expectancy is 50 years and the mortality rate is 8.8%. The economy depends upon Agriculture, Tourism, Manufacturing, Mining and Fishing. Agriculture contributes about 50% of GDP and accounting for about two-thirds of Tanzania's exports. Tourism contributes 15.8%; and manufacturing, 8.1% and mining, 1.7%. The school system is a 2-7-4-2-3+ consisting of pre-primary, primary school, ordinary level secondary education, Advanced level secondary, Technical and Higher Education. Primary School Education is compulsory whereby parents are supposed to take their children to school for enrollment. The medium of instruction in primary is Kiswahili.

One of the key objectives of the first president J.K. Nyerere was development strategy for Tanzania as reflected in the 1967 Arusha Declaration, which to be ensuring that basic social services were available equitably to all members of society. In the education sector, this goal was translated into the 1974 Universal Primary Education Movement, whose goal was to make primary education universally available, compulsory, and provided free of cost to users to ensure it reached the poorest. As the strategy was implemented, large-scale increases in the numbers of primary schools and teachers were brought about through campaign-style programs with the help of donor financing. By the beginning of the 1980s, each village in Tanzania had a primary school and gross primary school enrollment reached nearly 100 percent, although the quality of education provided was not very high. From 1996 the education sector proceeded through the launch and operation of Primary Education Development Plan - PEDP in 2001 to date.

2. Globalization

To different scholars, the definition of globalization may be different. According to Cheng (2000), it may refer to the transfer, adaptation, and development of values, knowledge, technology, and behavioral norms across countries and societies in different parts of the world. The typical phenomena and characteristics associated with globalization include growth of global networking (e.g. internet, world wide e-communication, and transportation), global transfer and interflow in technological, economic, social, political, cultural, and learning areas, international alliances and competitions, international collaboration and exchange, global village, multi-cultural integration, and use of international standards and benchmarks. See also Makule (2008) and MoEC (2000).

3. Globalization in Education

In education discipline globalization can mean the same as the above meanings as is concern, but most specifically all the key words directed in education matters. Dimmock & Walker (2005) argue that in a globalizing and internalizing world, it is not only business and industry that are changing, education, too, is caught up in that new order. This situation provides each nation a new empirical challenge of how to respond to this new order. Since this responsibility is within a national and that there is inequality in terms of economic level and perhaps in cultural variations in the world, globalization seems to affect others positively and the vice versa (Bush 2005). In most of developing countries, these forces come as imposing forces from the outside and are implemented unquestionably because they do not have enough resource to ensure its implementation (Arnove 2003; Crossley & Watson, 2004).

There is misinterpretation that globalization has no much impact on education because the traditional ways of delivering education is still persisting within a national state. But, it has been observed that while globalization continues to restructure the world economy, there are also powerful ideological packages that reshape education system in different ways (Carnoy, 1999; Carnoy & Rhoten, 2002). While others seem to increase access, equity and quality in education, others affect the nature of educational management. Bush (2005) and Lauglo (1997) observe that decentralization of education is one of the global trends in the world which enable to reform educational leadership and management at different levels. They also argue that Decentralization forces help different level of educational management to have power of decision making related to the allocation of resources. Carnoy (1999) further portrays that the global ideologies and economic changes are increasingly intertwined in the international institutions that broadcast particular strategies for educational change. These include western governments, multilateral and bilateral development agencies and NGOs (Crossley & Watson 2004). Also these agencies are the ones which develop global policies and transfer them through funds, conferences and other means. Certainly, with these powerful forces education reforms and to be more specifically, the current reforms on school leadership to a large extent are influenced by globalization.

4. The School Leadership

In Tanzania the leadership and management of education systems and processes is increasingly seen as one area where improvement can and need to be made in order to ensure that education is delivered not only efficiently but also efficaciously. Although literatures for education leadership in Tanzania are inadequate, Komba in EdQual (2006) pointed out that research in various aspects of leadership and management of education, such as the structures and delivery stems of education; financing and alternative sources of support to education; preparation, nurturing and professional development of education leaders; the role of female educational leaders in improvement of educational quality; as will as the link between education and poverty eradication, are deemed necessary in approaching issues of educational quality in any sense and at any level. The nature of out of school factors that may render support to the quality of education e.g. traditional leadership institutions may also need to be looked into.

5. Impact of Globalization

As mentioned above, globalization is creating numerous opportunities for sharing knowledge, technology, social values, and behavioral norms and promoting developments at different levels including individuals, organizations, communities, and societies across different countries and cultures. Cheng (2000); Brown, (1999); Waters, (1995) pointed out the advantages of globalization as follows: Firstly it enable global sharing of knowledge, skills, and intellectual assets that are necessary to multiple developments at different levels. The second is the mutual support, supplement and benefit to produce synergy for various developments of countries, communities, and individuals. The third positive impact is creation of values and enhancing efficiency through the above global sharing and mutual support to serving local needs and growth. The fourth is the promotion of international understanding, collaboration, harmony and acceptance to cultural diversity across countries and regions. The fifth is facilitating multi-way communications and interactions, and encouraging multi-cultural contributions at different levels among countries.

The potential negative impacts of globalization are educationally concerned in various types of political, economic, and cultural colonization and overwhelming influences of advanced countries to developing countries and rapidly increasing gaps between rich areas and poor areas in different parts of the world. The first impact is increasing the technological gaps and digital divides between advanced countries and less developed countries that are hindering equal opportunities for fair global sharing. The second is creation of more legitimate opportunities for a few advanced countries to economically and politically colonize other countries globally. Thirdly is exploitation of local resources which destroy indigenous cultures of less advanced countries to benefit a few advanced countries. Fourthly is the increase of inequalities and conflicts between areas and cultures. And fifthly is the promotion of the dominant cultures and values of some advanced areas and accelerating cultural transplant from advanced areas to less developed areas.

The management and control of the impacts of globalization are related to some complicated macro and international issues that may be far beyond the scope of which I did not include in this paper. Cheng (2002) pointed out that in general, many people believe, education is one of key local factors that can be used to moderate some impacts of globalization from negative to positive and convert threats into opportunities for the development of individuals and local community in the inevitable process of globalization. How to maximize the positive effects but minimize the negative impacts of globalization is a major concern in current educational reform for national and local developments.

6. Globalization of Education and Multiple Theories

The thought of writing this paper was influenced by the multiple theories propounded by Yin Cheng, (2002). He proposed a typology of multiple theories that can be used to conceptualize and practice fostering local knowledge in globalization particularly through globalized education. These theories of fostering local knowledge is proposed to address this key concern, namely as the theory of tree, theory of crystal, theory of birdcage, theory of DNA, theory of fungus, and theory of amoeba. Their implications for design of curriculum and instruction and their expected educational outcomes in globalized education are correspondingly different.

The theory of tree assumes that the process of fostering local knowledge should have its roots in local values and traditions but absorb external useful and relevant resources from the global knowledge system to grow the whole local knowledge system inwards and outwards. The expected outcome in globalized education will be to develop a local person with international outlook, who will act locally and develop globally. The strength of this theory is that the local community can maintain and even further develop its traditional values and cultural identity as it grows and interacts with the input of external resources and energy in accumulating local knowledge for local developments.

The theory of crystal is the key of the fostering process to have "local seeds" to crystallize and accumulate the global knowledge along a given local expectation and demand. Therefore, fostering local knowledge is to accumulate global knowledge around some "local seeds" that may be to exist local demands and values to be fulfilled in these years. According to this theory, the design of curriculum and instruction is to identify the core local needs and values as the fundamental seeds to accumulate those relevant global knowledge and resources for education. The expected educational outcome is to develop a local person who remains a local person with some global knowledge and can act locally and think locally with increasing global techniques. With local seeds to crystallize the global knowledge, there will be no conflict between local needs and the external knowledge to be absorbed and accumulated in the development of local community and individuals.

The theory of birdcage is about how to avoid the overwhelming and dominating global influences on the nation or local community. This theory contends that the process of fostering local knowledge can be open for incoming global knowledge and resources but at the same time efforts should be made to limit or converge the local developments and related interactions with the outside world to a fixed framework. In globalized education, it is necessary to set up a framework with clear ideological boundaries and social norms for curriculum design such that all educational activities can have a clear local focus when benefiting from the exposure of wide global knowledge and inputs. The expected educational outcome is to develop a local person with bounded global outlook, who can act locally with filtered global knowledge. The theory can help to ensure local relevance in globalized education and avoid any loss of local identity and concerns during globalization or international exposure.

The theory of DNA represents numerous initiatives and reforms have made to remove dysfunctional local traditions and structures in country of periphery and replace them with new ideas borrowed from core countries. This theory emphasizes on identifying and transplanting the better key elements from the global knowledge to replace the existing weaker local components in the local developments. In globalizing education, the curriculum design should be very selective to both local and global knowledge with aims to choose the best elements from them. The expected educational outcome is to develop a person with locally and globally mixed elements, who can act and think with mixed local and global knowledge. The strength of this theory is its openness for any rational investigation and transplant of valid knowledge and elements without any local barrier or cultural burden. It can provide an efficient way to learn and improve the existing local practices and developments.

The theory of fungus reflects the mode of fostering local knowledge in globalization. This theory assumes that it is a faster and easier way to digest and absorb certain relevant types of global knowledge for nutrition of individual and local developments, than to create their own local knowledge from the beginning. From this theory, the curriculum and instruction should aim at enabling students to identify and learn what global knowledge is valuable and necessary to their own developments as well as significant to the local community. In globalizing education, the design of education activities should aim at digesting the complex global knowledge into appropriate forms that can feed the needs of individuals and their growth. The expected educational outcome is to develop a person equipped certain types of global knowledge, who can act and think dependently of relevant global knowledge and wisdom. Strengths of the theory is for some small countries, easily digest and absorb the useful elements of global knowledge than to produce their own local knowledge from the beginning. The roots for growth and development are based on the global knowledge instead of local culture or value.

The theory of amoeba is about the adaptation to the fasting changing global environment and the economic survival in serious international competitions. This theory considers that fostering local knowledge is only a process to fully use and accumulate global knowledge in the local context. Whether the accumulated knowledge is really local or the local values can be preserved is not a major concern. According to this theory, the curriculum design should include the full range of global perspectives and knowledge to totally globalize education in order to maximize the benefit from global knowledge and become more adaptive to changing environment. Therefore, to achieve broad international outlook and apply global knowledge locally and globally is crucial in education. And, cultural burdens and local values can be minimized in the design of curriculum and instruction in order to let students be totally open for global learning. The expected educational outcome is to develop a flexible and open person without any local identity, who can act and think globally and fluidly. The strengths of this theory are also its limitations particularly in some culturally fruit countries. There will be potential loss of local values and cultural identity in the country and the local community will potentially lose its direction and social solidarity during overwhelming globalization.

Each country or local community may have its unique social, economic and cultural contexts and therefore, its tendency to using one theory or a combination of theories from the typology in globalized education may be different from the other. To a great extent, it is difficult to say one is better than other even though the theories of tree, birdcage and crystal may be more preferred in some culturally rich countries. For those countries with less cultural assets or local values, the theories of amoeba and fungus may be an appropriate choice for development. However, this typology can provide a wide spectrum of alternatives for policy-makers and educators to conceptualize and formulate their strategies and practices in fostering local knowledge for the local developments. See more about the theories in Cheng (2002; 11-18)

7. Education Progress since Independence in Tanzania

During the first phase of Tanzania political governance (1961-1985) the Arusha Declaration, focusing on "Ujamaa" (African socialism) and self-reliance was the major philosophy. The nationalization of the production and provision of goods and services by the state and the dominance of ruling party in community mobilization and participation highlighted the "Ujamaa" ideology, which dominated most of the 1967-1985 eras. In early 1970s, the first phase government embarked on an enormous national campaign for universal access to primary education, of all children of school going age. It was resolved that the nation should have attained universal primary education by 1977. The ruling party by that time Tanganyika African National Union (TANU), under the leadership of the former and first president of Tanzania Mwalimu Julius K. Nyerere, directed the government to put in place mechanisms for ensuring that the directive, commonly known as the Musoma Resolution, was implemented. The argument behind that move was essentially that, as much as education was a right to each and every citizen, a government that is committed to the development of an egalitarian socialist society cannot segregate and discriminate her people in the provision of education, especially at the basic level.

7.1. The Presidential Commission on Education

In 1981, a Presidential Commission on education was appointed to review the existing system of education and propose necessary changes to be realized by the country towards the year 2000. The Commission submitted its report in March 1982 and the government has implemented most of its recommendation. The most significant ones related to this paper were the establishment of the Teachers' Service Commission (TSC), the Tanzania Professional Teachers Association, the introduction of new curriculum packages at primary, secondary and teacher education levels, the establishment of the Faculty of Education (FoE) at the University of Dar-es-Salaam, the introduction of pre-primary teacher education programme; and the expansion of secondary education.

7.2. Education during the Second Phase Government of Tanzania

The second phase government of Tanzania spanning from 1985 to 1995, was characterized by new liberal ideas such as free choice, market-oriented schooling and cost efficiency, reduced the government control of the UPE and other social services. The education sector lacked quality teachers as well as teaching/learning materials and infrastructure to address the expansion of the UPE. A vacuum was created while fragmented donor driven projects dominated primary education support. The introduced cost sharing in the provision of social services like education and health hit most the poorest of the poor. This decrease in government support in the provision of social services including education as well as cost-sharing policies were not taken well, given that most of the incomes were below the poverty line. In 1990, the government constituted a National Task Force on education to review the existing education system and recommend a suitable education system for the 21st century.

The report of this task force, the Tanzania Education System for the 21st Century, was submitted to the government in November 1992. Recommendations of the report have been taken into consideration in the formulation of the Tanzania Education and Training Policy (TETP). In spite of the very impressive expansionary education policies and reforms in the 1970s, the goal to achieve UPE, which was once targeted for achievement in 1980, is way out of reach. Similarly, the Jomtien objective to achieve Basic Education for all in 2000 is on the part of Tanzania unrealistic. The participation and access level have declined to the point that attainment of UPE is once again an issue in itself. Other developments and trends indicate a decline in the quantitative goals set rather than being closer to them (Cooksey and Reidmiller, 1997; Mbilinyi, 2000). At the same time serious doubt is being raised about school quality and relevance of education provided (Galabawa, Senkoro and Lwaitama, (eds), 2000).

7.3. Outcomes of UPE

According to Galabawa (2001), the UPE describing, analysis and discussing explored three measures in Tanzania: (1) the measure of access to first year of primary education namely, the apparent intake rate. This is based on the total number of new entrants in the first grade regardless of age. This number is in turn expressed as a percentage of the population at the official primary school entrance age and the net intake rate based on the number of new entrants in the first grade who are of the official primary school entrance age expressed as percentage of the population of corresponding age. (2) The measure of participation, namely, gross enrolment ratio representing the number of children enrolled in primary education, regardless of age, expressed as a percentage of the official primary school age population; while the net enrolment ratio corresponds to the number of children of the official primary school age enrolled in primary school expressed as a percentage of corresponding population. (3) The measure of internal efficiency of education system, which reflect the dynamics of different operational decision making events over the school cycle like dropouts, promotions and repetitions.

7.3.1. Access to Primary Education

The absolute numbers of new entrants to grade one of primary school cycles have grown steadily since 1970s. The number of new entrants increased from around 400,000 in 1975 to 617,000 in 1990 and to 851,743 in 2000, a rise of 212.9 percent in relative terms. The apparent (gross) intake rate was high at around 80% in the 1970s dropping to 70% in 1975 and rise up to 77% in 2000. This level reflects the shortcomings in primary education provision. Tanzania is marked by wide variations in both apparent and net intake rates-between urban and rural districts with former performing higher. Low intake rates in rural areas reflect the fact that many children do not enter schools at the official age of seven years.

7.3.2. Participation in Primary Education

The regression in the gross and net primary school enrolment ratios; the exceptionally low intake at secondary and vocational levels; and, the general low internal efficiency of the education sector have combined to create a UPE crisis in Tanzania's education system (Education Status Report, 2001). There were 3,161,079 primary pupils in Tanzania in 1985 and, in the subsequent decade primary enrolment rose dramatically by 30% to 4,112,167 in 1999. These absolute increases were not translated into gross/net enrolment rates, which actually experienced a decline threatening the sustainability of quantitative gains. The gross enrolment rate, which was 35.1% in late 1960's and early 1970s', grew appreciably to 98.0% in 1980 when the net enrolment rate was 68%. (ibid)

7.3.3. Internal Efficiency in Primary Education

The input/output ratio shows that it takes an average of 9.4 years (instead of planned 7 years) for a pupil to complete primary education. The extra years are due to starting late, drop-outs, repetition and high failure rate which is pronounced at standard four where a competency/mastery examination is administered (ESDP, 1999, p.84). The drive towards UPE has been hampered by high wastage rates.

7.4. Education during the Third Phase Government of Tanzania

The third phase government spanning the period from 1995 to date, intends to address both income and non-income poverty so as to generate capacity for provision and consumption of better social services. In order to address these income and non-income poverty the government formed the Tanzania Vision 2025. Vision 2025 targets at high quality livelihood for all Tanzanians through the realization of UPE, the eradication of illiteracy and the attainment of a level of tertiary education and training commensurate with a critical mass of high quality human resources required to effectively respond to the developmental challenges at all level. In order to revitalize the whole education system the government established the Education Sector Development Programme (ESDP) in this period. Within the ESDP, there two education development plans already in implementation, namely: (a) The Primary Education Development Plan (PEDP); and (b) The Secondary Education Development Plan (SEDP).

8. Prospects and Challenges of Primary of Education Sector

Since independence, The government has recognised the central role of education in achieving the overall development goal of improving the quality of life of Tanzanians through economic growth and poverty reduction. Several policies and structural reforms have been initiated by the Government to improve the quality of education at all levels. These include: Education for Self-Reliance, 1967; Musoma Resolution, 1974; Universal Primary Education (UPE), 1977; Education and Training Policy (ETP), 1995; National Science and Technology Policy, 1995; Technical Education and Training Policy, 1996; Education Sector Development Programme, 1996 and National Higher Education Policy, 1999. The ESDP of 1996 represented for the first time a Sector-Wide Approach to education development to redress the problem of fragmented interventions. It called for pooling together of resources (human, financial and materials) through the involvement of all key stakeholders in education planning, implementation, monitoring and evaluation (URT, 1998 quoted in MoEC 2005b). The Local Government Reform Programme (LGRP) provided the institutional framework.

Challenges include the considerable shortage of classrooms, a shortage of well qualified and expert teachers competent to lead their learners through the new competency based curriculum and learning styles, and the absence of an assessment and examination regime able to reinforce the new approaches and reward students for their ability to demonstrate what they know understand and can do. At secondary level there is a need to expand facilities necessary as a result of increased transition rates. A major challenge is the funding gap, but the government is calling on its development partners to honour the commitments made at Dakar, Abuja, etc, to respond positively to its draft Ten Year Plan. A number of systemic changes are at a critical stage, including decentralisation, public service reform, strengthening of financial management and mainstreaming of ongoing project and programmes. The various measures and interventions introduced over the last few years have been uncoordinated and unsynchronised. Commitment to a sector wide approach needs to be accompanied by careful attention to secure coherence and synergy across sub-sectoral elements. (Woods, 2007).

9. Education and School Leadership in Tanzania and the Impacts

Education and leadership in primary education sector in Tanzania has passed through various periods as explained in the stages above. The school leadership major reformation was maintained and more decentralized in the implementation of the PEDP from the year 2000 to date. This paper is also more concerned with the implementation of globalization driven policies that influence the subjectivity of education changes. It is changing to receive what Tjeldvoll et al. (2004:1; quoted in Makule, 2008) considers as "the new managerial responsibilities". These responsibilities are focused to increase accountability, equity and quality in education which are global agenda, because it is through these, the global demands in education will be achieved. In that case school leadership in Tanzania has changed. The change observed is due to the implementation of decentralization of both power and fund to the low levels such as schools. School leadership now has more autonomy over the resources allocated to school than it was before decentralization. It also involves community in all the issues concerning the school improvement.

10. Prospects and Challenges of School Leadership

10.1. Prospects

The decentralization of both power and funds from the central level to the low level of education such as school and community brought about various opportunities. Openness, community participation and improved efficiency mentioned as among the opportunities obtained with the current changes on school leadership. There is improved accountability, capacity building and educational access to the current changes on school leadership. This is viewed in strong communication network established in most of the schools in the country. Makule (2008) in her study found out that the network was effective where every head teacher has to send to the district various school reports such as monthly report, three month report, half a year report, nine month report and one year report. In each report there is a special form in which a head teacher has to feel information about school. The form therefore, give account of activities that takes place at school such as information about the uses of the funds and the information about attendance both teacher and students, school buildings, school assets, meetings, academic report, and school achievement and problems encountered. The effect of globalization forces on school leadership in Tanzania has in turn forced the government to provide training and workshop for school leadership (MoEC, 2005b). The availability of school leadership training, whether through workshop or training course, considered to be among the opportunities available for school leadership in Tanzania

10.2. Challenges

Like all countries, Tanzania is bracing itself for a new century in every respect. The dawn of the new millennium brings in new changes and challenges of all sectors. The Education and Training sector has not been spared for these challenges. This is, particularly important in recognition of adverse/implications of globalisation for developing states including Tanzania. For example, in the case of Tanzania, globalisation entails the risks of increased dependence and marginalisation and thus human resource development needs to play a central role to redress the situation. Specifically, the challenges include the globalisation challenges, access and equity, inclusive or special needs education, institutional capacity building and the HIV/aids challenge.

11. Conclusion

There are five types of local knowledge and wisdom to be pursued in globalized education, including the economic and technical knowledge, human and social knowledge, political knowledge, cultural knowledge, and educational knowledge for the developments of individuals, school institutions, communities, and the society. Although globalisation is linked to a number of technological and other changes which have helped to link the world more closely, there are also ideological elements which have strongly influenced its development. A "free market" dogma has emerged which exaggerates both the wisdom and role of markets, and of the actors in those markets, in the organisation of human society. Fashioning a strategy for responsible globalisation requires an analysis which separates that which is dogma from that which is inevitable. Otherwise, globalisation is an all too convenient excuse and explanation for anti-social policies and actions including education which undermine progress and break down community. Globalisation as we know it has profound social and political implications. It can bring the threat of exclusion for a large portion of the world's population, severe problems of unemployment, and growing wage and income disparities. It makes it more and more difficult to deal with economic policy or corporate behaviour on a purely national basis. It also has brought a certain loss of control by democratic institutions of development and economic policy.

Become an educator - choose the right program for you

2011-05-30T17:31:00.000+07:00

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W.B. Yeats said, "education is not the filling of a pail, but the lighting of a fire." If you want to be the one to light the fire for learning in the hearts of students, becoming an educator is right for you. Goal what degree program should you pursue? Because the field of Education is so incredibly diverse, you have many options to choose from. Here is a brief listing of just some of the career opportunities available to those that decided to seek a degree in Education.

o Teacher Certification & Certification Programs. Looking to earn your Teacher Certification or credential? If you already have a Bachelor's degree and have decided to teach, earning your Teaching Certificate is the next step to take to launch your career as an educator.

o K-12. Completing your K-12 education degree will put you on the path toward a rewarding career teaching children of all ages.

o Adult Education. Graduates of adult education degree programs are given special training in adult learning to accommodate the unique needs of adult learners. With more and more people choosing to continue their education well into old age, opportunities for adult educators continues to grow.

o Art Education. Become an art teacher! Get your degree in Art Education and combines your passion for painting with a talent for teaching. Teaching art to others can be an extremely fulfilling and rewarding career.

o Business Education. Become a business teacher and learn the rewards of teaching business to others. From accounting and finance to marketing and operations, business teachers not only teach people how to succeed in business, but how to succeed in life.

o Distance & Online Education Programs for Teachers. Earn your degree in distance learning education and be on the cutting edge of learning technology. Learn about the newest advances in online education technology and discover how to create innovative online experiences for your students.

o Early Childhood Education Programs for Teachers. Thinking of becoming a preschool teacher? Start by getting your degree in Early Childhood Education. Early childhood teachers are the first to shape the minds of young children and mold the leaders of tomorrow.

o English Teacher Programs. Teach English and help students discover the language arts. Earning a bachelor's or master's degree in English education is the first step toward a rewarding career as an English teacher. English teachers are needed to fill positions in public, private and English language schools.

o Elementary Teacher Programs. Elementary school teachers work with children in grades K-8, giving them an introduction to a variety of subjects.

o Higher Education Programs for Teachers. Interested in teaching higher education? Get your doctorate or master's degree in higher education and take the first step toward teaching at the college level.

o History Teacher Degree Programs. Get your degree in history education and get on track to a rewarding career teaching history to others.

o Instructional Technology Degree Programs. Get an instructional technology degree and be on the leading edge of learning technology. Instructional designers create new ways for people to learn by incorporating current technologies such as video and the Internet into a curriculum. Instructional technology is a burgeoning field with many positions expected to open up in the next few years.

o Math Education Degrees. Want reap the rewards of teaching math to others! Then become a math teacher! Teachers are needed to give mathematics instruction at the elementary, middle school and high school levels.

o Middle School Education Degrees. Get your middle school education degree today and teach children from sixth to eight grade.

o Reading & Literacy Education Degrees for Teachers. Teach someone how to read! Become a reading teacher by completing your degree in Reading and Literacy Education.

o Secondary Education Degrees for Teachers. Focusing on Secondary Education means teaching children in high school. Help shape the next generation by providing a solid education to young students before college.

o Science Teacher Degree Programs. Science education teachers are high in demand to teach science in Elementary and Secondary schools.

o Social Studies Education Degree Programs. Social studies teachers are needed to teach in both Elementary and Secondary schools. Get on the path to this rewarding career by earning your degree in social studies education.

o Special Education Teaching Degrees. Special Education Teachers are some of the most in-demand teachers in education. Special Education teachers held a total of about 441,000 teaching jobs in 2004. The U.S. Dept. of Labor-Bureau of Labor Statistics expects the demand for qualified special education teachers to grow faster than average through 2014. This makes it a great time to get your special education degree.

o TESOL (ESL) Education Programs for Teachers. Teaching English to Speakers of Other Languages (TESOL) can be an exciting and rewarding career with job opportunities in both the U.S. and abroad. The U.S. Dept. of Labor-Bureau of Labor Statistics predicts that the number of non-English-speaking students will continue to grow, creating demand for bilingual teachers and for those who teach English as a second language.

o Curriculum & Training Programs for Teachers. Get your curriculum and instruction degree and improve your teaching skills while learning to create fascinating new curricula that bring learning to life.

o Education Administration Degree Programs for Teachers. Earn your Education Administration degree today and jump-start your career. This advanced degree, either a Master's or a PhD, will give you the leadership skills you need to manage broad educational programs, both in public schools and the private sector.

o Educational Counseling Degree Programs. Begin a rewarding career in school counseling by earning your education degree counseling. This degree is the perfect way to combine a love of education with a love of psychology.

o Educational Leadership Degree Programs. Earn your Educational Leadership degree and prepare yourself for a new and exciting career as a school administrator or principal.

o Library Science / Media / Technology Degree Programs. Get your degree in library science, educational media or technology and begin a rewarding new career helping children access information. Graduates of a library science programs are eligible to become a School Librarian. Graduates of educational media and technology programs have learned ways to incorporate new technologies, such as video and the Internet into their classrooms.

Essential bookmarks - find educational resources on the Web

2011-05-30T06:11:00.000+07:00

Find educational resources on the web is as simple as a few mouse clicks. If you are a teacher or a student research, you will find a ton of resources on the Internet, most of them free of charge. Everything you can imagine are explored in depth on the web. Make sure you simply credit your sources correctly if you use them in a research paper or a lesson plan and always recheck your source to make sure that it is reliable.

Below you find a compilation of links which are compilations of links, educational resources, while providing students, teachers and children. Enjoy!

Weasel World Education Index ? a multitude of links provided for more than 30 different topics. http://www.educationindex.com/education_resources.html

?Federal for Excellence in education resources offers links to large curriculum, homework sheets and lessons on a variety of topics.
http://www.Ed.gov/free/index.html

Internet special education resources ? provides links to those interested in the field of education special, separate categories more than 25.
http://seriweb.com/

? OfK-12 resources for music educators choral teachers, music teachers in the classroom, teachers of the Orchestra and more. A list of links divided by musical focus. Updated frequently.
[http://www.isd77.k12.mn.us/resources/staffpages/shirk/k12.music.html]

Microsoft in education ? it comes to Microsoft links page to technological tools, programs and solutions to the educational challenges for students and teachers.
http://www.Microsoft.com/education/default.mspx

The NASA education Enterprise ? it links NASA page for its program of education with tons of activities for all the education levels.
http://education.NASA.gov/home/index.html

The EnviroLink network ? is a compilation of thousands of online environmental resources divided by subject environment.
http://www.EnviroLink.org/

The Reference Desk educator ? over 2000 lesson plans, 3,000 links to information on education online and 200 answers question for the community for the education of the Information Institute of Syracuse.
http://www.eduref.org/

Education index ? index of links to the best online relating to education sites sorted by topic and the student life stage. Research and information on education links in more than 50 categories.
http://www.educationindex.com/

BBC learning Network ? resources for home and school divided by age group. Articles for teachers and parents.
http://www.BBC.Co.UK/schools/

The Smithsonian education ? is the site of the education of the Smithsonian Institution of educational resources for educators, families and students that include lesson plans, interactive activities and excursions.
http://www.smithsonianeducation.org/

SearchERIC ? a bibliographic database with theme of education more than 1.1 million citations going back to 1966. There are more than 100 000 documents which can be downloaded for free by anyone.
http://searcheric.org/

Documentary educational resources ? this site has a huge collection of documentaries focused on intercultural understanding. Search by title, subject or geography.
http://www.der.org/

?National Geographic subject education Guides for teachers, children and students. Find lesson plans, maps and geography, photography, news, adventure and exploration, history and culture and more.
http://www.nationalgeographic.com/education/

Discovery Education Kathy Schrock's Guide for educators ? this is a list of sites for teaching and learning to improve the curriculum.
http://school.Discovery.com/schrockguide/

Education online to become a teacher

2011-05-29T21:45:00.000+07:00

You can consider the acquisition of a degree online if you are interested in becoming a teacher. The field of education is that which gives you many opportunities to try different roles. As a teacher, you can concentrate on early, middle, or high school aged students. You can also take on the administrative roles with a diploma online focused on education.

Types of online degrees:
Like any other field, there are many options available for you when it comes to online degrees. To start with, you can go for a Bachelor's degree in education. You can become a teacher in a college or University by this graduated with a teaching certificate. Normally your major College will decide what subject you are going to teach. Once you have earned a Bachelor of education, you can go further to a master's degree in education. This degree can be real useful for people who wish to advance their career.

Different sectors in the field of education:
The field of education is composed of various specializations which include basic education, early childhood, administration, higher education, teaching high school and middle school. Each of these specializations have need for a specific educational qualification and certification to become a teacher. For example, it is mandatory for teachers to obtain a licence from the State in which they teach.

Online bachelor's degree in education:
To begin a career in education, you will need to obtain a Bachelor of education. The structure of the course of this online degree program includes lessons planning, handling of related issues, psychology of learning and to ensure that students are step face any problem in concepts of understanding of the discipline. You can earn between $25,000 and $30,000 as a first teacher of the year with a degree online education.

Online master of education:
Certified teachers can reach promotions as well as pay raises with the help of a master's in education degree online. Another good thing about this degree program is that it gives teachers more opportunities in universities and private schools. Obtained a degree you can also enrol in a doctoral degree in education program.

Schools offering online education degrees:

o Governors of Western University: regionally accredited by the Commission of the Northwest on colleges and universities, Governors of Western University offers Bachelor of education, master's degree in teaching, master of education, more education, secondary education and special education.

o Ashford University: regionally accredited by the Commission on higher education of the North Central Association of colleges and schools, Ashford University offers associate, Bachelor and Master degrees in education. Some programs carried out by the Ashford University are Bachelor of education, master's degree in teaching, master of education, masters in education, more education, Early Childhood Education, secondary education and primary education.

o Grand Canyon University: accredited by the Commission on higher education of the Central Association of the North, Grand Canyon University offers Bachelor of science in elementary education, Master of Arts in teaching, master of education in secondary education and master of education in special education.

The acquisition on a degree in education online can help people in the acquisition of better career opportunities and go for well-paying jobs. But before enrolling in an Online University or college, you must ensure that it is accredited.

Development of education of the Millennium - how to reach

2011-05-29T05:57:00.000+07:00

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Dr. Tooley: His conclusions on Private Education and Entrepreneurship

Professor James Tooley criticized the United Nations' proposals to eliminate all fees in state primary schools globally to meet its goal of universal education by 2015. Dr. Tooley says the UN, which is placing particular emphasis on those regions doing worse at moving towards 'education for all' namely sub-Saharan Africa and South Asia, is "backing the wrong horse".1

On his extensive research in the world poorest countries such as Ghana, Kenya, Nigeria, India, and China, Dr. Tooley found that private unaided schools in the slum areas outperform their public counterparts. A significant number of a large majority of school children came from unrecognized schools and children from such schools outperform similar students in government schools in key school subjects.2 Private schools for the poor are counterparts for private schools for the elite. While elite private schools cater the needs of the privilege classes, there come the non-elite private schools which, as the entrepreneurs claimed, were set up in a mixture of philanthropy and commerce, from scarce resources. These private sector aims to serve the poor by offering the best quality they could while charging affordable fees.3

Thus, Dr. Tooley concluded that private education can be made available for all. He suggested that the quality of private education especially the private unaided schools can be raised through the help of International Aid. If the World Bank and United States Agency for International Development (USAID) could find ways to invest in private schools, then genuine education could result. 4 Offering loans to help schools improve their infrastructure or worthwhile teacher training, or creating partial vouchers to help even more of the poor to gain access to private schools are other strategies to be considered. Dr. Tooley holds that since many poor parents use private and not state schools, then "Education for All is going to be much easier to achieve than is currently believed".

Hurdles in Achieving the MED

Teachers are the key factor in the learning phenomenon. They must now become the centerpiece of national efforts to achieve the dream that every child can have an education of good quality by 2015. Yet 18 million more teachers are needed if every child is to receive a quality education. 100 million children are still denied the opportunity of going to school. Millions are sitting in over-crowded classrooms for only a few hours a day.5 Too many excellent teachers who make learning exciting will change professions for higher paid opportunities while less productive teachers will retire on the job and coast toward their pension.6 How can we provide millions of more teachers?

Discrimination in girls access to education persists in many areas, owing to customary attitudes, early marriages and pregnancies, inadequate and gender-biased teaching and educational materials, sexual harassment and lack of adequate and physically and other wise accessible schooling facilities. 7

Child labor is common among the third world countries. Too many children undertake heavy domestic works at early age and are expected to manage heavy responsibilities. Numerous children rarely enjoy proper nutrition and are forced to do laborious toils.

Peace and economic struggles are other things to consider. The Bhutan country for example, has to take hurdles of high population growth (3%), vast mountainous areas with low population density, a limited resources base and unemployment. Sri Lanka reported an impressive record, yet, civil war is affecting its ability to mobilize funds since spending on defense eats up a quarter of the national budget.8

Putting children into school may not be enough. Bangladesh's Education minister, A. S. H. Sadique, announced a 65% literacy rate, 3% increase since Dakar and a 30% rise since 1990. While basic education and literacy had improved in his country, he said that quality had been sacrificed in the pursuit of number.9 According to Nigel Fisher of UNICEF Kathmandu, "fewer children in his country survive to Grade 5 than in any region of the world. Repetition was a gross wastage of resources".

Furthermore, other challenges in meeting the goal include: (1) How to reach out with education to HIV/AIDS orphans in regions such as Africa when the pandemic is wreaking havoc. (2) How to offer education to ever-increasing number of refugees and displaced people. (3) How to help teachers acquire a new understanding of their role and how to harness the new technologies to benefit the poor. And (4), in a world with 700 million people living in a forty-two highly indebted countries - how to help education overcome poverty and give millions of children a chance to realize their full potential.10

Education for All: How?

The goal is simple: Get the 100 million kids missing an education into school.

The question: How?

The first most essential problem in education is the lack of teachers and it has to be addressed first. Teacher corps should be improved through better recruitment strategies, mentoring and enhancing training academies. 11 Assistant teachers could be trained. Through mentoring, assistant teachers will develop the skills to become good teachers. In order to build a higher quality teacher workforce; selective hiring, a lengthy apprenticeship with comprehensive evaluation, follow ups with regular and rigorous personnel evaluations with pay-for-performance rewards, should be considered.12 Remuneration of teaching staff will motivate good teachers to stay and the unfruitful ones to do better.

Problems regarding sex discrimination and child labor should be eliminated. The Beijing Platform for Action (BPFA), for example, addressed the problem of gender inequality. BPFA calls on governments and relevant sectors to create an education and social environment, in which women and men, girls and boys, are treated equally, and to provide access for and retention of girls and women at all levels of education.13 The Global Task Force on Child Labor and Education and its proposed role for advocacy, coordination and research, were endorsed by the participants in Beijing. The UN added that incentives should be provided to the poorest families to support their children's education.14

Highly indebted countries complain on lack of resources. Most of these countries spend on education and health as much as debt repayments. If these countries are with pro-poor programs that have a strong bias for basic education, will debt cancellation help them? Should these regions be a lobby for debt relief?

Partly explains the lack of progress, the rich countries, by paying themselves a piece dividend at the end of the Cold War, had reduced their international development assistance. In 2000, the real value of aid flows stood at only about 80% of their 1990 levels. Furthermore, the share of the aid going to education fell by 30% between 1990 and 2000 represented 7% of bilateral aid by that time. 15 Given this case, what is the chance of the United Nations' call to the donors to double the billion of dollars of aid? According to John Daniel, Assistant Director-General for Education, UNESCO (2001-04), at present, 97% of the resources devoted to education in the developing countries come from the countries themselves and only 3% from the international resources. The key principle is that the primary responsibility for achieving 'education for all' lies with the national governments. International and bilateral agencies can help, but the drive has to come from the country itself. These countries are advised to chart a sustainable strategy for achieving education for all. This could mean reallocation of resources to education from other expenditures. It will often mean reallocation of resources within the education budget to basic education and away from other levels. 16

A Closer Look: Private and Public Schools

Some of the most disadvantage people on this planet vote with their feet: exit the public schools and move their children in private schools. Why are private schools better than state schools?

Teachers in the private schools are more accountable. There are more classroom activities and levels of teachers' dedication. The teachers are accountable to the manager who can fire them whenever they are seen with incompetence. The manager as well is accountable to the parents who can withdraw their children.17 Thus; basically, the private schools are driven with negative reinforcements. These drives, however, bear positive results. Private schools are able to carry quality education better than state schools. The new research found that private schools for the poor exist in the slum areas aiming to help the very disadvantage have access to quality education. The poor subsidized the poorest.

Such accountability is not present in the government schools. Teachers in the public schools cannot be fired mainly because of incompetence. Principals/head teachers are not accountable to the parents if their children are not given adequate education. Researchers noted of irresponsible teachers 'keeping a school closed ... for months at a time, many cases of drunk teachers, and head teachers who asked children to do domestic chores including baby sitting. These actions are 'plainly negligence'.

Are there any means to battle the system of negligence that pulls the state schools into failing? Should international aids be invested solely to private schools that are performing better and leave the state schools in total collapse? If private education seems to be the hope in achieving education for all, why not privatize all low performing state schools? Should the public schools be developed through a systematic change, will the competition between the public and the private schools result to much better outcomes? What is the chance that all educational entrepreneurs of the world will adapt the spirit of dedication and social works - offering free places for the poorest students and catering their needs?

Public schools can be made better. They can be made great schools if the resources are there, the community is included and teachers and other school workers get the support and respect they need. The government has to be hands on in improving the quality of education of state schools. In New York City for example, ACORN formed a collaborative with other community groups and the teachers union to improve 10 low-performing district 9 schools. The collaborative won $1.6 million in funding for most of its comprehensive plan to hire more effective principals, support the development of a highly teaching force and build strong family-school partnerships. 18

Standardized tests are also vital in improving schools and student achievements. It provides comparable information about schools and identifies schools that are doing fine, schools that are doing badly and some that are barely functioning. The data on student achievement provided by the standardized tests are essential diagnostic tool to improve performance. 19

The privatization of public schools is not the answer at all. Take for instance the idea of charter schools. As an alternative to failed public schools and government bureaucracy, local communities in America used public funds to start their own schools. And what started in a handful of states became a nationwide phenomenon. But according to a new national comparison of test

scores among children in charter schools and regular public schools, most charter schools aren't measuring up. The Education Department's findings showed that in almost every racial, economic and geographic category, fourth graders in traditional public schools outperform fourth graders in charter schools. 20

If the government can harness the quality of state schools, and if the World Bank and the Bilateral Agencies could find ways to invest on both the private and the public schools - instead of putting money only on the private schools where only a small fraction of students will have access to quality education while the majority are left behind - then 'genuine education' could result.

Conclusion

Education for all apparently is a simple goal, yet, is taking a long time for the world to achieve. Several of destructive forces are blocking its way to meet the goal and the fear of failure is strong. Numerous solutions are available to fix the failed system of public schools but the best solution is still unknown. Several challenges are faced by the private schools to meet their accountabilities, but the resources are scarce. Every country is committed to develop its education to bring every child into school but most are still struggling with mountainous debts.

'Primary education for all by 2015' will not be easy. However, everyone must be assured that the millennium development goal is possible and attainable. Since the Dakar meeting, several countries reported their progress in education. In Africa, for example, thirteen countries have, or should have attained Universal Primary Education (UPE) by the target date of 2015. 23 It challenges other countries, those that are lagging behind in achieving universal education to base their policies on programs that have proved effective in other African nations. Many more are working for the goal, each progressing in different paces. One thing is clear; the World is committed to meet its goal. The challenge is not to make that commitment falter, because a well-educated world will be a world that can better cope with conflicts and difficulties: thus, a better place to live.

Difference between education on Campus and education online

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On-campus education vs. online education! Is one better than the other? Can one completely replace the other? Indeed it seems that online education is the way of the future. Educational institutions, corporations and government organizations alike already offer various forms of electronic teaching. However, can a computer truly replace a teacher and a blackboard?

How people learn

Each individual has a form of learning that suits them best. Some individuals achieve fantastic results in courses taught online, however most people drop out of 100% computer-led courses. Educational institutions, as well as companies in carrying out staff training, must recognize that there is no ideal way to carry out the teaching of a large group of individuals, and so must design programs that best suits the needs of the group as a whole.

People learn using multiple senses. This involves learning through both theoretical components of a course, as well as social interaction with both instructors and other students. Students learn from each other's mistakes and successes, not just from what they are told by instructors.

Each individual student has an ideal learning pace. Instructors are therefore faced with the challenge of designing courses that move forward such that those students with a slower learning pace do not get left behind, while not moving so slowly that students with faster learning paces get bored.

Online education

In the age of high-speed information transfer, online education is becoming a popular and cheap means for delivering teaching to individuals outside the classroom, and in some cases all over the world. Teaching can be via CD, websites, or through real-time online facilities such as webcasts, webinars and virtual classrooms. However, different methods of online education each have their own advantages and disadvantages.

Online education is still a relatively new concept, and in many respects still in the teething stages. As such, various problems arrive across different online education environments. For example:

1. Lack of immediate feedback in asynchronous learning environments: While some online education environments such as webcasts, webinars and virtual classrooms operate live with the addition of an instructor, most do not. Teaching that is delivered through a CD or website, although having the advantage of being self-paced, provides no immediate feedback from a live instructor.

2. More preparation required on the part of the instructor: In an online education environment, an instructor can not simply stand in front of a whiteboard and deliver a class. Lessons in online education environments must be prepared ahead of time, along with any notes and instructions that may accompany the teaching.

In many cases it would also be necessary that the instructor not only understands the concepts being taught, but the technology used to deliver that teaching. This therefore increases the skill-levels needed of online education instructors, placing greater demand on educational institutions.

Staffing levels may also be higher for courses run in an online education environment, requiring for example:

The Instructor - able to teach both course content and be skilled in the use of technologies involved

The Facilitator - to assist the instructor in delivering content, but may do so remotely

Help Desk - to offer assistance to instructors, facilitators and students in the use of both software and hardware used to deliver the course.

3. Not all people are comfortable with online education: Education is no longer only sought by the world's youth. With an increased trend towards adult and continuing education, there is a need to design courses suitable for students over a larger age-range, as well as students from different and varied backgrounds. It is difficult, however, to design online education environments suitable for everyone.

4. Increased potential for frustration, anxiety and confusion: In an online education environment, there are a greater number of parts making up the system that can fail. Server failures may prevent online courses from operating. Software based teaching applications may require other specific components to operate. Computer viruses may infect software necessary to run online education environments. If these systems are complex, students may choose the ease of On-campus education rather than taking the additional time and effort necessary to master the use of online education systems.

5. The Digital Divide: Many people who live in remote areas and developing countries do not have access to computers, making any form of online education virtually impossible. For this reason, online education is only able to be targeted at the people lucky enough to be able to take advantage of the technology involved. Similarly, offering live teaching across the world means that different time zones and nationalities increase the demand for multi-skilled instructors.

In addition to these, there are also several legal issues associated with maintaining an online education environment. For example, intellectual property laws, particularly those relating to copyright, may or may not fully cover electronically created intellectual property. For example, information on a website is not necessarily considered to be public domain, despite being available to everyone. However, the Australian Copyright Act was amended in 2001 to ensure that copyright owners of electronic materials, including online education environments, could continue to provide their works commercially.

On-Campus Education

Still the most common form of instruction is traditional classroom-style learning. These instructor-led environments are more personal than online education environments, and also have the advantage of allowing for immediate feedback both to and from student and teachers alike. However, the classroom allows for less flexibility than courses run in online education environments.

Instructors in modern classroom environments are still able to take advantage of several forms of electronic teaching tools while still maintaining the atmosphere associated with the traditional classroom environment. For example, PowerPoint slides can be utilized instead of a whiteboard or blackboard. Handouts can be distributed via course websites prior to the event. However, on the day, students are still able to actively participate in the lesson.

Like online education environments, On-campus education comes with certain drawbacks, the most common of which is the classroom itself. This requires a group of people which, in a university for example, could reach a few hundred people in size, to gather in the same place at the same time. This requires enormous time and financial commitment on behalf of both the students and the educational institution.

However, it is this sort of environment that is most familiar to students across the world. People of all ages can access a classroom environment feeling comfortable with the way that a classroom-run course is carried out. Older students who may not be comfortable with the use of information technology are not required to navigate their way through possibly complex online education environments, making On-campus education the most accessible form of teaching.

On-campus education has one advantage that 100% electronically delivered courses can not offer - social interaction. Learning comes from observing, not only what is written on a page or presented in a slideshow, but what is observed in others. Most students are naturally curious, and so will want to ask questions of their instructors. The classroom environment allows students to clarify what is being taught not only with their instructors, but with other students.

So, Which is Better?

There is no style of instruction that will best suit every student. Studies have shown (Can online education replace On-campus education) that courses where online education is used to complement On-campus education have proved more effective than courses delivered entirely using only one method. These courses take advantage of both online education materials and a live instructor, and have produced results higher than those of students in either 100% online education or classroom environment courses. Students have the advantage of the immediate feedback and social interaction that comes with the classroom environment, as well as the convenience of self-paced online education modules that can be undertaken when it best suits the student.

It would seem that online education environments will never completely replace On-campus education. There is no "one size fits all" method of teaching. Teaching styles will continue to adapt to find the method that best fits the learning group. Using a mix of online education environments and classroom sessions, educational institutions, corporations and government organizations can ensure that training is delivered that is convenient and effective for both instructors and students alike.

Education online - education in Vogue

2011-05-28T08:44:00.000+07:00

Time management is the key to success in the world today in fast pace. How manages his or her time determines the success quotient and this is the reason for which the IDs of online education gaining immense popularity. Given that online education offers unparalleled flexibility and students and learners can manage his time to other priorities, he became a very popular mode of education in almost all regions of the world. The growing popularity of online education resulted in the creation of several educational institutions offering courses online degree and other learning opportunities online.

Some sheltered people wrongly believe that the benefits of online education is restricted to students and learners who had a record of past achievements. This has also resulted in the conviction that education online allows only those who have access to modern means of communication computer and Internet. However, as the increase in awareness of the different modes of teaching online misconceptions related to online education are giving way to the acceptability more training and education online.

Change the perception

He speaks of the past when people considered mode online education as a quick way to obtain a diploma or obtain good grades. In the past, reputed educational institutions did not offer online education. However, with the growing popularity of online education, the majority of the institutions offering online courses are well established institutes, and they have a rich experience to provide this type of education. It is important to mention that a large number of major world educational institutions offer training online on a wide range of topics.

Engines of growth

Today, most accredited online education courses have talented teachers and professors of renowned in their respective specialities. This ensures qualitative learning. Students with online training courses, can be assured of guaranteed results. In addition, online education is more attractive and more competitive to traditional education methodologies.

Point of view of employers

No doubt, many employers have been, and some of them are still have doubts about the value of online education. However, with change of perception and emerging popularity, a large number of employers have realized their value. Now employers view degrees online education institutes accredited and well established reputation online. In addition, the growing number of people who register for online education has changed the perception of employers and now they easily see the benefits of online education.

Some research reports emphasize that focused on technology such as communication, computers, media and marketing industries began to accept candidates with online degree accredited and reputable institutions.

Challenges in the introduction to the teaching of higher education in India value

2011-05-27T17:37:00.000+07:00

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Value Education is the much debated and discussed subject in the plethora of education in India. Of course it is true that the main purpose of any education will go with Value orientation. More concentration on Value education has been given at the primary and secondary level of school education than in higher education in India. Values could be effectively imparted to the young minds rather than to the matured ones. It may be the important reason for this prime importance given at the school level. There are so many modules designed with the help of agencies like NCERT and others for effectively imparting the value education to the school students. In this context, many innovative educational practices are being identified by the experts. Good number of experiments and studies are being conducted in the recent days on the effectiveness of teaching value education at school level. Some schools have very innovative and radical course designs to impart the values.

Effective teaching practices in imparting value education ranges from story telling, exhibitions, skits, one act play and group discussions to various other formats. New methods have been evolved by educationists to create an effective learning sphere. The usage of electronic gadgets also gains importance in the teaching-learning practices of value education. But at the higher education level, due to various reasons, the importance given to value education is not as much as it is given at the school level. The curriculum and the teaching methods also could be subjected to scrutiny. It is true that colleges are meant for a kind of specialization in some field of education. But in the Indian social context, the youth require direction and counseling at this stage. They have been exposed to various challenges at this stage which demands the intervention of educationists for his/her betterment. His/her character building also strengthens at this juncture. Students' perception on various life factors and events are getting shaped at this stage. On the whole they evolve their own philosophy of life. Their sensitivity and knowledge are getting direction at this stage. Hence, an effective value orientation becomes inevitable to the students of colleges. Keeping this requirement in mind, States like Tamilnadu introduced a compulsory paper/course on value education to undergraduate students of all colleges in the State under the choice based credit system. Though this kind of effort is made with the good intention of imparting values to the youth, many limitations in bringing out the expected outcome could be identified.

The problem mainly begins with the definition of values. Defining the term 'value' poses a challenge to all scholars. The term value is loaded with varieties of meaning. Each meaning reflects its own philosophical position. Generally the term value is spontaneously associated with religious values. It is believed by many Indians that values are nothing but the religious and spiritual guiding principles of life. Hence, it is supposed that the path is already been laid for the life journey. But in the context of modernity and modernism there rises a fundamental question of whether value education is required at all in a modern state. There are those who argue that modern life is based on science and technology, and both are value neutral. They view that the values are bugbear held out by people living in the past, glued to outdated religious principles that have no relevance to the 21st century. At this point, there is also another group of modernist who propagate the necessity of value education at learning centres in order to safe guard the democratic state and its values. The values they wish to cultivate are modern secular values such as honesty, respect to other, equality, collectivity, democracy, respecting the human rights, sharing equal space in the public sphere and so on. These values are considered as the products of enlightenment period. Hence, four positions could be arrived at on the basis of the above understanding. The are:

1. There are religious values which are very much essential for every one and must be included in the curriculum.

2. The religious values should not find place in the educational system. They may operate at the private sphere.

3. There are non-religious secular values and they must find space in the education.

4. There is no need for teaching value education in the academics because they cannot be cultivated through formal learning and such value cultivation will make the individual biased.

In consequence to these positions, following questions arouse.

1. Whether value education should find place in the educational system?

2. If it is required, then what sort of values should be given preference in the curriculum?

3. What is the importance to be given to the religious values which are primarily developed on the basis of scriptures?

4. Can modern values alone are sufficient enough or is there any possibility of blending the values of modernity with religious values?

5. If religious values are to be given importance in the curriculum, which religion will find prime place? If there are contradictory propagation on a single virtue by two religions, then how are they to be handled?

6. Similarly religions differ on the practices also. Right from eating patterns, dress mode, marriage systems, war tactics, killing, punishments to various other aspects, religions differ on their outlook. In this situation, what sort of perceptions need to be taught?

Besides these questions, another billion dollar question would be raised on the methodology of effectively imparting those values. Then again as it is mentioned earlier, the school education can very well include this education easily because the system itself is advantageous for it to accommodate. But at the college level, the system finds it very difficult to work out. So this study could analyse the theoretical problems relating to the identification of values to be included in the curriculum at the one side and the problem of effective designing of the curriculum and imparting those values on the other side.

The necessity for imparting values to the students of all levels has been felt by everyone. The world today is facing unprecedented socio-political and economic challenges. Problems of life are becoming increasingly intense and complex. Traditional values are decentered. 'An environment of strife pervades all countries and broken homes have become common. An insatiable hunger for money and power, leads most of people to tension and absence of peace of mind and all kinds of physical and mental ailments have become common place" 1. In the present day context of frequent and often violent social upheavals, we have to look at the problem of restlessness of the youth, their frustration born out of futility of their search for meaning of life and the purpose for which they are living, often leading to evil and wickedness. This calls for a new approach to, and a new vision of education. It is obviously felt that the present educational system promotes rat race and keep the student community in a sense of insecurity. Educational institutions have become the pressure cookers building pressures in the minds of youth. Also a loft sided educational pattern which insists on instrumental and technical rationality for the successful life in terms of gaining money and power has invaded the educational system of India. The person who is deemed to be unfit for this survival race becomes disqualified and ineligible to live in this market economy based life. The spate of industrialization and economic growth in developed nations has brought about a perceptible change in this scenario. And developing countries including India are feeling the ripple effects of this development. Values earlier considered essential by all societies have been eroded and have given way to unethical practices around the globe. Where honesty and integrity were loved and appreciated, greed, corruption and red tapism have come in, bringing in their wake, unethical responses which have pervaded all walks of life and are thwarting efforts of a few enlightened individuals to promote value based society.2 Hence, implementation of well structured education is the only solution available with all states. With growing divisive forces, narrow parochialism, separatist tendencies on the one hand and considerable fall in moral, social, ethical and national values both in personal and public life on the other, the need for promoting effective programmes of value orientation in education has assumed great urgency. Development of human values through education is now routinely seen as a task of national importance. Value education though supposes to be the part and parcel of the regular education, due to the market influences, it could not be so. Hence, it has become an inevitable need to include an exclusive curriculum for value education at all levels.

Now the next question would be about the nature of value education. What sort of values should be given preference in the curriculum is the prime problem in the introduction of value education. This problem surfaces because we can find varieties of values prescribed on the basis of various scriptures and theories. Sometimes they are contradictory to each other. This issue has been thoroughly discussed earlier. But the solution to the problem of the nature of value education is primarily dependent on the social conditions that prevail in the state. There need not be an imported value educational pattern to be prescribed in India. The burning social issues would demand the required value education. Though India is considered to be the land of divinity and wisdom, the modern value system throws challenges to the ancient value pattern. Right from the Gurkula pattern to the varna ashrama values, all values are under scrutiny by modern rationality. Hence, the relevance of the golden values prescribed by the then society is questionable in the present situation. On the other hand, the so called modern values which have been listed earlier also subjected to criticism by philosophers like post modernists. They question the very nature of the rationality of the enlightenment period. Because critics of modernity strongly declare that the modern rationality is the reason for the deterioration of human concern in the world and they paved the way for inhuman killing and escalation of values. The reason of the modernism is considered as the root of power politics which leads to inhuman behaviour of the power system, according to them. Hence the modern values like democracy, civil rights, environmental ethics, professional ethics, discipline and all such values are found useless in bringing harmony in the society. The values like discipline, tolerance, peace bears the negative connotation in this context. Hence, what sort of modern values are to be included in the curriculum is a challenge thrown towards the educationists. At one side the fanatic and fundamentalist features of religious values and on the other side the modern values based on the market economy and other factors are to be excluded and a well balanced curriculum with genuine worthy values suitable to the society has to be identified and included in the educational system. In this context, it becomes obvious that there cannot be any universal pattern of values to be prescribed in the system. When a suitable blend of religious and modern values is to be done, the designing of such course demands an unbiased, scrupulous, intelligent approach on the part of the academician who designs such course. Thus the spiritual values of sensitizing the youth for happy world and rational values for a just world are very much required. Religious values can be taken but not with the label of any particular religion, democratic values are to be included but not with its dogmatic inhuman approach. Thus there need a perfect blend of both. This is the real challenge thrown to the Indian academicians.

After the identification of these values, they need to be inculcated not to be informed to the students. Mostly listing the values is done very easily, but imparting them effectively requires genuine spirit and innovative educational practices. In the Vedic period, the gurukula system prevailed in which the student has to thoroughly undergo a pattern life with the guru shishya hierarchy. Whatever the guru declares are the values of life. But in the modern context, which is supposed to be the democratic sphere, a sense of equality and freedom has to prevail the learning situation. Also the values identified cannot be preached on the basis of the religious faiths. So the teacher has to find effective working module to internalize the values in the minds of the youth. The teachers' understanding about the values prescribed and his/her commitment in imparting them also play a crucial role here. How to sensitize the teacher before carrying the values to the students is also a challenge to the educationists. The value education class room, if it is dealt with full seriousness and sincerity would be very interesting and challenging sphere for students and teachers. At times they need to sail at the same level with the students. The hierarchy may get disappeared. Value education demands a total responsibility from the teachers. They become more accountable. On the other side, a teacher who is committed to a set of values would always like to preach and impose them on the young minds. That extreme should also to be avoided with a balance of mind. Value education cannot be done by just delivering lectures and screening films. It requires a strong interaction between the students and the society. A lot could be experimented at this sphere. For which the supreme value 'integrity' is expected from the educator.

It is observed that many modules of teaching values have been designed and tested. Some are seemed to be very effective. In Tamilnadu, especially in aided colleges, with all good intention the government has introduced the value education as a compulsory scheme at the undergraduate level. But each university has its own syllabus for the same. The scrutiny of those syllabi also reveals a lot of variations in conceiving the value education. In some universities, some religion based institutions are given the responsibility of designing and even carrying out the course. Similarly the teachers who have not been exposed to any such type of training in value education are given the responsibility of teaching values. The introduction of value education for all under graduate courses is done at the cost of a core paper of that course. The teachers who have been handling their hardcore subject papers had to meet the shortage of workload due to this programme and to solve this problem, they have been entrusted with the job of teaching value education paper. This is done with the aim of avoiding the workload problem of existing teachers. The most valuable and sensitive part of education has been made like a mechanical dogmatic part. At this juncture, the fate of value education at the college level could be imagined. How to solve this issue is again a challenge to the educationists of Tamilnadu. The same fate could be observed in many other states of India. Hence, two important problems surfaces here, one at the syllabus level and the other at the teaching level. As it is discussed earlier the syllabus could be designed by way of paying attention to all aspects but imparting the same requires not only innovative teaching methods, but also innovative training method of the educators. It is as good as training the driver to drive the car; the teacher needs to be trained in imparting the values. The technical education employs teachers with sound knowledge in the subject, similarly it is essential to have teachers with sound mind and creative teaching skill to teach value education. Value education is definitely not to be dealt with compartmentalization but it should be taken as a part of the whole educational system. As Nietzsche puts it, the society requires masters to create and impart values, not the slaves who accept all the values imposed on them without any critical understanding.

If education fails to impart necessary values to its citizens, it will definitely have a telling effect on the society. All efforts to bring just and peace in the world will become futile if proper value education is not imparted.

Notes:

1. Kireet Joshi, Philosophy of Value Oriented Education Theory and Practice, ICPR

Publications, New Delhi,p.217.

2. Ibid., p.218.

The system of education in America

2011-05-27T01:45:00.000+07:00

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The role that the educational system should play in the live of people is to educate them to be conscious, critically thinking individuals who do not passively accept knowledge but question the knowledge that is being taught to them. Education should be taught to give students the skills and intelligence they need to understand the world and how the world works in order to survive in it. However, the American educational system has been known to produce students whom are woefully ignorant about the world and different cultures. One of the reasons is because the educational system in its current state does not leave much room for critical thinking but trains individuals to be docile, worker bees in a global economy that keeps the status quo wealthy and "others" barely making it. The problem becomes evident if we look at the varied curriculums and subjects that are being taught. There is a lack of emphasis on academic learning, and the only thing that matters is high stakes testing. The schools in this country have become swamped with fuzzy curriculums that assume that through constant testing, students will be prepared for life in a new global society . . . whatever that is.

I recently had a conversation with a co-worker and we were discussing how African-Americans were treated forty years ago and I was amazed by her naivety about the subject, considering the fact that she was a college graduate and an African-American. From the moment I entered college, I was eager to explore the history of African and African-American history from a view point that did not make them seem sub-human and college affords students that opportunity. I could not help but wonder what type of history and sociological classes she had taken; from her conversation, none. But the sad truth is that when most people make the decision to attend college, it is for the purpose of reaping economic rewards, not for expanding one's consciousness.

In order for the educational system in this country to produce students who are not clueless about its history and the world surrounding them, it should be restructured in several ways. Parental involvement should be mandatory, just as school attendance for students is mandatory for graduation. Lack of parent involvement is an enormous contributing factor to the current failing educational system. Parents need to instill in their children just how detrimental a lack of education is to their future. Teachers are wonderful people who can take students from the top of Mount Olympus to the cold and desolation of Antarctica but they are there to teach, not parent. Many teachers spend a great deal of their class time disciplining children and playing babysitter, two things that are not a part of their job duties. Teachers need involvement from parents in order for the educational system to work and education begins at home.

Funding for the educational system should also be restructured. Public schools are traditionally funded by property taxes which results in a very unequal distribution of educational opportunity. Communities that are wealthy have more funding for their local schools than those who do not. This situation directly affects the quality of education that children in urban and poor rural areas receive. The No Child Left Behind Act will only make it worse because of the required testing and public reporting of results. When parents are buying a new house, they want to live in a school district that has strong test scores. This drives up the property values in those areas, meaning that only affluent families can afford to live in the top performing school districts. This means more property taxes to those areas, while the lower performing schools lose their funding if they do not meet federal standards. There should be a fair tax system for education that is not based on property taxes of homeowners. Government funding, for the most part, is distributed to the various schools by state and local governments and there is huge disparities in this funding based on race. According the text American Education by Joel Spring, there is a gap of more than $1,000 per student nation wide based on race, with large states like New York, Illinois, and Pennsylvania, who lead the nation in their unwillingness to fairly fund education (Spring, pg. 77). Children should not suffer because of their economic background or ethnicity and public education should make no distinction between rich and poor, or black and white. Every child attending a public school should be granted an equal education. Equal funding would grant teachers the proper resources to better educate students. School choice and the privatization of the public school system would not be a factor because under my plan, the educational system in America would be fully and equally funded by the federal government and closely monitored. With the influx of money pouring into the educational system from the government, schools would change dramatically for the better because that is the biggest issue in most public schools: lack of money.

The educational system's curriculum would be changed in order to fit in with the nation's melting pot of different cultures and ethnicities. From elementary to high school, students are bombarded with facts and figures about wealthy, white men as if women and other minorities do not exist or contribute anything worthy to the history of America. No wonder so many students blank out historical facts: they do not care these fact because they cannot relate to the actors in the story. Student should be required to take courses that have will give them a more in depth understanding of the world surrounding them, courses that will discuss the history of marginalized and oppressed individuals in this country and around the world. They should be required to read books that make them think, not just process information for the next test. If more students understood the values and cultures of people unlike themselves, it would not be easy or maybe even possible for the government to lie and use propaganda techniques to lull the masses into believing everything was okay and its leaders competent. High stakes testing would be eliminated because most of the tests are designed by people who do not have a clue about the demographics, ethnicities or economic backgrounds of the students who are to be tested and these tests are biased against minorities and the poor. If students are to be tested, extra tutoring would be available to students, at no cost to the parents.

Having competent teachers, board members, and administrators are also a vital part of restructuring the educational system. Having qualified administrators and board members who know and enforce standards and guidelines is important. What are the qualifications for an administrator? Are there required qualifications? These are the questions that need answers. Just because someone has obtained a degree does not make this person the best for the job. Board members should not be chosen because they golf with the mayor; all board members should have a Master's degree in Education or have an extensive social justice background. As for teachers, the educational system should make sure that the best teachers are chosen for the positions and evaluations should be given frequently. This would give parents and the educational system a chance to find out what is wrong and what is needed to correct the problems. Public education needs teachers and board members that actually care about the children and their education, not individuals who want the perks of working for school system: summers and holidays off, steady raises and a fat compensation package. American children are suffering due to the inadequacies of the individuals involved with the educational system.

The "culture of poverty" theory that has been used by several politicians to explain differences in learning between different ethnicities would be exposed as a blatant attempt by the status quo to "blame" individuals for their poverty if the educational system was restructured to meet the needs of all students, not just the wealthy. Huge educational gaps between poor students and wealthy students do not occur because the poorer students have adapted to their poverty-stricken existence but because they do not have resources needed to succeed in school. If students have to deal with textbooks that are outdated, lack of toiletries, and computers from the late 1980s, their opportunity to advance academically is dismal and their chances of dropping out of school likely.

In a just and an equal society, the educational system I have discussed would have already been implemented decades ago but it has not and more than likely will not. In a hierarchical society such as in America, there will always be someone on the low end of the totem pole and the best way to do that is through the mis-education of its most vulnerable: the children. The neglect of the educational system in the US threatens the economic well being of the entire nation. Unless the inequalities in education is diminished and its system totally restructured, the wealthy gap between the rich and the poor will continue to widen and the US will be infamous for being the nation of the undereducated. Spring, Joel. American Education. (2006). New York: McGraw-Hill

The difference between being intelligent, educated and intelligent

2011-05-26T13:51:00.000+07:00

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I've always been intrigued by the subject of intelligence. As a child my mother would refer to me as "smart," but I quickly noticed that all parents refer to their children as smart. In time I would discover that all children are not smart, just as all babies are not cute. If that were the case, we'd have a world full of beautiful, smart people - which we don't.

Some of us are smart; but not as smart as we think, and others are smarter than they seem, which makes me wonder, how do we define smart? What makes one person smarter than another? When do "street smarts" matter more than "book smarts"? Can you be both smart and stupid? Is being smart more of a direct influence of genetics, or one's environment?

Then there are the issues of education, intelligence and wisdom.

What does it mean to be highly educated? What's the difference between being highly educated and highly intelligent? Does being highly educated automatically make you highly intelligent? Can one be highly intelligent without being highly educated? Do IQs really mean anything? What makes a person wise? Why is wisdom typically associated with old age?

My desire to seek answers to these questions inspired many hours of intense research which included the reading of 6 books, hundreds of research documents, and countless hours on the Internet; which pales in comparison to the lifetime of studies and research that pioneers in the fields of intelligence and education like Howard Gardner, Richard Sternberg, Linda S. Gottfredson, Thomas Sowell, Alfie Kohn, and Diane F. Halpern whose work is cited in this article.

My goal was simple: Amass, synthesize, and present data on what it means to be smart, educated and intelligent so that it can be understood and used by anyone for their benefit.

PRENATAL CARE

With this in mind, there was not a better (or more appropriate) place to start than at the very beginning of our existence: as a fetus in the womb.

There is mounting evidence that the consumption of food that's high in iron both before and during pregnancy is critical to building the prenatal brain. Researchers have found a strong association between low iron levels during pregnancy and diminished IQ. Foods rich in iron include lima beans, kidney beans, pinto beans, spinach, asparagus, broccoli, seafoods, nuts, dried fruits, oatmeal, and fortified cereals.

Children with low iron status in utero (in the uterus) scored lower on every test and had significantly lower language ability, fine-motor skills, and tractability than children with higher prenatal iron levels. In essence, proper prenatal care is critical to the development of cognitive skills.

COGNITIVE SKILLS

Cognitive skills are the basic mental abilities we use to think, study, and learn. They include a wide variety of mental processes used to analyze sounds and images, recall information from memory, make associations between different pieces of information, and maintain concentration on particular tasks. They can be individually identified and measured. Cognitive skill strength and efficiency correlates directly with students' ease of learning.

DRINKING, PREGNANCY, AND ITS INTELLECTUAL IMPACT

Drinking while pregnant is not smart. In fact, it's downright stupid.

A study in Alcoholism: Clinical & Experimental Research has found that even light to moderate drinking - especially during the second trimester - is associated with lower IQs in offspring at 10 years of age. This result was especially pronounced among African-American rather than Caucasian offspring.

"IQ is a measure of the child's ability to learn and to survive in his or her environment. It predicts the potential for success in school and in everyday life. Although a small but significant percentage of children are diagnosed with Fetal Alcohol Syndrome (FAS) each year, many more children are exposed to alcohol during pregnancy who do not meet criteria for FAS yet experience deficits in growth and cognitive function," said Jennifer A. Willford, assistant professor of psychiatry at the University of Pittsburgh School of Medicine.

Paul D. Connor, clinical director of the Fetal Alcohol and Drug Unit and assistant professor in the department of psychiatry and behavioral sciences at the University of Washington has this to say about the subject:

"There are a number of domains of cognitive functioning that can be impaired even in the face of a relatively normal IQ, including academic achievement (especially arithmetic), adaptive functioning, and executive functions (the ability to problem solve and learn from experiences). Deficits in intellectual, achievement, adaptive, and executive functioning could make it difficult to appropriately manage finances, function independently without assistance, and understand the consequences of - or react appropriately to - mistakes."

This is a key finding which speaks directly to the (psychological) definition of intelligence which is addressed later in this article.

ULTRA SOUNDS

Studies have shown that the frequent exposure of the human fetus to ultrasound waves is associated with a decrease in newborn body weight, an increase in the frequency of left-handedness, and delayed speech.

Because ultrasound energy is a high-frequency mechanical vibration, researchers hypothesized that it might influence the migration of neurons in a developing fetus. Neurons in mammals multiply early in fetal development and then migrate to their final destinations. Any interference or disruption in the process could result in abnormal brain function.

Commercial companies (which do ultrasounds for "keepsake" purposes) are now creating more powerful ultrasound machines capable of providing popular 3D and 4D images. The procedure, however, lasts longer as they try to make 30-minute videos of the fetus in the uterus.

The main stream magazine New Scientist reported the following: Ultrasound scans can stop cells from dividing and make them commit suicide. Routine scans, which have let doctors peek at fetuses and internal organs for the past 40 years, affect the normal cell cycle.

On the FDA website this information is posted about ultrasounds:

While ultrasound has been around for many years, expectant women and their families need to know that the long-term effects of repeated ultrasound exposures on the fetus are not fully known. In light of all that remains unknown, having a prenatal ultrasound for non-medical reasons is not a good idea.

NATURE VERSUS NURTURE...THE DEBATE CONTINUES

Now that you are aware of some of the known factors which determine, improve, and impact the intellectual development of a fetus, it's time for conception. Once that baby is born, which will be more crucial in the development of its intellect: nature (genetics) or nurture (the environment)?

Apparently for centuries, scientists and psychologists have gone back and forth on this. I read many comprehensive studies and reports on this subject during the research phase of this article, and I believe that it's time to put this debate to rest. Both nature and nurture are equally as important and must be fully observed in the intellectual development of all children. This shouldn't be an either/or proposition.

A recent study shows that early intervention in the home and in the classroom can make a big difference for a child born into extreme poverty, according to Eric Turkheimer, a psychologist at the University of Virginia in Charlottesville. The study concludes that while genetic makeup explains most of the differences in IQ for children in wealthier families, environment - and not genes - makes a bigger difference for minority children in low-income homes.

Specifically, what researchers call "heritability"- the degree to which genes influence IQ - was significantly lower for poor families. "Once you're put into an adequate environment, your genes start to take over," Mr. Turkheimer said, "but in poor environments genes don't have that ability."

But there are reports that contradict these findings...sort of.

Linda S. Gottfredson, a professor of educational studies at the University of Delaware, wrote in her article, The General Intelligence Factor that environments shared by siblings have little to do with IQ. Many people still mistakenly believe that social, psychological and economic differences among families create lasting and marked differences in IQ.

She found that behavioral geneticists refer to such environmental effects as "shared" because they are common to siblings who grow up together. Her reports states that the heritability of IQ rises with age; that is to say, the extent to which genetics accounts for differences in IQ among individuals increases as people get older.

In her article she also refers to studies comparing identical and fraternal twins, published in the past decade by a group led by Thomas J. Bouchard, Jr., of the University of Minnesota and other scholars, show that about 40 percent of IQ differences among preschoolers stems from genetic differences, but that heritability rises to 60 percent by adolescence and to 80 percent by late adulthood.

And this is perhaps the most interesting bit of information, and relevant to this section of my article:

With age, differences among individuals in their developed intelligence come to mirror more closely their genetic differences. It appears that the effects of environment on intelligence fade rather than grow with time.

Bouchard concludes that young children have the circumstances of their lives imposed on them by parents, schools and other agents of society, but as people get older they become more independent and tend to seek out the life niches that are most congenial to their genetic proclivities.

BREAST-FEEDING INCREASES INTELLIGENCE

Researchers from Christchurch School of Medicine in New Zealand studied over 1,000 children born between April and August 1977. During the period from birth to one year, they gathered information on how these children were fed.

The infants were then followed to age 18. Over the years, the researchers collected a range of cognitive and academic information on the children, including IQ, teacher ratings of school performance in reading and math, and results of standardized tests of reading comprehension, mathematics, and scholastic ability. The researchers also looked at the number of passing grades achieved in national School Certificate examinations taken at the end of the third year of high school.

The results indicated that the longer children had been breast-fed, the higher they scored on such tests.

TALKING TO YOUR CHILDREN MAKES A DIFFERENCE

Thomas Sowell, author of Race, IQ, Black Crime, and facts Liberals Ignore uncovered some fascinating information that every parent should take note of. He writes:

There is a strong case that black Americans suffer from a series of disadvantageous environments. Studies show time and again that before they go to school, black children are on average exposed to a smaller vocabulary than white children, in part due to socioeconomic factors.

While children from professional households typically exposed to a total of 2,150 different words each day, children from working class households are exposed to 1,250, and children from households on welfare a mere 620.

Yes, smart sounding children tend to come from educated, professional, two-parent environments where they pick-up valuable language skills and vocabulary from its smart sounding inhabitants.

Mr. Sowell continues: Black children are obviously not to blame for their poor socioeconomic status, but something beyond economic status is at work in black homes. Black people have not signed up for the "great mission" of the white middle class - the constant quest to stimulate intellectual growth and get their child into Harvard or Oxbridge.

Elsie Moore of Arizona State University, Phoenix, studied black children adopted by either black or white parents, all of whom were middle-class professionals. By the age of 7.5 years, those in black homes were 13 IQ points behind those being raised in the white homes.

ACCUMULATED ADVANTAGES

At this juncture in my research it dawned on me, and should be fairly obvious to you, that many children are predisposed to being smart, educated, and intelligent, simply by their exposure to the influential factors which determine them long before they start school.

An informed mother, proper prenatal care, educated, communicative parents, and a nurturing environment in which to live, all add up to accumulated advantages that formulate intellectual abilities. As you can see, some children have unfair advantages from the very beginning.

Malcolm Gladwell, author of top-selling book Outliers, wrote that "accumulated advantages" are made possible by arbitrary rules...and such unfair advantages are everywhere. "It is those who are successful who are most likely to be given the kinds of social opportunities that lead to further success," he writes. "It's the rich who get the biggest tax breaks. It's the best students who get the best teaching and most attention."

With that in mind, we turn our attention to education and intelligence.

WHAT DOES IT MEAN TO BE WELL EDUCATED?

Alfie Kohn, author of the book What Does It Mean To Be Well Educated? poses the question, does the phrase well educated refer to a quality of schooling you received, or something about you? Does it denote what you were taught? Or what you remember?

I contend that to be well educated is all in the application; the application and use of information. Information has to be used in order to become knowledge, and as we all have heard, knowledge is power.

Most people are aware of the floundering state of education in this country on some level. We tell our children that nothing is more important than getting a "good" education, and every year, due to government budget shortfalls, teachers are laid off, classes are condensed, schools are closed, and many educational programs - especially those which help the underprivileged - are cut.

The reality is, we don't really value education. We value it as a business, an industry, political ammunition, and as an accepted form of discrimination, but not for what it was intended: a means of enriching one's character and life through learning.

What we value as a society, are athletes and the entertainment they offer. The fact that a professional athlete makes more money in one season, than most teachers in any region will make in their careers, is abominable. There's always money to build new sports stadiums, but not enough to give teachers a decent (and well-deserved) raise.

Ironically, the best teachers don't go into the profession for money. They teach because it's a calling. Most of them were influenced by a really good teacher as a student. With the mass exodus of teachers, many students are not able to cultivate the mentoring relationships that they once were able to because so many are leaving the profession - voluntarily and involuntarily - within an average of three years.

At the high school level, where I got my start, the emphasis is not on how to educate the students to prepare them for life, or even college (all high schools should be college-prep schools, right?), it was about preparing them to excel on their standardized tests. Then the controversial "exit" exams were implemented and literally, many high schools were transformed into testing centers. Learning has almost become secondary.

This mentality carries over into college, which of course there's a test one must take in order to enroll (the SAT or ACT). This explains why so many college students are more concerned with completing a course, than learning from it. They are focused on getting "A's" and degrees, instead of becoming degreed thinkers. The latter of which are in greater demand by employers and comprise the bulk of the self-employed. The "get-the-good-grade" mindset is directly attributable to the relentless and often unnecessary testing that our students are subjected to in schools.

Alfie Kohn advocates the "exhibition" of learning, in which students reveal their understanding by means of in-depth projects, portfolios of assignments, and other demonstrations.

He cites a model pioneered by Ted Sizer and Deborah Meier. Meier has emphasized the importance of students having five "habits of mind," which are: the value of raising questions about evidence ("How do we know what we know?"), point of view, ("Whose perspective does this represent?"), connections ("How is this related to that?"), supposition ("How might things have been otherwise?"), and relevance ("Why is this important?").

Kohn writes: It's only the ability to raise and answer those questions that matters, though, but also the disposition to do so. For that matter, any set of intellectual objectives, any description of what it means to think deeply and critically, should be accompanied by a reference to one's interest or intrinsic motivation to do such thinking...to be well-educated then, is to have the desire as well as the means to make sure that learning never ends...

HISTORY AND PURPOSE OF IQ

We've always wanted to measure intelligence. Ironically, when you look at some the first methods used to evaluate it in the 1800s, they were not, well, very intelligent. Tactics such as subjecting people to various forms of torture to see what their threshold for pain was (the longer you could withstand wincing, the more intelligent you were believed to be), or testing your ability to detect a high pitch sound that others could not hear.

Things have changed...or have they?

No discussion of intelligence or IQ can be complete without mention of Alfred Binet, a French psychologist who was responsible for laying the groundwork for IQ testing in 1904. His original intention was to devise a test that would diagnose learning disabilities of students in France. The test results were then used to prepare special programs to help students overcome their educational difficulties.

It was never intended to be used as an absolute measure of one's intellectual capabilities.

According to Binet, intelligence could not be described as a single score. He said that the use of the Intelligence Quotient (IQ) as a definite statement of a child's intellectual capability would be a serious mistake. In addition, Binet feared that IQ measurement would be used to condemn a child to a permanent "condition" of stupidity, thereby negatively affecting his or her education and livelihood.

The original interest was in the assessment of 'mental age' -- the average level of intelligence for a person of a given age. His creation, the Binet-Simon test (originally called a "scale"), formed the archetype for future tests of intelligence.

H. H. Goddard, director of research at Vineland Training School in New Jersey, translated Binet's work into English and advocated a more general application of the Simon-Binet test. Unlike Binet, Goddard considered intelligence a solitary, fixed and inborn entity that could be measured. With help of Lewis Terman of Stanford University, his final product, published in 1916 as the Stanford Revision of the Binet-Simon Scale of Intelligence (also known as the Stanford-Binet), became the standard intelligence test in the United States.

It's important to note that the fallacy about IQ is that it is fixed and can not be changed. The fact is that IQ scores are known to fluctuate - both up and down during the course of one's lifetime. It does not mean that you become more, or less intelligent, it merely means that you tested better on one day than another.

One more thing to know about IQ tests: They have been used for racist purposes since their importation into the U.S. Many of those who were involved in the importation and refinement of these tests believed that IQ was hereditary and are responsible for feeding the fallacy that it is a "fixed" trait.

Many immigrants were tested in the 1920s and failed these IQ tests miserably. As a result, many of them were denied entry into the U.S., or were forced to undergo sterilization for fear of populating America with "dumb" and "inferior" babies. If you recall, the tests were designed for white, middle class Americans. Who do you think would have the most difficulty passing them?

Lewis Terman developed the original notion of IQ and proposed this scale for classifying IQ scores:

000 - 070: Definite feeble-mindedness

070 - 079: Borderline deficiency

080 - 089: Dullness

090 - 109: Normal or average intelligence

110 - 119: Superior intelligence

115 - 124: Above average (e.g., university students)

125 - 134: Gifted (e.g., post-graduate students)

135 - 144: Highly gifted (e.g., intellectuals)

145 - 154: Genius (e.g., professors)

155 - 164: Genius (e.g., Nobel Prize winners)

165 - 179: High genius

180 - 200: Highest genius

200 - higher ?: Immeasurable genius

*Genius IQ is generally considered to begin around 140 to 145, representing only 25% of the population (1 in 400).

*Einstein was considered to "only" have an IQ of about 160.

DEFINING INTELLIGENCE

Diane F. Halpern, a psychologist and past-president of the American Psychological Association (APA), wrote in her essay contribution to Why Smart People Can Be So Stupid that in general, we recognize people as intelligent if they have some combination of these achievements (1) good grades in school; (2) a high level of education; (3) a responsible, complex job; (4) some other recognition of being intelligent, such as winning prestigious awards or earning a large salary; (5) the ability to read complex text with good comprehension; (6) solve difficult and novel problems.

Throughout my research and in the early phases of this article, I came across many definitions of the word intelligence. Some were long, some were short. Some I couldn't even understand. The definition that is most prevalent is the one created by the APA which is: the ability to adapt to one's environment, and learn from one's mistakes.

How about that? There's the word environment again. We just can't seem to escape it. This adds deeper meaning to the saying, "When in Rome, do as the Romans do." It means recognizing what's going on in your environment, and having the intelligence adapt to it - and the people who occupy it - in order to survive and succeed within it.

There are also many different forms of intelligence. Most notably those created by Dr. Howard Gardner, professor of education at Harvard University.

Dr. Gardner believes (and I agree) that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live.

He felt that the traditional notion of intelligence, based on IQ testing, was far too limited and created the Theories Of Multiple Intelligences in 1983 to account for a broader range of human potential in children and adults.

These intelligences are:

Linguistic intelligence ("word smart")

Logical-mathematical intelligence ("number/reasoning smart")

Spatial intelligence ("picture smart")

Bodily-Kinesthetic intelligence ("body smart")

Musical intelligence ("music smart")

Interpersonal intelligence ("people smart")

Intrapersonal intelligence ("self smart")

Naturalist intelligence ("nature smart")

Not associated with Dr. Gardner, but equally respected are:

FLUID & CRYSTALLIZED INTELLIGENCE

According to About.com, Psychologist Raymond Cattell first proposed the concepts of fluid and crystallized intelligence and further developed the theory with John Horn. The Cattell-Horn theory of fluid and crystallized intelligence suggests that intelligence is composed of a number of different abilities that interact and work together to produce overall individual intelligence.

Cattell defined fluid intelligence as "...the ability to perceive relationships independent of previous specific practice or instruction concerning those relationships." Fluid intelligence is the ability to think and reason abstractly and solve problems. This ability is considered independent of learning, experience, and education. Examples of the use of fluid intelligence include solving puzzles and coming up with problem solving strategies.

Crystallized intelligence is learning from past experiences and learning. Situations that require crystallized intelligence include reading comprehension and vocabulary exams. This type of intelligence is based upon facts and rooted in experiences. This type of intelligence becomes stronger as we age and accumulate new knowledge and understanding.

Both types of intelligence increase throughout childhood and adolescence. Fluid intelligence peaks in adolescence and begins to decline progressively beginning around age 30 or 40. Crystallized intelligence continues to grow throughout adulthood.

SUCCESSFUL INTELLIGENCE

Then there's Successful Intelligence, which is authored by intelligence psychologist and Yale professor, Robert J. Sternberg, who believes that the whole concept of relating IQ to life achievement is misguided, because he believes that IQ is a pretty miserable predictor of life achievement.

His Successful Intelligence theory focuses on 3 types of intelligence which are combined to contribute to one's overall success: Analytical Intelligence; mental steps or components used to solve problems; Creative Intelligence: the use of experience in ways that foster insight (creativity/divergent thinking); and Practical Intelligence: the ability to read and adapt to the contexts of everyday life.

With regard to environment, Mr. Sternberg writes in his book Successful Intelligence: Successfully intelligent people realize that the environment in which they find themselves may or may not be able to make the most of their talents. They actively seek an environment where they can not only do successful work, but make a difference. They create opportunities rather than let opportunities be limited by circumstances in which they happen to find themselves.

As an educator, I subscribe to Mr. Sternberg's Successful Intelligence approach to teaching. It has proven to be a highly effective tool and mindset for my college students. Using Successful Intelligence as the backbone of my context-driven curriculum really inspires students to see how education makes their life goals more attainable, and motivates them to further develop their expertise. Mr. Sternberg believes that the major factor in achieving expertise is purposeful engagement.

EMOTIONAL INTELLIGENCE

In his best-selling 1995 book, Emotional Intelligence, Daniel Goleman reported that research shows that conventional measures of intelligence - IQ - only account for 20% of a person's success in life. For example, research on IQ and education shows that high IQ predicts 10 to 25% of grades in college. The percentage will vary depending on how we define success. Nonetheless, Goleman's assertion begs the question: What accounts for the other 80%?

You guessed it...Emotional Intelligence. What exactly is emotional intelligence? Emotional intelligence (also called EQ or EI) refers to the ability to perceive, control, and evaluate emotions. Many corporations now have mandatory EQ training for their managers in an effort to improve employee

relations and increase productivity.

TACIT KNOWLEDGE aka "STREET SMARTS"

You've heard the phrase, "Experience is the greatest teacher..."

In psychology circles knowledge gained from everyday experience is called tacit knowledge. The colloquial term is "street smarts," which implies that formal, classroom instruction (aka "book smarts") has nothing to do with it. The individual is not directly instructed as to what he or she should learn, but rather must extract the important lesson from the experience even when learning is not the primary objective.

Tacit knowledge is closely related to common sense, which is sound and prudent judgment based on a simple perception of the situation or facts. As you know, common sense is not all that common.

Tacit knowledge, or the lessons obtained from it, seems to "stick" both faster and better when the lessons have direct relevance to the individual's goals. Knowledge that is based on one's own practical experience will likely be more instrumental to achieving one's goals than will be knowledge that is based on someone else's experience, or that is overly generic and abstract.

BEING BOTH SMART AND STUPID

Yes, it's possible to be both smart and stupid. I'm sure someone you know comes to mind at this precise moment. But the goal here is not to ridicule, but to understand how some seemingly highly intelligent, or highly educated individuals can be so smart in one way, and incredibly stupid in others.

The woman who is a respected, well paid, dynamic executive who consistently chooses men who don't appear to be worthy of her, or the man who appears to be a pillar of the community, with a loving wife and happy kids, ends up being arrested on rape charges.

It happens, but why? I found the answer in Why Smart People Can Be So Stupid. Essentially, intellect is domain specific. In other words, being smart (knowledgeable) in one area of your life, and stupid (ignorant) in another is natural. Turning off one's brain is quite common especially when it comes to what we desire. A shared characteristic among those who are smart and stupid, is the difficulty in delaying gratification.

Olem Ayduk & Walter Mischel who wrote the chapter summarized: Sometimes stupid behavior in smart people may arise from faulty expectations, erroneous beliefs, or merely a lack of motivation to enact control strategies even when one has them. But sometimes it is an inability to regulate one's affective states and the behavioral tendencies associated with them that leads to stupid and self-defeating behavior.

The central character in this book who many of these lessons regarding being smart and stupid revolve around is Bill Clinton and his affair with Monica Lewinksky.

WISDOM & CONCLUSION

My great grandmother, Leola Cecil, maybe had an 8th grade education at the most. By no stretch of the imagination was she highly educated, but she had what seemed like infinite wisdom. She was very observant and could "read" people with startling accuracy. Till the very end of her life she shared her "crystallized intelligence" with whomever was receptive to it.

She died at the age of 94. I often use many of her sayings as a public speaker, but most importantly, I use her philosophies to make sure that I'm being guided spiritually and not just intellectually. Many of us who are lucky enough to have a great grandparent can testify that there is something special about their knowledge. They seem to have life figured out, and a knack for helping those of us who are smart, educated and intelligent see things more clearly when we are too busy thinking.

What they have is what we should all aspire to end up with if we are lucky: wisdom.

Wisdom is the ability to look through a person, when others can only look at them. Wisdom slows down the thinking process and makes it more organic; synchronizing it with intuition. Wisdom helps you make better judgments regarding decisions, and makes you less judgmental. Wisdom is understanding without knowing, and accepting without understanding. Wisdom is recognizing what's important to other people, and knowing that other people are of the utmost importance to you. Wisdom is both a starting point, and a final conclusion.

An inside look at the Profession of special education

2011-05-25T23:36:00.000+07:00

Special education professionals work to promote students' overall behavioral, social and academic growth. Special education professionals assists students in developing socially appropriate behavior within their family, school and community. Teachers of special education help students become more confident in their social interactions. Special education professionals administer activities that build students' life skills.

What Does the Job range?

Are you interested in helping others? Can you handle and care for people who learn differently and have other behavioral problems? Do you want to make a difference in a young child's life? If you answered "yes" to any of these questions, then you might consider a career in special education. Below is a breakdown of the short and long-term responsibilities of a special education teacher.

First and foremost, special education teachers focus on the development and academic needs of children with disabilities. They encouraged learning in disabled students by implementing educational modules and technical behavioral. Special education teachers work alone or with general education teachers to individualize lessons, develop problem-solving techniques and integrate children into group projects with other students. Furthermore, special education teachers are responsible for ensuring that the needs of disabled children are met during assessment periods.

Did you know that special education teachers work with a team of professionals, qualified staff and family in order to fulfill their job requirements? It is true. In fact, special education teachers work in conjunction with these entities to create an Individualized Education Program (IEP) for each student. An IEP is designed in collaboration with a child's parents, school principal, social worker, speech pathologist and general education teacher to ensure effective implementation. An IEP targets a student's needs and growth areas for maximum response. The specialized goals set by the IEP are woven throughout all aspects of a child's daily activities. Teachers of special education must monitor a child's setbacks and progress and report back to parents and administrators. Planned goals and tasks are outlined for family members to refer to while a student is at home as well.

The types of disabilities a special education teacher might encounter are difficult to predict. For one, the qualifications for special education services vary greatly from mild disabilities to extreme cases of mental retardation or autism. Types of disabilities include, but are not limited to, the following: speech impairments, hearing disabilities, emotional disturbances, orthopedic impairments, brain trauma cases, blindness, deafness and learning disabilities.

Do You Exhibit These Qualities?

Now that you have an idea of the job's demands, let's see if you have the right qualities to be a special education teacher.

Recognize the symptoms and needs of special needs students

Patience

Ability to work with one or more parties to achieve short-term and long-term goals

Strong communication skills

Ability to motivate others

Ability to multi-task

Knowledge of the most recent education modules, medical research and behavioral practices

Creativity

Knowledge of the latest medical technology relevant to special education

Taking the Next Step toward a New Career

Once you have decided to enter the field of special education, you will need to follow several steps. Due to the specialization of the field, special education teachers in all 50 states must receive patient before employment. Licensures are approved by each state's board of education, and the requirements for certification differ between states. Nevertheless, the growing shortage of special education teachers has led institutions of higher education to offer more special education degree and certification programs. In fact, special education degrees are offered at the bachelor's, master's and doctoral levels throughout the nation. Not to mention, the booming field of distance learning has made certification more accessible from any location in the United States.

In many cases, hopeful special education professionals do not meet the requirements of special education patient due to their prior completion of degree programs outside of the field of education. Therefore, several states have begun to offer alternate forms of certification. The hope of these programs is to attract new special education professionals and fill the growing need for teachers. The chance to positively impact the lives of special needs children is one of the driving motivations and benefits of entering this field.

After several years, some special education teachers look for new opportunities within their field. In the most common situations, special education professionals transfer to administrative or supervisory positions. Others, after receiving a higher degree, become college professors and educate new students in the field of special education. Experienced teachers of special needs students have also moved up to serve as mentors to incoming special education teachers.

As for the future of special education and employment, there are many changes on the horizon. Most significantly, the job market in special education, according to the Bureau of Labor Statistics (BLS), is projected to "increase faster than the average of all occupations by 2014." Due to the new emphasis on education and training in Parliament, special education professionals will become even more valued.

Can I Make a Living as a Special Education Teacher?

As mentioned previously, the special education job market is on the rise. In 2004, the BLS reported 441,000 employed special education teachers in the nation. While only 6 percent worked within private schools, over 90 percent were employed by public schools or districts. In rare cases, special education professionals were involved in home or hospital care.

Several factors determine a special education teacher's financial compensation. Such factors include experience, educational background, area of specialty and geographical location. In May 2004, the BLS reported the following breakdown of median annual earnings of special education teachers:

Preschool, kindergarten and elementary school level:-$43,570

Middle school level:-$44,160

Secondary school level:-$45,700

Special education teachers receive increases in salary through additional involvement in their schools' educational activities and through coaching school athletic teams. In some districts, being a mentor to a new special education teacher carries additional monetary benefits. However, the most common way to increase earnings is through the completion of a higher degree, which can also make a teacher's statement more credible and valuable.

Interview with Dr. Renato C Nicolai, author of "the nightmare of the education of the Public".

2011-05-25T09:18:00.000+07:00

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A retired teacher and principal with thirty-eight years of experience in public education, Renato C. Nicolai, Ed.D., taught 6th through 12th grade and was both an elementary and middle school principal. In education circles, he was known as Dr. Nicolai, which eventually was shortened to Dr. Nick, and has stuck ever since.

Tyler: Thank you for joining me today, Dr. Nick. Obviously, the state of public education in the United States is of great concern to many people. To begin, will you tell us what you think is wrong with the public education system?

Dr. Nick: Wow! What an opportunity! Yes, I would be pleased to tell you what I think is wrong with the public education system. My thoughts aren't in any order of priority; I'm telling you about them as they come to mind.

What I think of first is what I wrote about as the main emphasis in my book. Teachers desperately need to improve the quality of their teaching, so, specifically, what's wrong is that too many teachers are either incompetent or mediocre instructors at best. Yes, if you had the opportunity to stand by my side in the hundreds of classrooms I've visited in my career, you would be both amazed and horrified at how much poor quality teaching there is in our public schools. If parents only knew how much more their children could be learning with instruction from superb teachers compared to what they are most likely learning now from incompetent teachers, they would be flabbergasted. That's how bad it really is. This indictment of teachers, however, is not a major problem at the elementary school, but is a serious and rampant problem for sure at the middle school, junior high school, and especially the high school level of education. Parents, you'll want to read about the eight essential qualities most teachers don't possess. I've listed and described them in the first chapter of my book.

Tenure is another critical problem. Once tenure is granted by a school district, an incompetent teacher is a teacher for life. It's extremely difficult to dismiss a teacher who has tenure. What's wrong with tenure is that it's achievable so soon in a teacher's career (after only three years in most cases), so final (once it's granted it's irrevocable), and so long lasting (the teacher keeps it for as long as he/she teaches). What happens is that some teachers work very hard during their first few years on the job, receive tenure, and then slack off in their performance because they know they can almost never lose their job. Instead of tenure, public education should promote a system of performance reviews that teachers are required to pass periodically in order to keep their teaching position for the next two or three years.

The way a teacher is evaluated is all wrong within the education system. It's basically a sham and a joke. Collective bargaining contracts and union involvement in teacher evaluations has watered down the process of teacher evaluations to the degree that practically nothing worthwhile results from the process. In my book, I have a chapter titled "What You Don't Know Won't Hurt You," and the concept of teacher evaluation is discussed in that chapter. If parents and the public at large knew how ineffective and unproductive teacher evaluations are, they would demand a more efficient system. The system as it exists in most school districts today is a tactful process of saying the right words, doing what's anticipated, and not ruffling anyone's feelings. What it should do is help teachers improve the quality of their teaching to the degree that they help students learn better, but it doesn't do that at all.

The public education system is rooted in the false notion that all teachers are qualified educators who can be trusted to make good decisions, follow school district rules and regulations, work together in a spirit of collegiality, promote the welfare of students as a priority, and, generally, do what is just, moral, and professional. What's wrong is that this description is simply not true; yet, school districts throughout the United States allow teachers the freedom to work unsupervised because they are assumed to be well-intentioned, professional persons who have the best interests of students at heart. Don't misunderstand me, please. Of course, there are many conscientious teachers who do work well with each other and do have the best interests of students at heart, but I believe that there are many more who take advantage of academic freedom, collegiality, and lack of supervision to do whatever they want within the four walls of their classrooms. This is actually a very serious problem that is covered up by the educational hierarchy.

Another very serious wrong is the way in which school districts manage the use of substitute teachers. Substitute teachers are rarely observed to determine their competence, frequently assigned to subject areas they have no qualifications to teach, and regularly subjected to unbelievable disrespect and insolence from students. When a substitute teacher is present in a middle school, junior high school, or high school classroom, little or no learning takes place. That class is a waste of instructional time, the students' time, and the substitute's time as well. The three most common activities that take place when a substitute takes over a regular teacher's class are the showing of videos or DVDs, the administration of tests, and the supervision of long, boring written or reading assignments left by the regular teacher. The lesson plans left by most regular teachers for substitute teachers to follow are generally a set of instructions on how to occupy the time students have in class. The entire substitute teacher system needs to be completely overhauled. Students must be taught to respect substitute teachers, to assist them with the lesson, and to be responsible for their own learning. Expectations that students will cooperate with substitute teachers, that regular teachers will conscientiously prepare quality lesson plans, that substitutes will teach, and that administrators will monitor substitutes are so miserably low, currently, that the education system simply accepts the status quo of chaos, lack of learning, and disgraceful substitute teacher academic and professional performance.

Tyler, the public education system in the United States is really in trouble. It's inundated with problems; there are many things wrong with it. I could have written about lack of student discipline, emphasis on sports over academics, permissiveness throughout the culture of public schools, reticence about the problems that exist, and much more. I believe that it has deteriorated so much over the last fifty years, that mediocrity and incompetence are the status quo. Parents don't even realize that the system is so bad. What they see and experience is what they think is how the system should be. They don't understand how much better it could be and how their children could be receiving a more superior educational experience.

Tyler: Dr. Nick, will you tell us a little bit about your background in education-where you taught and the subjects you taught, as well as your experience as a middle school principal. What personal experiences have led to your current viewpoints?

Dr. Nick: My first full time position in public schools was as a 9th and 11th grade teacher of English at El Camino High School in South San Francisco, California (a city separate from San Francisco). After teaching two years, my assignment changed to teaching English half the school day and counseling the other half. In my third year as a teacher at this school, I was elected president of the local teachers' union and the following year chairman of the School District Negotiating Council. In my fifth year, I was appointed Assistant Principal of Parkway Junior High School (7-9) in the same school district.

During the seven years I held this position as assistant principal, I enrolled in a doctoral program at the University of Southern California, and from 1969-1972 I achieved a Doctor of Education degree in Educational Administration and Secondary Curriculum. My dissertation, which researched the administrative behavior of superintendents of schools, was the first dissertation sponsored by the newly formed Association of California School Administrators (ACSA).

In 1974, I was selected Principal of Isaac Newton Graham Middle School (7-8) in Mountain View, California. You asked me to share my experience as a middle school principal, and I'm pleased to do so, but I want you to know that I could easily write another book about those experiences alone. So, I'll try to give you an encapsulated answer. I think I could best describe my experiences as a middle school principal as a continuing five year roller coaster ride because I never knew when my feelings, emotions, and experiences would be up or down. On the up side, I was thrilled to see many students learn to their potential as a result of the excellent teaching of some superb teachers. After all, helping young people learn is what education is all about. I also observed some outstanding teachers whose skills and methods motivated students to excel beyond their own personal expectations. That was extremely exciting. As the leader of a neighborhood school, I grew personally as an educator because I had the opportunity to influence curriculum, work for the educational benefits of students, and associate often with community leaders in various agencies (fire department, police department, recreation department, mayor's office, and so on). These experiences made me a better principal. On the down side, I learned quickly that many teachers should never have been allowed to enter a classroom to teach. They were not suited to interact with adolescents and teenagers; they didn't have the skills needed to help young minds understand concepts and ideas; they failed to devote themselves to learning how to teach expertly; they didn't know how to control and manage a class of thirty students. I also realized what some of the problems were that I had to deal with (incompetent teachers, low quality curriculum, collective bargaining contracts to name a few) but that I didn't have the power to bring about effective change. That was frustrating to no end. Finally, the lowest possible experience for me was to meet so-called teachers who had literally given up; that is, they had decided to go through the motions of teaching only. They were no longer eager to teach, didn't look forward to meeting their classes, and did as little as possible to meet their professional responsibilities. I left out so much that I feel my answer is inadequate. I can see the joy on the faces of students who won academic and sports awards, the enthusiasm of both staff and student body at our annual soft ball game, the annual parent club barbecue, and so much more.

I remained at Graham for five years and then moved on to an opportunity in southern California as the Administrative Director (Superintendent/Principal) of Chatsworth Hills Academy, a private school in Chatsworth, California. I preferred serving in public education, so I returned to Graham as a 7th grade core teacher, teaching English and social studies (world history). In October of my second year back from southern California, I was asked by three Santa Clara County superintendents to head up a "joint powers" school named The Institute of Computer Technology as an on-loan school administrator. Along with an on-loan administrator from IBM (Ken Butler), I helped this new educational enterprise get its feet off the ground. It was exciting work and I enjoyed hiring teachers, meeting technology experts at Apple and IBM, developing curriculum, outfitting a school with security systems, working with school superintendents, learning how to protect valuable hardware and software, and a lot more. After doing what I was hired to do, I returned to Graham, teaching English, social studies, and geography to 7th and 8th graders, including the 8th Grade Honors English program. I remained at Graham for the next twenty years and retired in 2001.

During my career, I've been a presenter at various conferences, in-service sessions, and conventions. My presentation topics were usually in the areas of teaching methods, literature-based instruction, discipline, and classroom management. I've also been a master teacher, chairman or member of numerous curriculum committees, and an adjunct professor in the teacher training program at National University.

My current viewpoints and attitudes toward public education developed throughout my career based upon my personal experiences as a teacher and principal, what I saw other educators do and heard them say, what I read, what I learned best helped young people reach their learning potential, what political reforms failed, and what I learned about how young minds gain knowledge. For instance, there was a time when I opposed vouchers; I'm adamantly in favor of them now. The more choices parents have in the education of their children, the better. I was a staunch supporter of tenure at the beginning of my career until I witnessed how many deficient teachers hide their incompetence under the protection of this law. Tenure should be abolished. I'm sure you get the idea. I hold the views, attitudes, and feelings that I do about education as a result of a life-long career in schools. You know, children aren't the only ones who learn while at school.

Tyler: You mention that many teachers are not competent? What is the reason for this, and why does the school system allow them to remain in the classroom?

Dr. Nick: Why are many teachers incompetent? Here are some reasons to contemplate:

Because they don't possess the personality needed to interact well with young people. If a person doesn't like kids, doesn't enjoy being with them all day long, doesn't look forward to teaching them, doesn't accept their immaturity and want to help them become more mature, can't stand constantly answering questions, can't accept individual differences (race, ethnicity, gender, religion, etc), can't cope with special needs (hyperactivity, behavior problems, and so on), then that person will never be a competent teacher.

Because they don't possess, exhibit, use, and treasure enthusiasm, and, so, they are truly boring to most of their students. Ask any kid at a middle school, junior high school, or high school in your community what they dislike the most about their teachers, and, I guarantee you the answer will overwhelmingly be that they are boring. And you know something, Tyler; the kids are right. Most teachers are insufferably boring in how they teach. Enthusiasm is a sine qua non for all competent teachers.

Because they don't know how to get concepts and ideas across clearly to their students. They don't possess the knowledge and skills needed to help students learn. They just don't know what to do and end up quite often being frustrated and saying something like, "Oh, those kids just can't learn this stuff." That's an expression equivalent to defeatism and incompetence. If the learning material is age appropriate and part of the accepted curriculum, of course a normal, healthy student can learn it. It isn't the student who is at fault; it's the teacher who doesn't have the competence to design lessons, activities, and programs to help students learn. The reason for this is that many teachers tell students but don't show and teach.

Because they can't manage and control student behavior. Teachers daily face challenging disciplinary and behavior problems. If a teacher can't effectively handle these problems, that teacher will never be a competent instructor-never! In this case, the incompetence is in not knowing what to do when a disciplinary or behavior problem presents itself because the teacher hasn't thought out a personal Educational Philosophy for Control of Student Behavior. Every teacher needs to do this to harmonize his/her personality with methods of discipline. I explain this in detail in my book.

Because many teachers don't manage classroom time efficiently. I devote an entire chapter to this topic: "Wasted Time - Inept Instruction (Euphemism: Teaching Mistakes). How can anyone consider a teacher competent when that teacher tries to teach over the noise of unruly students, doesn't know how to quell effectively unnecessary noise at the change of a classroom activity, and allows students to talk whenever they want. This inability to control noise leads to as much as 25% of each class period being wasted. Many teachers can't even control the time at the end of class when students get ready to leave and waste the ten or fifteen minutes left.

Because many teachers can't effectively control group learning. One of the most effective ways for students to learn is to interact with each other, allowing students to help each other learn in groups. Sometimes, students have just the right words and explanations to help a fellow student understand a lesson. However, most teachers don't control student groups effectively and so waste tremendous amounts of instructional time.

Because many teachers don't have high enough academic and behavioral expectations and standards. In other words, many teachers don't challenge their students enough academically and don't expect them to learn to the level of their potential. Teachers must project an attitude of high expectations to motivate their charges adequately. Most teachers don't even understand this concept and need to learn it themselves. Not putting it into effect in classrooms is indicative of ignorance and incompetence. In Chapter Three, I wrote a seven-page description of the most important strategies used by teachers who truly understand how to teach high academic and behavioral standards. Teachers, you've never seen anything come close to this practical list of how to teach standards.

Because some teachers don't have a sufficient knowledge of the subjects they teach. They don't! They are assigned to teach a subject they don't know adequately or they don't even like. Many teachers are teaching subjects and they don't have either a major in that field or a valid certificate to teach it.

There are other reasons as well, but the few I mentioned are really significant ones, aren't they? Now, what are the reasons for these incompetencies and why do school systems allow these incompetent teachers to remain in the classroom? Well, the first part of the question can be answered easily. Students learning how to teach are not being prepared adequately by schools of education. You know who should teach prospective teachers how to teach? Not education professors! No! Excellent, experienced, current and retired teachers who know what a classroom is all about and who have a love for kids and teaching in their hearts should teach candidates for teaching. Give me proven experts at teaching young people, a group of twenty teacher candidates for a year, and I know we could do a much better job of teaching them how to be good teachers than any school of education in the country.

Answering the second part of the question leaves me with a heavy heart. The reason is that most school districts don't effectively monitor and evaluate the progress, competence, and teaching skills of new teachers. The procedures to do this are woefully inadequate and rarely result in new teachers being dismissed if they are incompetent. Teachers new to the profession learn more about teaching from their own personal experiences the first three years on the job and from other, experienced teachers than they do from any program presented by the school district they work for. School districts don't really know if a new teacher is mediocre or, worse yet, incompetent so they grant tenure because they need a body in the classroom. There is a tremendous shortage of teachers throughout our country today. Once tenure is granted, it is virtually impossible to dismiss a teacher on the basis of incompetence.

(Due to space constraints a portion of this review was omitted -- please see Reader Views website for the entire interview.)

Dr. Nick: Parents must be involved in their children's education from preschool right through high school and, perhaps, even into college. The tendency is for parents to step back from involvement when their teenagers start high school. This is a serious mistake. Parental involvement is critical during high school because the high schooler is under tremendous pressure from peers mainly to experiment in many different areas: drugs, alcohol, sex, ideology, cults, etc. That involvement should take the form of proactive participation, diligent observation, and ardent questioning. I recommend that parents do the following to ensure that their children receive a quality education:

Parents must communicate regularly in person, over the phone, and via e-mail with the teacher throughout the school year about every aspect of their child's learning by asking questions and seeking information about these and other important aspects of schooling:

homework

math skills

language arts skills (reading, spelling, grammar, writing)

testing

behavior

grades

listening skills

attitude

participation and cooperation

Parents must frequently monitor the progress of their child's learning at home and act as the most important teacher in their child's life.

Parents should observe their child's teacher(s) to assess the teacher's quality of instruction. My book is filled with tips for parents to do just that. It also contains lists of questions for parents to ask and what to look for in a classroom to determine if a classroom's physical environment is organized as a valuable learning tool.

Parents should participate in the life of the school, if possible:

join the PTA or parent club and participate in its activities and governance

volunteer as an aide at school

offer to assist the teacher with paperwork

Parents must attend school functions: Back-to-School Night, Open House, music programs, special events, sports contests, fund raisers.

Parents must meet with the teacher at parent conferences and ask questions about their child's educational progress.

Parents should introduce themselves to the principal and other persons in key positions at the school to know who they are and to make sure these school personnel know who the parents are.

Parents should communicate their ideas and opinions to their elected school board members, and, on occasion, attend a school board meeting.

Parents must be sure their child is equipped to do the best possible work at school by providing:

necessary school supplies

a nutritious and balanced diet

enough sleep and rest

a positive attitude toward school and teachers

a distraction-free place for homework

Tyler: Does the concern over public education have a place outside the school system? What about people who do not have children? Why should they care about things like millage elections, or want to pay more taxes, or support the school system?

Dr. Nick: Yes, concern over public education does have a place outside the school system. Most people who don't have children, are retired and have no contact with children, or whose children are now adults pay taxes and generally want a school system that produces an educated person. These people are automatically invested in the public school system as a result of their taxpayer status and expect to receive good value for their tax money. I know I do because 62% of my annual property taxes (nearly $3,800) goes to public schools in the community where I live.

Tyler: Students often do not value the education they receive until years later. As a former college English professor, I taught many lazy students, and I was constantly in dismay that so many of them were even admitted to college when they could not write a complete sentence. I frequently wondered what they had done for thirteen years in the public schools? Do you think the college system is in any way responsible for the decline of public education in the elementary and high schools? Should entrance requirements into colleges be raised?

Dr. Nick: I don't blame our college system in any way at all for the decline of public education in the elementary and high schools. State colleges and universities, community colleges, private and religious colleges and universities-all provide opportunities for students who are qualified to pursue them. It's the responsibility of the elementary and secondary schools to prepare students to take advantage of those opportunities and meet those qualifications. I do think these colleges and universities should regularly evaluate their entrance requirements, as I'm sure they do, to ensure that they maintain high standards of academic expectations.

These colleges and universities have a responsibility to graduate well-educated and highly competent young people. Watering down the entrance requirements to fill classrooms would be a disgrace and morally reprehensible. Not all high school students should be expected to attend a four-year college, although that's what many high school counselors and administrators tell them is possible. I do blame some schools of education, however, for the poorly prepared teachers they seem to turn out by the thousands each year. School of education reforms in recent years in teacher training programs, curriculum standards, course content, and subject matter proficiency have not produced quality teachers. If they had, our elementary and secondary school students would be exceptionally successful learners and you would not have asked this question. After all, teachers are supposed to help students learn to their capacity.

Tyler: Dr. Nick, how long do you think the public school system has been declining? Do you believe it has affected the American job force and economy?

Dr. Nick: The American public school system has been declining over the last fifty to sixty years. All you have to do is look at the statistics to see that the reforms attempted during the past half century have not resulted in significant changes in learning, test scores, and student achievement. In fact, in most curricular areas, there has been little or no change at all, and in math and English there has been decline.

Perhaps your readers would be interested in an excellent article published in the September 2007 edition of Harper's magazine. It's titled "Schoolhouse Crock (Fifty years of blaming America's educational system for our stupidity) and presents an excellent analysis of educational reform over the past fifty years.

This decline continues to affect the American job force, businesses, and our national economy as well. Many businesses and corporations have instituted their own systems of internal education to train their work force properly to do the work expected of them because they can't rely on the public schools.

Tyler: The ones who suffer the most in this situation are the children, yet as children, students are unlikely to know what they are not learning and how it will be detrimental for them. Furthermore, they may be too intimidated by teachers to complain when they are given more free time or fruitless assignments or actual lessons. What if anything, can students do to improve the quality of their own education?

Dr. Nick: At the elementary school, middle school, and junior high school levels of education, there is probably very little if anything the young people who attend these schools can do to improve the quality of their own education. They are too young, inexperienced, and immature. At the high school, however, some students are mature and serious enough about their own schooling to do something. I might add, though, that there are most likely very few who would actually challenge the powers that be (teachers, principals, superintendents, boards of education) for a variety of reasons. The two most significant ones, in my opinion, would be peer pressure and fear of retribution or retaliation on the part of teachers or administrators. Nonetheless, here are some actions mature, serious, intelligent, concerned high school students could do:

Go to your principal and complain about the poor quality teaching you're experiencing. Nothing will happen the first time, so go a second and third time. Bring other concerned students with you.

Be polite but assertive, telling your principal that you have a right to quality instruction but aren't receiving it. Clearly state your areas of complaint: too much classroom noise, inadequate instruction, lack of teacher interest, and so on.

Make an appointment with the superintendent to voice your concerns. Present a plan of how your grievances can be redressed. Bring other concerned students with you. Request permission to speak at a board meeting and present your complaints to these elected officials.

Phone and/or e-mail board members.

Form a committee of concerned students who weekly report to the principal about what is going on in your classrooms that should be improved or changed in the best interest of your education.

Tyler: Thank you for joining me today, Dr. Nick. Before we go, will you tell us a little bit about your website and what additional information can be found there about "The Nightmare That is Public Education"?

Dr. Nick: My website, http://www.drnickweb.com, is currently being updated. However, there is information about my book that your readers will enjoy, I'm sure, but I'm working on including much more.

Tyler: Thank you, Dr. Nick. I hope you have many parents and educators visiting your website and reading "The Nightmare That is Public Education."

Today, Tyler R. Tichelaar of Reader Views is honored to speak with Renato C. Nicolai (Dr. Nick) about his new book "The Nightmare That is Public Education: An Expose of What Really Happens in Public Schools."

Educate the African child - any hope in sight?

2011-05-25T00:31:00.000+07:00

Africa is the mother of civilization. It is the Centre and the origin of modern technology, but now Africa has been at the back and far behind in development.

Poverty is a problem of Africa's development, because money is a very important role to play. Education is a comprehensive process by which the individual physical and mental faculties are developed, by his knowledge of the circumstances in which it lives and awareness, allow it to take advantage In any way that it acquires education, it is not free or cheap - money is involved.

Poverty has created a large gap that illiteracy is preferred by people, and he succeeds in the cage of the African to be incapable of much child. Poverty has caused many people today to hear their children, especially males, trades rather than to send them to school. Also, some parents prefer to send their children on the farm and children of women in marriages because they see as more beneficial than that they can acquire education.

An educated person is supposed to acquire skills in literacy and numeracy and capacity to pursue various vocations with his hands. It should also be useful to himself and his company and particularly positively contribute to the growth of the company.

With the current trend of the school system, the number of African children who are out of school is alarming. The few rich among us before the system is the symbol of their status, and where they feel a challenge of mere assistance, private schools become most preferred thus subjecting the public schools of perpetual decay.

Most of the population of the African child is 0-22 years of age. In fact, the child must move from preschool age through different levels of the educational system is formal, until he completed the first level of higher education. At the time wherever he completed his first level of higher education, the person has developed into a full grown adult and therefore not appropriate to make reference to him as a child anymore.

In Nigeria, for example, the Government has made various movements to achieve balance and empowerment of children through mass literacy, however the effort did gave rise to no fruit. However, the imbalance in the development of the educational system of the country between northern and southern regions, contribute a considerable debate in the education system in Nigeria. Although the geographical constituents believe that education is necessary and that he could go to any length to train their children, the other party depends only and on the Government for the education of their children, thus increasing opportunities to educate the children as expected strongly.

Even if the funding is a crucial factor in the necessary facilities, necessary in our quest to educate our dismal children, it is not the only factor, or even the most basic. Here are a few other factors that militate against the education of the African child.

1 Facilities - Inadequate learning facilities pose a threat to the education of children. Lack of classrooms, laboratories, workshops, libraries, educational materials and other buildings at all levels can hamper the education of children. In addition, lack of maintenance of existing facilities also contributes to the problem of education of the child in Africa.

2 Workers - Shortage of teachers and other school workers, more specially trained ones, which can manage major works as the need arises. Basic subjects such as physical Sciences, languages, technical and vocational training, need of qualified teachers who can manipulate, but in most of the schools that they are not. In some places where you have teachers, they are left to work in hostile environments by their employers, making their job so difficult that they are forced to leave teaching to more fertile lands in private and public servicesbecause for them, the educational merchandise does not provide satisfactory rewards and nobody wants to be a teacher today. Educate the African child becomes a waste of time and resources when schools lack of workers and qualified teachers.

3 Discipline - With serious discipline problems in all facets of our educational system, achieving a quality education for the African child is a mirage. Absenteeism, strikes, crimes of riotings, irregularities of the examination and the murders, have an impact on the education of children in Africa. In most cases, teachers do not have the motivation, and as such refuse their employers their total commitment to duty, showing low morale to jobs. In fact, all stakeholders are guilty of disciplinary problems - teachers, students, education planners and administrators.

4 Administration - Constant in the formulation of policies and enforcement changes sometimes was cited as one of the problems in education today. The continuity and stability of the African child in education is grossly affected.

5 Economy - The current economic situation is in many parents heavy financial burdens for the education of their children.

6. Parental and communal responsibilities - Parents and other members of the community as a matter of the cause, shirked their responsibilities for the education of their neighbourhoods. With this ugly development types, to educate the African child will continue to be a burden and an impossible task.

However, there is hope in sight if the Government come to the rescue. However, our attitudes towards education have to change, so that we all will be shown in its fundamental objective of the spirit to prepare for responsible citizenship. With this, educate the African child will be not only possible, but a huge success.

Specific learning needs - effective educational Services for students

2011-05-24T15:53:00.000+07:00

school children of 15 million to the United States have learning problems who cannot resolve private and public schools. There are 72 000 students in special education, in LAUSD alone. Every day these students sit class unfortunately, lose hope to never realize their dreams. Students live in pain and shame. They learn not to be successful students.

Their parents are frustrated in their attempts to find a suitable education for their child. They tried to work in public schools. They have hired tutors. Parents call for real solutions.

To thrive, these students need special educational methods that address their unique profile of strengths and needs. But more important still, these children need a new mindset for success.

Educational Therapy offers help and hope to children and adults with learning challenges such as ADHD, autism, dyslexia and learning disabilities. Educational therapy is an approach appropriate and very successful to help students of all ages to achieve their maximum potential.

Educational therapists use educational programs advanced and methods which have been proven to teach students with learning problems, the skills that they need to succeed. Educational therapy shows students how to overcome their learning problems and lead a successful life.

Throughout the school years, foundations for future success are set. Not only students learn essential skills such as reading, they are also learning to value education. But more important still, they learn how to believe that they are successful students!

When students experience repeated frustration and failure, they develop doubts with aversion or his distrust of educational experiences. These negative views influenced how students can learn at all levels of elementary College!

Needs special students experience three major problems with learning:

Teachers and tutors use the same methods for each child. Children are unique and each learns its own way.

Teachers and trainers usually do not understand how to change their approach to address different learning styles.

Teachers and professors teach only object. Students who are experiencing repeated school failure do not have the underlying basic skills as students successful. Often, they don't know the best methods of study, how to manage their time or what are the real secrets of success for students.

Teachers and trainers do not address the primary cause of ongoing helplessness of learned by school failure. When students experience failure after failure, they develop a State of mind that they are "stupid" and "cannot learn." They renounce ever be a good student! But, when students believe they can succeed, they begin to try. When they believe they can learn, they begin to study. When they believe they may have in the impressive run, they make powerful choices. Students have the right to believe in their innate intelligence and skills!

Educational therapists usually start their professional careers in special education, development or counselling of the child.

The Association of educational therapists is the national professional organization that sets standards for educational therapists. There are three levels of membership in the Association of educational therapists: Associate Professional (level of introduction), (known) professional, accredited Council (seasoned).

According to the Association of educational therapists: "regardless of the previous context, all members of the Association of educational therapists (AET) professionals met strict professional requirements in the academic fields of primary or secondary education, child development, evaluation of teaching, learning theory"disorders of learning and the principles of educational therapy. All members have a Bachelor of Arts and are required to hold a master's degree or equivalent in course work post-BA. They have completed at least 1500 direct service supervised hours and are required to complete 40 hours of continuing education clock every two years.

To become a certified therapist of educational Board (Cote), a member must meet following additional requirements: master's degree (required). a year of membership in the eat at the professional level. 1000 hours of professional practice; Case study written formal evaluated and adopted by the Board of Certification AET; a written examination that demonstrates professional expertise in educational therapy. »

To locate an educational therapist near you or get more information on educational therapy, visit the website of the Association of educational therapists.

Re-inventing Educational Leadership

2011-05-24T03:24:00.000+07:00

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As the 21st century continues to unfold, the task of finding competent leaders to occupy positions of leadership in the educational arena continues to be a challenge not because of a lack of academically qualified leaders, but because of a lack of adaptive -competently qualified candidates. As such, many schools are under the leadership of leaders who lack the qualifications necessary to operate educational institutions in an era marked by rapid and constant change. If the educational scenery is to realize any meaningful change educational leadership should be reinvented. This paper identifies some of the challenges currently faced by the Education system. It looks at how these challenges may be addressed by reinventing educational leadership. The paper culminates with brief recommendations of how institutions of higher learning as well as stakeholders in the educational sector may reinvent the manner in which they prepare educational leaders -the end result not only academically-qualified, but also adaptive-competently qualified leaders who are able to perform in environments characterized by constant and rapid changes.

The educational environment in contemporary society is one in which change represents one of the very few constants. Cultural, social, political, technological and economical changes have resulted in a more diverse school populace since the genesis of education. With the advent of these changes, the educational sector is now faced with increased challenges. Challenges such as: low family literacy, increased poverty margins, a rise in dysfunctional families, and increased access to counter-productive information via internet. These challenges have seemingly created an uneven playing ground where students from all walks of life enter the education system being different, but by the time they exit, the barriers of differences should fade significantly, at least academically. Unfortunately, this does not always happen. An article by The National Association of Secondary School Principals "How do you reinvent a principal" highlights a number of effects these challenges have birthed: higher drop out rates, lower academic achievement and teacher attrition. The impact of the effects of these challenges on society is detrimental, as more students exit the educational system without the necessary qualifications to become positively contributing citizens to society.

As these changes and their impact are manifested in the educational environment, stakeholders are forced to raise their expectations from those in leadership positions within schools. Copeland in his article "The myth of a Super Principal" substantiates this point when he states that the expectations of leaders have increased significantly since the 1980's (2001). The mandate of the No Child Left behind Act (NCLB) in 2001 solidified the prior statements as under the act leaders working in schools which were repeatedly classified as not meeting annual yearly progress (AYP) goals were relinquished of their positions. Incidentally, most of the leaders who were "relocated" were academically qualified for leadership positions, but lacked adaptive-competent qualification. Academically qualified leaders have successfully completed their years of training, by mastering the necessary dogma that was required. Adaptive-competent leaders are able to execute the theoretical skills practically and are able to assess new situations and appropriately modify their leadership style to suit the situation. As the educational scenery changes leadership should be reinvented if any measure of success is to be expected in erasing the effects of the challenges facing education.

The expectations of society have shaped and will continue to shape the roles of those in leadership positions. Educational leaders are now expected to be more than managers, creating rules and policies and maintaining the necessary paper work. They have to be more than disciplinarians, enforcing rules and policies and giving consequences in the event that rules and policies are broken. Leaders are expected to, amidst all the challenges they face, contribute to the increase in student achievement, cut drop out rates, and be a motivating force to their teachers. As the period of high stake testing takes root, no educational leader is exempt from these new demands. Institutions of higher learning as well as stakeholders within the educational arena must now ponder and quickly, how to prepare leaders to take on an educational system that must survive in these turbulent times, or face a future with yearly increase in the number of counter-productive students.

Educational leadership for this era demands a style of leadership that is fluid sufficiently to deal effectively with the challenges which will continue to bombard the academic world. This style of leadership should be entrenched in values, only then can an educational culture that is conducive to the invention of productive future citizens be realized. These values should encourage integrity in decision-making which will impact not only education, but stakeholders as well. A value-driven culture should produce leaders and followers who are willing to listen, and evaluate data before taking the steps to implement or act on the data. 21st century educational leadership should encourage collaborative team work within their organizations. This will permit staff members to feel a sense of self worth and subsequently self confidence as they work with their leaders to realize the necessary changes needed to counteract the challenges they face. Educational leaders should encourage staff-creativity, as they seek new ways to address new situations facing education. Far too often educators rely on the advice of those outside of the educational arena to provide techniques with which they may master the challenges they face. In order for staff members to maximize their creative potential leaders should create environments that facilitate and encourage employee creativity and innovative efforts. Encourage workshops sessions were brainstorm techniques as well as the random word technique or mind mapping is used to identify on going methods of providing a climate in which students are motivated to learn. The environment in question should prompt employees to enthusiastically participate decisions critical to the education process. This can be achieved if leaders create a culture that is conducive to open communication, where followers are able to participate by expressing their ideas without fear of ridicule.

Contemporary educational leaders should move away from a particular style, but should utilize different leadership styles as the situation warrants in order to effectively deal with the challenges they face. Any leadership style that lacks the flexibility to bend as the time changes will become an impediment to academic progress. Institutions of higher learning as well as stakeholders should prepare educational leaders to embrace new strategies of dealing with a new "generation" which will continue to metamorphosise as the time changes. As society grapple with the shortage of qualified educational leaders, institutions of higher learning need to provide adequate and on going professional development opportunities to qualify those seeking leadership positions in order to produce academically and adaptively-competently qualified leaders.

21st century educational leadership should be equipped to deal with the myriad changes bombarding society. As technology, culture, politics, economy, and social factors continue to modify the educational environment, academic-qualification, should no longer be the measuring stick by which leaders are prepared. The need to develop adaptive-competence becomes necessary. Only then can leadership be revolutionized to meet the demand of a changing school populace.

The future of public education according to the pragmatic thinker

2011-05-23T15:10:00.000+07:00

For years there has been a public outcry to "fix" the PUBLIC educational system of the United States. First of all, this will be, because "fix" cannot be defined cannot be.

Some say that "fix" means to have better and more modern buildings. Some say to "fix" mean to pay teachers more. Some say to "fix" means to have our students pass progress tests. Some say to "fix" means to be able to have our students more effectively compete in the world arena of science and business. Some say to ' fix' means give our students a better education in the basics of reading, writing, and math. Some say to "fix" means to give our students a more progressive, liberal education so they can live fuller and more complete lives. " Some say we need to "fix" the educational system so students can choose what "they" want to do in life sooner and enter college with direction and focus. And the reasons for "fixing" the "broken" PUBLIC educational system go on and on.

I think the PUBLIC educational system is broken and cannot be fixed. The system is so bogged down in political bureaucracy, red tape, special interests, union politics, under funding, misuse of funds, misdirection, non-focus, status quo thinking, social rhetoric, unfunded programs, broken political promises, and under staffed, under qualified, and under paid administrators and teachers that the PUBLIC educational system can never be fixed. It is an impossible task.

It is no wonder that PRIVATE schools, alternative learning programs, home schooling, and online curricula are becoming more and more popular with the "tributary" of our population. If you can afford a good education for your student, parents are pulling their students out of PUBLIC schools and enrolling them more and more in private programs of education.

It is my opinion and the opinion of many concerned citizens that from elementary school to college, our educational system, at its best, often drives the natural love of learning out of our kids and replaces it with such "skills" as following rules, keeping still and quiet, doing what is expected, cheating or procrastinating. And that's why, in most schools, being on time and sitting quietly are more important than critical thinking and innovative production. To prosper in this economy, students need to develop and master different skills - lifeskills such as resourcefulness, curiosity, innovation, as well as logical and verbal proficiency.

Most progressive educational professionals would agree with Bill Gates who told our nation's governors last year that the traditional urban high school is obsolete.

The reality of education is that the system for the most part is outdated, too expensive, and ineffective. Many life-long progressive countries offer PUBLIC funding for education from Kindergarten through University, where as in the United States most states don't offer Kindergarten classes, and all Public Education stops at the end of High School.

The primary reason we send our children to school is to enable them to choose the career of their choice, earn a good living and enjoy all that life has to offer. We all want to give our children the opportunity to prosper and provide well for their families.

Here is what has to be done if we are to give our citizens a better education which in turn gives our country more productivity in the world economy.

1 We need to PRIVATIZE all education in our country.

2 Education will be "funded" but not controlled by our government.

3 Each family will be given a certain amount of money (voucher) for each student of each age.

4 Parents can use this voucher to educate their students as they choose at any school or institution of their choice.

5 The government has NO say in the choices parents and students make. Our tax dollars go to "fund" PUBLIC education only in the PRIVATE sector.

6 When schools and institutions are made to "compete" for tuitions based on the performance of the teachers and educators, the quality of education will increase. If schools don't offer parents and students a quality education, parents and students will go some place else, and the school is out of business.

7 We need to also include a government funded education college or trade school education for all who want it. Most parents can't afford to send their students to college. Only about one in 17 (5.8%) young people from the nation's poorest families, those earning less than $35,377 a year, can expect to earn a bachelor's degree by age 24. For those from the nation's wealthiest families, those who earn about $85,000 or higher, it's better than one in two (50%) This University funding would also be on a voucher basis also. There would still be private colleges who might not need the money (vouchers), but for the most part most colleges would welcome the money as a way to increase enrollment and increase the quality of the education they offer.

8 The obvious results of PRIVATIZING education is that not only schools would have to compete to get the student, by offering a quality educational program, but teachers could now offer their services in a FREE market. The fact is, the good teachers would be paid more. Schools would have to offer the good teachers more to keep them. If a good teacher could make twice as much at another school, because they are better qualified and had a "parent following," schools would have to get serious about offering teachers more money. More people would want to become teachers if they could get paid more. And just like in every business, in order to get the best, you have to pay them more.

9 Online schools would become more and more popular and accepted also. This is especially great for the "inter-city" areas and "rural" areas, where education has been hard to fund, and quality teachers hard to find.

10. On the "one student, one voucher" system, all communities are now able to compete equally for the best teachers and educators. Because of population (demand) in large cities and communities, some schools would have to hire more teachers. In the small cities they would need fewer teachers, but the "money" is the same per student.

11 By PRIVATIZING education, funded by the government with our tax dollars (as we currently do) we would be able to save money. The United States could keep the PUBLIC education budgets at a manageable level. Schools would have to compete for the funding and just like the "price wars" of because dealers, furniture stores, and all businesses, schools would have to continually strive to give parents and students "MORE education" for their money. This is Capitalism at its best.

12 The less government "control" of our PUBLIC education, the better. Government would have NO say or control whatsoever on the type of education thing parents for their students. Government would only FUND educational choices based on the government's education budget. The PRIVATE sector would have to compete just like any other private business for the money by offering a better quality education to its customers (the parents and students.) The PUBLIC education system for the most part now is a MONOPOLY and doesn't have to "try harder." Just like the deregulation of the airlines, the telephone companies, etc., prices would go down (or in this case stay down) based on the economic rule of supply and demand. PRIVATIZING our PUBLIC education answers ALL the problems we currently face in our current PUBLIC education system.

Education loans may increase the limits of what you can achieve

2011-05-23T06:11:00.000+07:00

Education never - ends it is not said without reason. We are trained all our lives and to receive an education is not only a great achievement but something that gives you the tools to find your own way in the world. Education is essential. little we understand how it can bring to us in terms of amplifications worldly. Any person may have propensity and the natural endowment for education. But it would not have the means to finance their studies. You certainly cannot let lack of resources prevent you to advance your prospects through education. Then accidentally stumble you on the word "ready education." Loans for education - you have never thought about it as an arrangement possible. Education loans can open most recent views in respect to your aspirations for education.

Education loans are open to all persons in all its multiple forms. Education loans can realize your plans of education or your children's education plans. You can build you own future and that of your son or your daughter with education loans. A wide range of students and willing parents are presented in the category of education loans. There are several types of education loans. The types of loans for the education of insight will help you in precise decision making. The resource the most important education loans Federal CAU. The two main federal education loan programs are the federal family education loan program and the Federal Direct Loan program. In the federal family education loan program, the Bank, school, or credit union is the lender. While the direct loans Federal Government of the programme, the Ministry of education is the lender.

Private education loans are available to people so that they can provide financial backup to their education plans. Private education loans are not approved by other government agencies, but are provided by other financial institutions. Private education loans are optimal for the first cycle and graduate studies.

Formal education is required for future success. Even if this is not an absolute rule, but education certainly helps you to get a top. With the universities more expensive each day than a loan of education will almost certainly give you an incentive to move forward with your plans for education. Each year, while contemplating on your plans for the education of the thought of finance almost invariably comes. While working with you, you're constantly tormented to pay for the education fees, books, and other living expenses. Education loans can provide funds for tuition, Board and room, computer books and even student travel expenses. Education loan can help you with all of these costs. Education loans are sufficient to deal with all these expenses. If you have been forced to abandon your education for any reason whatsoever, you can still take your education at any time. Regardless of your age and where you have left your education.

There is no specific eligibility criteria for education loans. Any person who is in need of education sponsorship may find a loan that befits its financial need education. Amount of loan on student loans vary depending on the type of instruction you want to continue. Education loan repayment options can accommodate even your personal financial preferences. You can repay amount of interests while still at school or six months after their graduation. Education loans offer up to 10 years for refunds. Repayment of loans for education alternatives also include the adjournment, patience and consolidation. Various sites on education loans can give you options for reimbursement of countless and monetary compensation.

Education loans will help you plan your life after graduation. However, a loan of education as each loan is a huge financial obligation. A loan of education generally is the first loan important for most people and, consequently, the first significant expenditures. May not be completely dependent on your loans for education for the financing of your complete studies. Try to apply for any other financial livelihood as University Grants, scholarships, fellowships, curriculum of work and ship assistance and any other form of assistance. This will certainly encourage fluid exemption of your education loans. You can start by visiting the financial aid office at your school or University. It will also provide insight to the type of education loans, you should apply for.

Education is a life experience. It is so rewarding in itself that it helps you manage almost everything in your life. Loans for the education of discipline your impetus to education and training in productive apparatus. The reward is delicious in terms of improving the quality of life. Education is expensive! Is this? It cannot be of education loans. Now you have to take the road in front of you. Make your own route of education loans.

Educational institutions provide training for teachers

2011-05-22T19:30:00.000+07:00

For those considering a career in education, educational institutions can provide programs of study to earn degrees in general education teaching, K-12, the education of adults, curriculum design, distance learning, technology education, ESL (English as a second language) and the bilingual educationDirectorate of education and administration, special education, teacher licensure, management of knowledge and training and many others.

Future teachers can choose to specialize in certain subjects, such as the physical sciences. English, literature, composition or creative writing; Biological Sciences; Business education; History of America, the history of the world or regional history; management and administration. and many others.

General education programs meet practice and career goals for interdisciplinary topics, with studies in social and human sciences and behavioral sciences. Many professional trade, two years and community college and four-year college and University general education schools offer programs that offer various diploma programs, certificate and degree of study in general education.

Students in schools of education four years can obtain associate of Arts (AA), associate of Science (AS), Bachelor of Arts (BA), Bachelor of Science (BS), Master of Arts (MA), Master of Science (MS) degrees in education, and doctoral education (EdD)(, PhD) and combined degrees.

Diplomas and certificates of education can meet the requirements for the preschool assistant, professional and training faculty positions continues. BA and BS degrees in education are generally required of teachers, but most of the teachers today have MS degrees. PhD and sometimes my degrees, will be eligible for higher education (teachers colleges and universities) and the positions of corporate program of education professionals.

MS degrees in education develop advanced skills to enhance teaching capabilities. Focus on specializations in master studies encouraging educators to test their skills in the classroom and school settings. Courses are designed to increase the professional depth and the effectiveness of traditional media, corporate settings and various educational programs. Those who have obtained a degree in education with a master's degree must be feeling ready to meet the many challenges in education, having studied the theory of learning, teaching and curriculum design and research and teaching technology.

Doctoral programs present studies designed for the experienced professional educators who wish to broaden their skills as teachers, researchers and consultants. They offer an opportunity for education students to focus on personal areas of interest and develop advanced skills in critical thinking, problem solving and research that will facilitate the professional growth and effectiveness in the classroom. PhD allow continuation of the posts of superintendents, the coordinators of education, directors of special education directors, professors, deans and much more.

If you want to learn more about the schools and online learning institutions even, you can find more detailed information and resources on our Web site.

Disclaimer: above is a general overview and may or may not reflect specific practices, courses or services associated with any particular school is or is not announced on SchoolsGalore.com

Copyright 2006 - all rights reserved
Michael Bustamante, in association with media Positive Communications, Inc. for SchoolsGalore.com

Note to editors: do not hesitate to use this article in your Ezine or on your Web site. However, all links must remain intact and active.

Education in theory and Perspective

2011-05-22T07:34:00.000+07:00

What is the meaning of education?

Webster defines education as the process of education or education. Education is defined as "to develop the knowledge, skills, or characters of...". "Thus, these definitions, we could assume that education aims to develop knowledge, skills, or the characters of the students.

It is also set to Oxford that education is the knowledge, capabilities and the development of the character and mental powers which are result of intellectual, moral and physical training. Thus, one can say that someone who has already obtained education will have other knowledge, capabilities and change of character and power mental.

While in Wikipedia, the free encyclopedia, it is indicated that:
Education encompasses teaching and learning specific skills and also something less tangible but more profound: the transmission of knowledge, positive judgement and well-developed wisdom. Education has as one of its fundamental aspects of the transmission of culture from generation to generation (see socialization). Means ' to draw' education, facilitating the realization of the self-potential and latent talents of an individual. It is an application of pedagogy, a body of theoretical and applied research relating to teaching and learning and draws on many disciplines such as psychology, philosophy, computer, language, neuro-science, sociology and anthropology.

The above quotation, it is assumed that education does not simply transfer of knowledge or skills, but more specifically it forms the people to have positive judgement and well-developed wisdom, better character and mental powers. Through education, someone will be able to search by their self-potential and natural talent to empower and finally will by of more and more their self esteem and a better life.

The history of education according to Dieter Lenzen, President of the Freie Universität Berlin 1994 "began either millions of years, or at the end of 1770". Education as a science is inseparable from the educational traditions that existed before. Education is the natural response of the first civilizations to the fight to survive and thrive as a culture. Adults trained young people in their society in the knowledge and skills that they would need to control and eventually pass.

The education of an individual human begins since he was born and continues throughout his life. Similarly, some people believe that education begins even before birth, as evidenced by some parents playing music or reading to the baby in the womb to hope it will have an influence on the development of the child. For some, the struggles and triumphs of daily life offer education further than does formal. Members of the family can have a profound educational effect — often more profound that they realize - well that family teaching may function very informal.

Education: the purpose, function and practice

Theorists drew a distinction between the purpose of education and education functions. An object is the fundamental objective of the end of a process to achieve, while functions are other outcomes that may occur as a consequence of natural process-as-products or the consequences of the tuition. To develop these terms, it can be seen in reality that some teachers believe that the transfer of knowledge, of teachers to students is the main objective of education, while the transfer of knowledge of the school and the real world or the application of which has been transferred is something that happens naturally as a consequence of the possession of these knowledge; It is called a function of education.

Here are a few quotes from the meaning of education.
"The only purpose of education is to teach a student how to live his life - by developing his mind and equipment of him to deal with reality.". The training which he needs is theoretical, i.e. conceptual. It must be taught to think, understand, integrate, demonstrate. It is to teach the basics of the discovered knowledge - in the past and it must be equipped with knowledge by his own effort "~ Ayn Rand"

"The objective of education should be to teach us rather a way of thinking, that what needs to be thinking-rather to improve our minds, to enable us to think for ourselves, than to load the memory with the thoughts of other men.". "weapon" ~ Bill Beattie

From the information above, it can be said that the purpose of education is to prepare students to be able to make their life by facilitating their spirit and provide them with the "hard skills" and "soft skills" to deal with reality. Following this training, they themselves will be able to think, understand, integrate and demonstrate their ability.

Talking about the objective of education, there are some insights on this subject. There are different between autocratic and democratic perspectives on education. It is quite clear that each type of global Outlook requires its consistent type of education. The autocratic wants education to make docile disciples. Therefore, this is why they prefer one type of education whose goal is to build the docility and obedience. However, democracy is different from them. Democracy is all persons to be able and willing to judge by themselves wisely. The Democrat will seek a type of education whose goal is to build responsible thinking, citizenship turned to the public to all persons.

This is also different for authoritarian society. For them, it is just enough for the leaders of what they want without thinking about what people want. It is quite on the contrary to what is a democratic society. For the society of democracy, the leaders and the most important - the vast majority of the people must see clearly the objectives/purpose of the type of education they have. In other words, in a democracy, it is essential that the leaders and people have clear philosophy of life and a clear philosophy of education.

The India - back to school education sector

2011-05-22T01:02:00.000+07:00

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India's US$40b education market is experiencing a surge in investment. Capital, both local and international, and innovative legal structures are changing the face of this once-staid sector

The liberalization of India's industrial policy in 1991 was the catalyst for a wave of investment in IT and infrastructure projects. Rapid economic growth followed, sparking a surge in demand for skilled and educated workers. This, combined with the failure of the public system to provide high quality education and the growing willingness of the burgeoning middle class to spend money on schooling, has transformed India's education sector into an attractive and fast-emerging opportunity for foreign investment.

Despite being fraught with regulatory restrictions, private investors are flocking to play a part in the "education revolution". A recent report by CLSA (Asia-Pacific Markets) estimated that the private education market is worth around US$40 billion. The K-12 segment alone, which includes students from kindergarten to the age of 17, is thought to be worth more than US$20 billion. The market for private colleges (engineering, medical, business, etc.) is valued at US$7 billion while tutoring accounts for a further US$5 billion.

Other areas such as test preparation, pre-schooling and vocational training are worth US$1-2 billion each. Textbooks and stationery, educational CD-ROMs, multimedia content, child skill enhancement, e-learning, teacher training and finishing schools for the IT and the BPO sectors are some of the other significant sectors for foreign investment in education.

Opportunity beckons

The Indian government allocated about US$8.6 billion to education for the current financial year. But considering the significant divide between the minority of students who graduate with a good education and the vast majority who struggle to receive basic elementary schooling, or are deprived of it altogether, private participation is seen as the only way of narrowing the gap. Indeed, it is estimated that the scope for private participation is almost five times the amount spent on education by the government.

CLSA estimates that the total size of India's private education market could reach US$70 billion by 2012, with an 11% increase in the volume and penetration of education and training being offered.

The K-12 segment is the most attractive for private investors. Delhi Public School operates approximately 107 schools, DAV has around 667, Amity University runs several more and Educomp Solutions plans to open 150 K-12 institutions over the next four years. Coaching and tutoring K-12 students outside school is also big business with around 40% of urban children in grades 9-12 using external tuition facilities.

Opening the doors

Private initiatives in the education sector started in the mid-90s with public-private partnerships set up to provide information and communications technology (ICT) in schools. Under this scheme, various state governments outsourced the supply, installation and maintenance of IT hardware and software, as well as teacher training and IT education, in government or government-aided schools. The central government has been funding this initiative, which follows the build-own-operate-transfer (BOOT) model, under the Sarva Shiksha Abhiyaan and ICT Schools programmes. Private companies such as Educomp Solutions, Everonn Systems, and NIIT were among the first to enter the ICT market, which is expected to be worth around US$1 billion by 2012.

Recently, the central government invited private participation in over 1,000 of its industrial training institutes and offered academic and financial autonomy to private players. Companies such as Tata, Larsen & Toubro, Educomp and Wipro have shown keen interest in participating in this initiative.

Regulatory roadblocks

Education in India is regulated at both central and state government levels. As a result, regulations often differ from state to state. K-12 education is governed by the respective State School Education Act and the Central Board of Secondary Education (CBSE) Rules and Regulations concerning affiliation and/or the rules of any other affiliating body. Under current regulations, only not-for-profit trusts and societies registered under Societies Registration Act, 1860, and companies registered under section 25 of the Companies Act, 1956, qualify to be affiliated with the CBSE and to operate private schools.

While the K-12 segment accounts for the lion's share of India's educational market, weaving through the complex regulatory roadmap to qualify for affiliation poses serious difficulties for investors. The CBSE requires privately-funded schools to be non-proprietary entities without any vested control held by an individual or members of a family. In addition, a school seeking affiliation is expected to have a managing committee controlled by a trust, which should approve budgets, tuition fees and annual charges. Any income accrued cannot be transferred to the trust or school management committee and voluntary donations for gaining school admission are not permitted.

Schools and higher education institutions set up by the trust are entitled to exemptions from income tax, subject to compliance with section 11 of the Income Tax Act, 1961. In order to qualify for tax exemptions, the trust needs to ensure that its predominant activity is to serve the charitable purpose of promoting education as opposed to the pursuit of profit.

Alternative paths

Alternative routes do exist for investors seeking to avoid the web of regulatory barriers that constrain their involvement. Sectors such as pre-schools, private coaching and tutoring, teacher training, the development and provision of multimedia content, educational software development, skill enhancement, IT training and e-learning are prime sectors in which investors can allocate their funds. These areas are attractive because while they relate closely to the profitable K-12 segment, they are largely unregulated. As such, they make attractive propositions for private investors interested in taking advantage of the burgeoning demand for quality education. Companies such as Educomp Solutions, Career Launcher, NIIT, Aptech, and Magic Software, are market leaders in these fields. Educomp recently acquired a large number of educational institutes and service providers across India. It has also formed joint ventures with leading higher education groups, including Raffles Education Singapore, for the establishment of higher education institutions and universities in India and China. Furthermore, it has entered into a multi-million dollar collaboration with Ansal Properties and Infrastructure to set up educational institutions and schools across the country and closed an US$8.5 million deal to acquire Eurokids International, a private provider of pre-school educational services in India. Gaja Capital India, an education-centric fund, has completed the funding of three education services companies in India. NIIT and Aptech, meanwhile, are engaged in the IT training business.

Core Projects and Technology is also focusing heavily on India and is likely to bid to takeover, upgrade and run public schools for specified periods on a public-private partnership basis.

Higher hurdles

While state governments are largely responsible for providing K-12 education in India, the central government is accountable for major policy decisions relating to higher education. It provides grants to the University Grants Commission (UGC) and establishes central universities in the country. The UGC coordinates, determines and maintains standards and the release of grants. Upon the UGC's recommendation, the central government declares the status of an educational institution, which once authorized, is entitled to award degrees.

State governments are responsible for the establishment of state universities and colleges and has the power to approve the establishment of private universities through State Acts. All private universities are expected to conform to the UGC guidelines to ensure that certain minimum standards are maintained.

Amity University in Uttar Pradesh is one of the private universities to open its doors. It was approved by the Uttar Pradesh state legislature on 12 January 2005 under section 2(f) of the University Grants Commission Act.

Not-for-profit and anti-commercialization concepts dominate higher education fee structures. To prevent commercialization and profit-making, institutions are prohibited from claiming returns on investments. This, however, does not pose a hurdle for universities interested in mobilizing resources to replace and upgrade their assets and services. A fixation of fees is required in accordance with the guidelines prescribed by the UGC and other concerned statutory bodies. For this purpose, the UGC may request the relevant information from the private university concerned, as prescribed in the UGC (Returns of Information by Universities) Rules, 1979.

In line with the policy on Fee Fixation in Private Unaided Educational Institutions Imparting Higher and Technical Education, two types of fees are required: tuition fees and development fees. Tuition fees are intended to recover the actual cost of imparting education without becoming a source of profit for the owner of the institution. While earning returns on investment would not be permissible, development fees may provide an element of partial capital cost recovery to the management, serving as a resource for upkeep and replacement.

Legal precedents

In order to be awarded university status by the UGC, institutions must comply with the objectives set forth in the Model Constitution of the Memorandum of Association/Rules, and ensure that no portion of the income accrued is transferred as profit to previous or existing members of the institution. Payments to individuals or service providers in return for any service rendered to the institute are, however, not regulated.

In this context recent court judgments on private universities are relevant. The Supreme Court, in Unnikrishnan JP v State of Andhra Pradesh, introduced a scheme regulating the admission and levy of fees in private unaided educational institutions, particularly those offering professional education. The ruling was later notified in the fee policy.

Subsequently, in the case of Prof Yashpal and Anr v State of Chattisgarh and Ors in 2005, the Supreme Court assailed the Chattisgarh government's legislation and amendments which had been abused by many private universities. It was contended that the state government, simply by issuing notifications in the Gazette, had been establishing universities in an indiscriminate and mechanical manner without taking into account the availability of any infrastructure, teaching facilities or financial resources. Further, it was found that the legislation (Chhattisgarh Niji Kshetra Vishwavidyalaya (Sthapana Aur Viniyaman) Adhiniyam, 2002) had been enacted in a manner which had completely abolished any kind of UGC control over private universities.

The Supreme Court concluded that parliament was responsible for ensuring the maintenance and uniformity of higher education institutions in order to uphold the UGC's authority. Following the judgment, only those private universities that satisfied the UGC's norms were able to continue operating in Chattisgarh.

Professional institutions

Professional and technical education in India is regulated by professional councils such as the All India Council for Technical Education (AICTE). Established under the AICTE Act, 1987, AICTE gives recognition to courses, promotes professional institutions, provides grants to undergraduate programmes, and ensures the coordinated and integrated development of technical education and the maintenance of standards. The AICTE has recently exerted pressure on unrecognized private technical and management institutes to seek its approval or face closure.

A single bench decision of the Delhi High Court in Chartered Financial Analysis Institute and Anr v AICTE illustrates the far-reaching implications this kind of pressure can have on all institutions operating independently of the AICTE. The court found that the Chartered Financial Analyst Institute, a US-based organization, was engaged in imparting technical education and that its charter, though not described as a degree or diploma, was nevertheless descriptive of the candidate attaining an academic standard, entitling him to pursue further courses, and achieve better prospects of employment in the investment banking profession. The AICTE argued that the Chartered Financial Analyst Institute fell within the ambit of its regulation and was therefore obliged to submit to the jurisdiction of the regulatory body. The Delhi High Court upheld the AICTE's view that the Chartered Financial Analyst Institute did qualify as an institution imparting technical education..

This judgment may have emboldened the AICTE to proceed against a number of other establishments that are on its list of unapproved institutions. It holds particular significance since despite not granting degrees and diplomas, the Chartered Financial Analyst Institute was still deemed by the court to be covered under the description of a "technical institute".

Enthusiasm grows for foreign participation

While regulators such as the AICTE continue to exercise influence in the Indian education system, the sector is expected to witness a surge in foreign investment and perhaps a reduction in the number of regulatory roadblocks as a result of the central government's enthusiasm for overseas investors. Foreign direct investment in higher education could help reduce government expenditure and there is a general consensus that education as a whole should be opened for domestic and foreign private participation.

The entry of foreign educational institutions into India will be covered by the new Foreign Education Providers (Regulation for Entry and Operation) Bill. The bill seeks to regulate the entry and operation of foreign education providers, as well as limit the commercialization of higher education. Foreign education providers would be given the status of "deemed universities" allowing them to grant admissions and award degrees, diplomas or certificates.

Operationally, the bill proposes to bring foreign education providers under the administrative umbrella of the UGC, which would eventually regulate the admissions process and fee structures. Since these foreign institutions will have to be incorporated under central or state laws, they will also be subject to the government's policies of reservations. The bill is pending approval from the Indian Parliament but it is unclear if it will be taken by the present government for a vote prior to the general elections in 2009.

Innovative structures unlock profitability

The regulatory restraints on running profitable businesses in the K-12 and higher education sectors have driven Indian lawyers to devise innovative structures that enable private investors to earn returns on their investments. These typically involve the establishment of separate companies to provide a range of services (operations, technology, catering, security, transport, etc.) to the educational institution. The service companies enter into long term contracts with the trust operating the institution. Payments made by the trust to the service companies must be comparative and proportionate to the services rendered by such companies. Furthermore, in order to qualify for tax exemptions, the expenses paid by the trust to the service companies must not exceed what may reasonably be paid for such services under arm's length relationships.

Despite the regulatory constraints, the Indian education sector is on a path of exponential growth. A growing number of private companies are undertaking creatively structured projects in the education business and the level of investor confidence is demonstrated by the recent spate of M&A activity that has taken place.

With more domestic players emerging, the education sector is likely to witness consolidation, but at the same time, increasing foreign participation will drive competition and raise standards. Liberalization will continue to intensify as the government struggles to remedy its poor public education system and provide quality institutions to educate India's masses.

Education online - fashion today

2011-05-21T11:21:00.000+07:00

Student world are warmly accepting online education. The benefits of online education made the popular mode of education among students of all age groups in all regions of the world. This growing popularity of online education has led to the emergence of a large number of educational institutions offering education online for a wide range of topics. The growth of educational institutions offering facilities relearning was significantly higher in the United States, Europe and the developed countries of the world.

Changing perception of online education.

In the last people seen education online as a means laying unscrupulous and non-hands of a rapid degree and get good notes without efforts and hard work. People also had doubts about the reputation of the educational institutions that offer online education. However, times have significantly changes and today the majority of educational institutions offering online education is well established. Most major world educational institutions have undertaken online programs, defend the validity of online education. Most online courses offer in-depth learning for students in their respective educational modules.

Factors contributing to the growth of online education

Online education is becoming popular because most educational institutions offering courses online provide a qualitative learning. Talented teachers and experts in the field are at the head of business accredited almost all universities and colleges offering online courses and programs online. Students can be assured of good results in this type of course.

Here are a few factors that have contributed to the growth of rapid pace of online education.

· Flexible schedule

The greatest advantage of online education is that students can make effective use of their time, which is the most valuable resource. Persons participating in online education have the freedom to maintain a flexible schedule, which helps to greatly and he came as a boon to people who work and who want to pursue their studies.

· The student-centered learning

Online education students an advantage because they are in charge of their learning experience. Students can give priority to their schedule and complete the assignments according to their level of comfort and convenience. This is possible because teachers education online do you are not teaching all the time. As a student online, you have the freedom to choose the mode of learning.

· Equitable playing field

Online education is growing in popularity because it offers fair rules of the game for all students. When you are learning online, your performance is the only criterion that affects decision making and your sex, race, ethnic origin, nationality, and not other considerations cloud the decision making process. It is one of the main factors contributing to the growth of online education.

All these advantages of online education may invite you to join the e-learning. However, before taking the plunge and subscribe to an online course, please ensure that you are familiar with the methodology of online education.

Accreditation Vs education quality

2011-05-21T00:06:00.000+07:00

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Education:

"The act or process of educating or being educated; the knowledge or skill obtained or developed by a learning process!"

Inquiries into furthering my educational aspirations were made to various colleges within my immediate environmental area. Several of the schools contacted required placement exams that I did not challenge, as I am adept and very capable of dealing with college examinations. The thing that got to me was the disparaging remarks from some college recruiters regarding their standards for education as opposed to another college. One of the schools that I've attended is a two-year degree school while the other is as well. They hold real estate in the same zip code and competed for students in the same local. They both educated local students as well as out of state and students from other countries and nations.

One school considered itself superior to the other by reason of accreditation. The school that was described as inferior did not have middle states accreditation. The school was described as below standard by the other. The so-called superior school is lead and operated by a non-HBCU affiliation while the other happened to be lead and operated by an African American staff. The self-described superior school has made plans, designs, and did bid for the take-over of the African American school. Albeit, the self-described superior school admits that it does not and will not accept credentials from the so-called inferior school. I have attended both of these institutions and received very good instruction from its teachers as well. While the lessons learned were an invaluable source of information, the education that I received from personal academic research (self-taught) has enhanced my knowledge base. Money was not a factor in my personal research, study, and/or practicum. I would add, the knowledge and information that was derived from the HBCU School proved to be equally rewarding as the other if not better!

Personally, I would say that I received more educational value at the HBCU (Historical Black Colleges and Universities) as opposed to the other collegiate institution. Albeit, they both required money.

When students visit college campuses they are encouraged to become a student at that particular school. The tour guides' show all of the amenities and accolades that are offered in order to get you enrolled...and to gain your tuition monies. But what about the quality of education offered by the particular schools? The majority of the colleges will often quote their accreditation as compared to another school of choice. What has accreditation to do with a good and valuable quality education? Money! And the ability to make money! Education does not and should not require money!

In 1899 Dr. Matthew Anderson, an outstanding community leader, and his wife Caroline Still Anderson founded Berean Manual and Industrial School. Dr. Anderson was a pivotal influence in the religious, business, and educational history of Philadelphia. Dr. Anderson also founded the Berean Presbyterian Church and the Berean Savings Fund Society.

Caroline Still is the daughter of the great William Still, a Philadelphia Abolitionist and member of the Underground Railroad.

Mr. William Still (a self-educated man), one of seventeen children, was born in Burlington County in 1821. His father escaped slavery from Maryland to New Jersey and later was followed by his wife and children. William Still left New Jersey for Philadelphia in 1844. Three years later he was appointed secretary of the Pennsylvania Abolition Society.

"When Brother William Still was 23, he left the family farm in New Jersey for Philadelphia, to seek his fortune. He arrived, friendless with only five dollars in his possession. Mr. Still taught himself to read and write. In fact, so well, that in three years he was able to gain and hold the position of secretary in the Pennsylvania Abolition Society. Brother Still provided the all-white society with his views on how to aid fugitive slaves. After all, he had been one himself. He was such an asset to the group, that he was elected chairman in 1851. Still held the position for the next ten years. He also became chairman of the Vigilance Committee in 1852. Still was the first black man to join the society and was able to provide first-hand experience of what it was like to be a slave."

"Mr. Still established a profitable coal business in Philadelphia. His house was used as one of the stations on the Underground Railroad. Brother Still interviewed escaped fugitives and kept careful records of each so that their family and friends might locate them. According to his records, Still helped 649 slaves receive their freedom. The number is compounded with the number of slaves saved by Sister Harriet Tubman and the Underground Railroad."

"William Still, a self-educated man, began his campaign to end racial discrimination on Philadelphia streetcars. He wrote an account of this campaign in Struggle for the Civil Rights of the Coloured People of Philadelphia in the City Railway Cars (1867). He followed this with The Underground Railroad (1872) and Voting and Laboring (1874)."

"William Still, a self-educated man, established an orphanage for the children of African-American soldiers and sailors. Other charitable work included the founding of a Mission Sabbath School and working with the Young Men's Christian Association. William Still died in Philadelphia on 14th July, 1902."

The Concise History of Berean Institute:

"In 1904 Berean Institute of Philadelphia Pennsylvania qualified for state aid and received a grant of $10,000. Over the years, state aid has enabled the school to expand its services and diversify its programs of study. Funds from the Commonwealth of Pennsylvania now provide a significant portion of the total operating budget. Berean Institute embarked on a program of expansion under the dynamic leadership of the late Dr. William H. Gray, Jr., who utilized the support of many influential citizens of Pennsylvania including the former Governor Milton J. Shapp. Dr. Gray served as Chairman of the Berean Board of Trustees. Under Dr. Gray's leadership Berean Manual and Industrial School began operating as Berean Institute. He also had Berean Institute's current building constructed in 1973."

"Mrs. Lucille P. Blondin, who served the school for forty-five years, became Berean Institute's first President. Mrs. Blondin retired in June 1993. Dr. Norman K. Spencer was appointed to serve as the second President and Chief Executive Officer. Under Dr. Spencer's leadership, contracted programs funded by the City and Commonwealth agencies as well as community outreach projects have been added. Hon. John Braxton, former Judge, Court of Common Pleas heads a list of distinguished Board of Trustees members."

"Berean Institute enrolled students in full and part-time programs. Most of the students are residents of the Commonwealth and live in Philadelphia. Other students have come from Central and South America, China, India, Puerto Rico, Tonga, Liberia, Sierra Leone, Nigeria, Tanzania, the Dominican Republic, England, Cambodia, Viet Nam and states along the eastern seaboard of the United States."

"A number of students come to learn a marketable skill and their Berean training fulfills their current educational aspirations. Many others regard the school as a stepping-stone to further education. Berean has many graduates who have gone on to earn four-year college degrees and others who have completed graduate studies at some of the area's outstanding institutions of higher learning."

The Commonwealth of Pennsylvania's Department of Education granted Berean Institute approval to award the Associate in Specialized Technology Degree on September 15, 1976, and the Associate in Specialized Business Degree on December 27, 1976.

Again, education is:

"The act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life; the act or process of imparting or acquiring particular knowledge or skills, as for a profession; a degree, level, or kind of schooling: a university education; .the result produced by instruction, training, or study: to show one's education; the science or art of teaching; pedagogics."

A definition of education: 'The act or process of educating or being educated; the knowledge or skill obtained or developed by a learning process; a program of instruction of a specified kind or level: driver education; a college education; the field of study that is concerned with the pedagogy of teaching and learning; an instructive or enlightening experience:

Dictionary.com Unabridged

So why does another school rate it's accreditation over and above that of another? Money! Many colleges and universities rate its' educational values based on the amount of money in its' coffers as well as the amount of money that they can amass! Another tool to increase superiority in the education business is to attain and maintain accreditation and as many acquisitions as possible.

Several opinions suggest education achieved through these venues is designed to prepare people/students for the job market as opposed to being prepared for life skills. The skills required to carry ones posterity and their descendants that follow into prosperous futures.

Is it fair to assess the stature of a collegiate institution above any other based on the amount of money that is needed to be spent or the amount of education that is achieved? Ivy league institutions turn out many students who are not prepared for the challenges of life...but many of them are rich and have spent thousands of dollars to attend those schools as well as graduating from them. On the other hand, many poor people that are lucky enough to qualify for grants, loans, scholarships, etc., are better prepared to face the challenges set before them (so it seems).

Many poor and working poor students seem to value the collegiate level education as if their life depended upon it, so they tend to work a bit harder to achieve the degree status. The document can be deemed worthless when the graduate cannot find the desired job for which he/she has studied. It is even worse when the graduated student finds that they are worse off than when they started college. They are now burdened with school loan debt plus the debts that they have had to meet before attending college. Working at McDonalds and the like, seem to be the only job that is attainable for many of them. The competition is fierce. These students are for the most part, grouped in with many applicants that are not college educated and many do not have high school diplomas as well! The knowledge attained is not considered or tested by many of these employers. Kiosk type pictures on a cash-register computer is what they have to work with. Is this not insulting to a student who has studied computer science, read and write computer programs and its languages, as well as other academics of study?

Why is it that many non-ivy league students find themselves out of work? Why is it that many of them find that they are the first to lose their employment positions compared to their ivy-league colleagues? Why is it that many inner-city college educated graduates find themselves less likely to be selected as team-leaders than their counter part ivy-leaguers? Many employers advertise their openings with statements that don't require a college level education. They ask that candidates simply have a high school level education. College educated candidates apply to those openings and find themselves scrutinized out of the running, i.e., background checks, credit checks, criminal histories, schooling activities, etc. Why is it college educated candidates find that not only do they have to compete with ivy-leaguers, they have to compete with high school educated folks as well. What is the sense in enduring hours, years, and other sacrifices to attain the coveted two and/or four-year college level degree when you're not going to qualify for the job anyway?

The notion of accreditation, money, and notable stature should not be the basis of choosing the collegiate route to education. Education should be based on ones ability to achieve, retain, and utilize education. The achievement of education begins in the home (as well as anyone who desires it). It begins with the Childs' upbringing and the stressed importance placed by the parent and/or guardian. Should the child be highly scholastic in abilities that enable him/her to be described as intellectually talented above average, that student deserves free college education. While the rest of us who are collegiate material may well have to pay for our higher education. Mind you, my argument is based on the ability to access education without having to spend money...teachers need to earn a living, schools need to pay the costs of operating and maintaining buildings and staff. So the money has to come from somewhere. Albeit, the aforementioned disparages between different colleges should cease the practice of who's a better institution of higher learning. Is it the responsibility of educated people to enlighten people who are not?

While many may not be aware, education is achievable without attending so-called accredited and/or less accredited schools, of higher learning...start with the libraries in your homes as well as the public facilities, news papers, magazines, shared information, and articles. Why is the education attained by others kept to a level of secrecy that one should have to pay for it?

Attained and acquired education is the responsibility of the educational pursuer...the burden is placed solely on the student not the educational pursued. I'm not advocating that one can become a doctor, architect, or a lawyer by simply reading text...there is a difference between education and training.

Education is yours to achieve and it can be free.

Acknowledgements:

Dictionary.com

Biography of William Still

Biography of the Berean Institute

Free software in higher education

2011-05-20T14:28:00.000+07:00

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The higher education sector is quite unlike other industries. It has its own processes and a different set of demands. Most commercial proprietary application vendors develop their applications focused on a wider domain spread across industries. This, academics complain, creates a distinct disconnect between software vendors and the end-users in academia.

To overcome these shortcomings, the education industry started looking to "open source" as an alternate model. Around a decade back, institutions started debating total cost of ownership in adopting an open source based community approach vis-à-vis proprietary applications, viability of open source based business models, sustainability and security issues.

The success of community developed open source software is quite well established. Linux and Apache are ample proof of its success. A similar trend, though not that widespread in its reach, can be traced to the development of community projects in education like the Moodle and Sakai.

Through the course of its formative years, the open source community based approach in education has developed several alternative models. Some of these models and schools of thought have thrived and been implemented successfully across a significant spectrum of the industry. Progress and success in open source projects like the Sakai, Moodle, Kuali, uPortal, Shibboleth, and many more are being closely watched by the industry.

Community Source Model

One school of thought believes that open source sharing is more a philosophical approach than a viable alternative. The adoption of open source in higher education seems to suggest otherwise. FLOSS (Free/Libre and Open Source Software) communities are thriving well in learning environments too.

The FLOSS model has been extensively used in initiatives like the MIT OpenCourseWare and Open Source Biology. Project Gutenberg, the Wikipedia, The Open Dictionary project are prime examples of how open source has been successfully adapted to education initiatives.

In a community source project, multiple institutions come together to partner in the project. All partners contribute financially as well as in employing human resources for the effort. In the early stages, the partnering institutions provide all design and development efforts and only in subsequent stages is the project opened to the broader community. This way, the initial support is secured and the institutions have a substantial influence in deciding how the application is modeled and designed.

The initial focus of community source projects is on collaboration between institutions. The focus in the crucial first stages is therefore to form a common economic outlook and an appropriate administrative framework rather than forming a community around a shared code. Most community based open source projects slowly migrate to open source in the later stages.

The Sakai project, for example, started as a joint effort between four institutions (Michigan, Indiana, MIT and Stanford). The initial agenda was to set up a framework of common goals that would produce appropriate software based on an agreed list of objectives. The scope for participation was later increased by forming the Sakai Educational Partners Program (SEPP), whereby other institutions can join and participate in the community for a small fee.

The Current Landscape

An education enterprise like any organization has its own needs ranging from resource planning to budgeting. Additionally, they have typical requirements like the need to integrate with financial aid programs of the government, multiple payroll cycles, and student information systems (SIS) that handle admissions, grades, transcripts, student records as well as billing. All these call for robust ERP systems. Until recently, colleges and universities mostly rely on either custom-developed systems that are more than 15 years old, or have transitioned to commercial products from vendors like Oracle, SAP, PeopleSoft or vendors like SunGard that are geared towards the higher education market.

Kuali Financials was borne due to the lack of open source solutions Enterprise applications in the higher education sector are comprised of a mix of some proprietary application vendors and some key open source community initiatives. PeopleSoft, Oracle, SunGard and Datatel are some key vendors that offer tightly integrated ERP packages for the education sector.

Recent consolidation in the industry, like the acquisition of PeopleSoft by Oracle and of WebCT, Angel, etc by Blackboard, has caused considerable unease in the education fraternity. The concern stems from the fear that the trend of consolidation would lead to the monopoly of a few key vendors. The plans of these vendors to offer tightly integrated systems heightens the fear that this will provide an unfair leverage to these vendors as it would extend the community's dependence on them.

One area of concern about proprietary applications is a seeming disconnect between the industry and software application developers. Institutions also have strong reservations about the currently available administrative software and course management systems. The feeling is that applications provided by vendors such as SAP and PeopleSoft are adapted from other industries and does not work well for educational enterprises. Moreover, the proprietary nature of the applications implies that the source code is not available and customization efforts involve substantial costs.

In the context of such a wide breadth of requirements, open source can prove to be a viable alternative. In fact, these constraints provided the impetus for open source initiatives in higher education. Some of the success has helped provide a strong foundation to building an alternative support model for the education industry.

In the Sakai project, the participating institutions decided to integrate and synchronize their educational software into a pre-integrated collection of open source tools termed Collaborative Learning Environment (CLE). Sakai has active implementations running at multiple institutes including the University of Michigan and Indiana University.

In parallel, Sakai also established a set of activity based communities that have spawned an active cooperation between the industry and application vendors. The Sakai Educational Partners Program allows educational institutions to participate in the program for a small fee. Besides, there are the Sakai Commercial Affiliates, who offer fee-based services for installation, integration and support..

Kuali, on the other hand, mainly addresses aspects of educational administration. The Kuali Financial System (KFS) is the most prominent application. It handles administrative and operational tasks like general accounting, purchasing, salary and benefits, budgeting, asset management and grants. The system is designed around modules that enable it to be tweaked to work with existing commercial applications. For example, at Indiana University, Kuali applications work together with PeopleSoft's HR and student system. The Kuali Foundation is a non-profit consortium of multiple universities and some hardware and software companies. The Kuali Commercial Affiliate program operates on similar lines like its Sakai counterpart. The community has been growing and now includes the University of California, Cornell, Michigan State University, San Joaquin Delta College (Calif.), and The University of Arizona.

Significantly, according to the 2008 Campus Computing Survey, around 13.8 percent of the survey participants have already identified an Open Source LMS - either Moodle or Sakai - as the campus standard LMS.

Besides these, several other projects offer SIS functionality. For example, openSIS manages student demographics, scheduling, attendance, grades, transcripts, and health records, and its parent company makes add-on modules to support additional features like disciplinary tracking, billing, food service, and bulk email/SMS messaging for emergency contact.

Other Key intiaitives are

JaSig community developing uPortal, and CAS (Central Authentication Services) two components serving as input to Kuali Rice.

Internet2 - A consortium led by universities working in partnership with industry and government to develop and deploy advanced network applications and technologies including products such as Shibboleth and Grouper

Open Source Curricula

As with any "open source" activity, open source curricula by its very definition is one that can be freely used, distributed and modified. A model like this would seemingly be antithetic to the concept of higher education as it strikes at the credibility of the education environment. Campus education is designed to operate as a structured learning methodology. The concept of community collaboration involving academics and students on the same platform brings a lot of unpredictability into the scenario

However, FLOSS communities (Free/Libre and Open Source Software) in education have proved to be quite successful. A key principle of this learning approach is its root in adapting it to the context of ones' experience. With its stress on learners and their preferences, this learning approach focuses more on learning by collaboration, communication and sharing.

Significant initiatives include the Connexions Project at Rice University, the OpenCourseWare project at MIT and the social learning medium of Wikipedia.

The FLOSS approach in higher education has been operating in combination with traditional teacher centered approaches. The objectives of the FLOSS approach are not to replace traditional methods but to achieve synergies in combination and offer the learner an enhanced learning environment.

The 'FLOSS-like education transfer report' published in September 2008, as part of the FLOSSCOM project, notes that FLOSS communities can create effective learning environments. The study has also come up with three different approaches that could be combined effectively with traditional teaching approaches.

Economic Models of Open Source

One aspect that clearly marks the adoption of open source as a winner is the fact that in this scenario, the developers are most often also the users of the software. This removes the perceived disconnect between the developer community and the end-users unlike in the case of proprietary applications. However, this is less evident in the case of administrative applications like payroll or HR. In such cases, adoption of open source has to be a directed process.

Initiatives like the Kuali project have proved that open source can also build up sustainable models that provide adequate support mechanisms. In such models, there is active collaboration between the community that comprises not only developers and end-users, but also an extended support group comprising commercial vendors. These support groups are available to offer timely support to mission critical applications. The community approach also ensures that the code is not closed and that an active community of interest ensures that enhancements keep happening as necessitated.

Projects like uPortal have been developed with minimal resources but are deployed across hundreds of institutions. The community approach has proved sustainable as in the case of the Sakai project. In terms of funding, the Sakai project garnered an investment of $6.8 million over two years.

The viability of the open source, community based model stems not from the monetary or cost aspects but principally the adaptability that it offers. The debate over cost of ownership between commercially available proprietary software and open source applications is yet to be proved empirically. However, the fact that the code is open means it can be easily adapted to suit new requirements and does not involve significant investments in terms of customization or enhancements. This does make significant economic sense in the longer term.

The case for open source in higher education is nicely documented in a study by the Alliance for Higher Education Competitiveness. In a 2005 study report titled, 'Will Open Source Software Become an Important Institutional Strategy in Higher Education?' Rob Abel notes how open source is a "great fit for higher education". The study, based on an analysis of open source projects in education, opines that the community-based approach is an interesting model that also helps reduce the inherent risks in adopting an open source approach.

As for the cost model, the study notes that while open source has helped generate cost savings in the range of 20 to 30 percent for the commercial sector, the same may not be entirely true in education. The community-based approach, the writer notes, with its associated participation fees, may prove only marginally beneficial in terms of costs. Institutions that have their own infrastructure and resources may however, benefit from substantially reduced costs from their open source initiatives.

The Future

Open source has proved to be adaptable and a reliable platform for collaboration and learning. In their quest for ideal application software to handle administrative, operational and education platforms, most CIOs are looking at interoperability, reliability and scalability of applications. Applications like the Sakai and Kuali have proved beyond doubt that open source applications offer great configurability.

Development communities and the support of commercial vendors, as in the case of Kuali and Sakai, fuel a greater rate of innovation. Moreover, the advantage that is offered by collaboration also provides an impetus to continued improvement of the system. Support systems and enhancements for future requirements are ensured.

On the question of how to approach or adopt open source as a model, the answer would depend on the needs, the infrastructure and the means available to an institution. The community development model has shown that costs can be broadly distributed amongst participants. Experience shows that universities and colleges can collaborate to produce open source software that caters to their needs in a way that is superior to some commercial products. The collaborative model enables educational institutions to pool their financial and technical resources. Moreover, a larger community ensures that the applications are tested in a variety of testing environments, thus aiding in building robust solutions.

In term of core academics, learning systems will evolve to accommodate formative assessments and evaluation outside the classroom. Many higher education institutions have taken the lead of MIT and are offering online course materials that are accessible by anyone, free of cost. It has been adopted at Yale, Notre Dame, Tufts and Stanford School of Engineering, to name a few. The United Nations has launched an initiative that would leverage social media technologies and ideas to offer higher education opportunities to people who would otherwise not be able to afford the costs.

Commercially, open source projects have taken their first steps in the marketplace. The model is evolving aided by some significant commercial vendor backing. For the community-based open source approach to prosper, substantial financial backing is an absolute necessity to prevent it from faltering and to avoid the pitfalls that arise form source code being easily modifiable and rebranded by a different vendor. From the commercial perspective, projects like Sakai and the Kuali Foundation are likely to thrive as they have substantial stakeholders from both the academic and the corporate world.

What could derail further adoption? There are several potential risk areas:

Lack of understanding of entry points for adoption
Lack of support to adopt the applications
Minimal staff to support the applications
Lack of training / documentation to train staff
A "runaway" project that consumes much press and develops a negative bias toward the project

Many of these risks may be mitigated though co-operative initiatives between the foundations developing the open source solutions and commercial affiliates looking to support the solutions - and develop complementation solutions. Some examples:

Further publicity through conventional, non-education related channels such as Google and industry-based sites such as edu1world
Furrther innovation and cooperation - whether through 'summer of code' collaborations; or community collaborations that will transform the current listservs to more accessible forums
Commercial affiliates offering training and webinars
Commercial affiliates offering ease of use entry points, such as pre-installed servers or virtual images that can be downloaded and used out of the box

In conclusion, open source initiatives in higher education have a long way to go before they enter the commercial mainstream in a significant fashion. However, with industry and academic collaboration, it has a great potential to change the higher education landscape in the longer term.

Higher education as Service trade exporter in South Africa

2011-05-19T22:58:00.000+07:00

Introduction

While it is recognized that South Africa is still in a process of transition on the higher education to address the imbalances of the past, it should be noted that Institutions of higher education in large are still underplaying the importance of higher education as products marketed around the world. This resulted in a low commercial presence of higher education in the global world, a limited ability to attract students from foreign countries and a national approach to education quality oriented. Even the School Act that will be soon presented in South Africa to address the imbalances of the past may have a negative effect of the higher education institutions play an important role in the educational world marketed. The new Bill focuses on the adherence to the principles of fairness, the rectification and representativeness over jurisdiction in the appointment of teachers. This can impair the quality of education first of all, in schools and in institutions of higher education in South Africa later.

This is a contrast striking signalling products with international trends that the international market of higher education becomes more competitive that education is in competition as the export and import. The available figures indicate that export of higher education represents on average about 6.6% of the total student enrolment in 2000. This figure cannot be matched b South African Institutions 5 years later. In countries such as the Switzerland, the Australia and the Austria, these figures were higher than 11% in 2000 doing these countries the highest country internationalized higher education in the world. Similarly, the educational services in Australia, the New Zealand and the United States of America represent respectively the third, fourth and fifth largest service export sectors. This is clear evidence that these countries are realizing the importance of higher education of intellectual capital transfer and improve the economic competitiveness of nations.

Intervention required

It is important that the Institutions of higher education in South Africa position themselves as nodes in a more homogeneous knowledge base in the global world, which could have an interface made Beaver with the global knowledge-based economy. Therefore, the institutions of higher education in South Africa should give more attention to integrate with influential international institutions that will enable them to internationalize higher education.

Currently, the internationalization of higher education in South Africa sometimes more by incident rather than carefully planned and organized approaches. If the institutions of higher education in South Africa intend to consider higher education as a commodity of trade, the grave accent should be place on:

· Intentional introduction and political strategies that clearly indicate the road forward for intentions of internationalization and the areas requiring priority attention. However, this should not be developed as separate strategies for internationalization, but should e considered part of the overall strategy of the Institute.

· Implementation of induction and curriculum to attract foreign students of quality for the institutions.

· Support academics to participate in conferences and in academic reputable journals to publish the results of research.

· Ensure that all the courses offered meet international criteria recognized as defined by the major institutions of higher education in developed countries.

· Creating conducive learning environments equipped with the latest technologies for learning.

Internationalisation requires that institutions of higher education in South Africa should just highlight a relaxation of the relationship with the Government to create new transformational bodies to address the imbalances of the past, but also to expand the mission to play a more active role in economic development regional. This is possible by establishing horizontal links with other institutions of research from universities and industry in the Southern African development community. If possible, the activities of the institutions of higher education will no longer be isolated from the market and its results may become merchandise and products. Relaxation of the relationship with the Government not only provide for more freedom to independently decide this only educational and exits to create, but will also increase pressure on the institutions of higher education for best results take the responsibility to collect funds for projects and the salaries of research.

It is imperative that higher education in South Africa can no longer take the provision that placed the research and development, in contrast to the other. Rather, it must take the position that the outputs of the institutions should have strong:

· Social development and the application in which the simultaneous promotion and integration of education, scientific research and production takes place;

· Science and technology of financial management system support in place to create a safe environment for academics; and

· A set of "Key state laboratories" where research and education of strategic importance to development and the well-being of the country can be made.

Conclusion

The institutions of higher education in South Africa currently assessed at only among the top 40 of the country host. An urgent need to exist to rethink and reformulate the models of educational thinking of institutions of higher education in South Africa. Because of the accompanied by changing political situation of a change in the global economy, many traditional ways, in which the higher education institutions were previously governed will change. Unless the institutions of higher education in South Africa are able to internationalize successfully, the enormous possibilities of earning foreign currencies with higher education as a commodity of trade will be lost.

Educational problems

2011-05-19T16:25:00.000+07:00

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Abstract

This article introduces the educational solutions module of the world's most recent personal and professional problem solving site, describing competitive offerings, the customer profile, problem-oriented solutions, target markets, product offerings, and usability features. It concludes that the module is a major contribution to the information superhighway.

Introduction

The aim of this article is to introduce to the world the educational solutions module of the world's most recent personal and professional problem solving site. The article is addressed to those readers who may have an educational problem bogging them and who may therefore be looking for a way out of their predicament. The reader may be a parent, child, or student.

It is a common fact of life that we all have problems and that we are often frustrated or we tend to lash out because of our inability to find accessible and reliable information about our problems. This specialist site fills this need - as our pragmatic friend for solving our educational problems.

To be of the greatest use to people a problem solving site must combine pragmatic discussions of their personal or professional problem with merchant products that provide more detailed information. Typically, the web site will provide free information in the form of news, articles, and advice, which direct the visitor on what to do to solve her problems. Complementing this, the web site will also provide merchant products which discuss in detail how the visitor can go about resolving her problem. This means that the most effective, visitor-oriented problem-solving site will be an information-packed commercial site - and so is the world's most recent personal and professional problem solving site and its specialist sites.

The approach that we have adopted below is to describe competitive offerings, the customer profile, problem-oriented solutions, target markets, product offerings, and usability features.

Competitive Offerings

The following are the top educational sites on the Internet, along with their offerings.

US Department of Education. It defines the US education policy and provides information on financial aid, educational research and statistics, grants and contracts, and teaching and learning resources.

Educational Testing Service. It provides a range of test resources.

FunBrain.com. It provides educational games for K-8 kids.

PrimaryGames.com. It provides fun learning tools and games for kids.

GEM. It provides educational resources such as lesson plans and other teaching and learning resources.

Education World. It provides advice on lesson plans, professional development, and technology integration.

NASA Education Enterprise. It provides educational materials and information relating to space exploration.

Spartacus Educational. It is a British online encyclopedia that focuses on historical topics.

Department for Education and Skills. It is a UK government department site that offers information and advice on various educational and skills topics.

Times Educational Supplement. It offers teaching news, teaching & educational resources, and active forums to help UK teachers.

All these sites are useful in the domains that they cover. Their main limitations are as follows:

1. They tend to cover only a very narrow segment of the educational market.

2. They do not take as their starting point the daily educational needs of the typical family.

3. They lack a problem focus; i.e., they do not formulate the typical learning and educational problems that pupils, students, and parents face on a daily basis.

4. As a result of the preceding point, the solutions offered are not as incisive (i.e. as problem-centred) as they could be.

5. They do not offer merchant products that deepen the visitor's understanding of her problem and of the consequent solutions.

The educational solutions module of the world's most recent personal and professional problem solving site addresses these problems by targeting a multiplicity of market segments, adopting a customer profile that fits the typical education-pursuing family, considering the specific needs or problems that this family may face, offering incisive (problem-centred) solutions to the various problems, and offering a range of merchant products that deepen the visitor's appreciation of her problems and of the solutions that are applicable to them.

Customer Profile

The customer profile or target visitor characteristics of the educational solutions module is the same as for all specialist sites of the world's most recent personal and professional problem solving site. The site has been designed to meet the needs of visitors who have an educational problem bogging them. It is designed for both males and females, even though it is often convenient to refer to just one sex when writing.

This visitor uses search engines to research information about her personal or professional problem, with the intention of finding solutions to it. The visitor is serious about solving her problem and is therefore willing to buy products that help her to achieve her mission, provided that she can find reliable and honest information about relevant products so that she can make an informed decision about which ones to acquire. This information will help her to apply her finances economically, and hence avoid wasting money.

The visitor will want a money-back guarantee so that if a product does not live up to expectations or if she were misled into buying a product she can get a refund. Such a guarantee absolves her of purchase risks.

The visitor is intelligent (without necessarily being a genius), educated (without necessarily being a PhD), computer literate (without necessarily being a computer guru), and money-minded (without necessarily being a freebie hunter or an unemployed person). This of course does not mean that freebie hunters or unemployed persons cannot gain a thing from the site. To the contrary, there is a great deal of free information on the site. Just that it is hard to see how anyone can gain the full benefits of the site without buying products.

The visitor wants high quality information products (usually in digital form) and wants to pay the cheapest price for these (without paying so much emphasis on price that she compromises quality). The visitor also wants free bonus offers that are attached to the purchased goods.

The visitor is self-reliant and can cope on her own by reading, digesting, and applying advice about her problem until she solves it or discovers that she needs help from a professional, at which point her acquired knowledge will help her to reduce her consulting fees. As a result of the knowledge gained, the visitor will be able to assess consultants in order to avoid incompetent or fraudulent ones.

Problem-Centred Solutions

Our free solutions are organised in the form of pragmatic articles that are written by top experts. Each article addresses a specific daily problem, but does not go into detail. It explains the problem and tells the visitor what she must do to solve her problem. However, it does not tell the visitor how she must solve it - this is too much for an article. To find out about the how, the visitor must buy a product (usually an e-book or e-book set) that goes into greater depth.

The set of educational articles that we have chosen, to provide initial solution to a visitor's problem are as follows:

Signs of a Gifted Child - Informs parents on how to identify whether or not their children are gifted.

Essential Parenting Lessons for Enriching Your Child's Education - Teaches parents how to enhance their child's education.

Using Positive Affirmations to Be a Better Student - Teaches students how to use positive affirmations to improve their performance.

They Are Just Afraid of Writing - Teaches writing skills to students

How Can Parents Encourage Their Children to Read? - Shows parents how they can improve their children's reading skills.

Test Preparation Tutoring - Discusses the topic of tutoring students to prepare for tests or exams.

Test Taking Strategies - Discusses various strategies for taking and passing tests or exams

Playing and Winning the Scholarship Game - Describes how to win scholarships.

How to Get a Scholarship to a UK University - Describes how to win scholarships to a UK university.

Saving Money for College - Instructs students on how they can save money in preparation for college.

Student Loans: When Your Educational Dreams Can't Compete with the Cost - Explains to students the benefits of a student loan.

Education Loans Can Fund a Higher Degree to Boost Your Career - Also explains to students the benefits of a student loan.

The Secret to US Department of Education Loans - Teaches students how to get a US DoE loan to finance their higher education.

Student Loan Consolidation - Save Money, Pay Less, Spend More - Explains to graduates how to make use of loan consolidation to reduce their student loan repayments.

Higher Education: Finding the Right College for You - Explains to students how to find the right college or university for their higher education studies.

Mobile Learning - An Alternative Worth Considering - Explains the concept of mobile learning and its place in education.

Online Degrees - Is Online Education Right for You? - Analyses the merits of online learning as compared to traditional learning.

An Online College Education Overview - Reviews the whole concept of online learning.

Finding the Right Quotation for Your Paper or Speech Online - Shows writers and speakers how to find the right quotation to use in their writings or speeches.

Collaboration: An Important Leadership Development Skill - Explores the useful concept of collaboration and its role in leadership development.

At the end of each article is a list of merchant products that supplement the article's content. A link is also included for accessing the educational product catalogue.

Target Markets and Product Offerings

Now let us turn to the target markets and their associated product offerings. We have positioned the segments to address the various needs of a visitor over a period of time, and at any given time a customer may belong to one or more of the market segments. There are three general classes of products offered: ClickBank products, Google products, and eBay products. Google and eBay products are presented on each page of the site. ClickBank products are grouped into product categories that match the target markets. These categories and their markets are as follows.

Children and Parenting. This consists of visitors who want parenting solutions for improving their children's upbringing. Their needs are met through the Children and Parenting section of the educational product catalogue.

Difficult Admissions. This consists of visitors who want to learn how to get admission into top universities. Their needs are met through the Difficult Admissions section of the educational product catalogue.

Esoteric Needs. This consists of visitors with unusual needs. Their needs are met through the Esoteric Needs section of the educational product catalogue.

Financial Aid. This consists of visitors looking for scholarships, grants, or loans. Their needs are met through the Financial Aid section of the educational product catalogue.

Leadership Skills. This consists of visitors looking to develop their leadership skills. Their needs are met through the Leadership Skills section of the educational product catalogue.

Learning. This consists of visitors who want to improve their learning ability. Their needs are met through the Learning section of the educational product catalogue.

Mental Speed. This consists of visitors who want to explode their mental speed. Their needs are met through the Mental Speed section of the educational product catalogue.

Positive Affirmations. This consists of visitors who want to transform their negative dispositions into a positive mindset in order to improve their performance. Their needs are met through the Positive Affirmations section of the educational product catalogue.

Speaking. This consists of visitors looking to improve their speaking skills. Their needs are met through the Speaking section of the educational product catalogue.

Tests and Exams. This consists of visitors looking to master exam technique. Their needs are met through the Tests and Exams section of the educational product catalogue.

Writing. This consists of visitors looking to improve their writing skills. Their needs are met through the Writing section of the educational product catalogue.

Usability Considerations

Usability has been enhanced to make it easy for the visitor to find solutions to her problem, by following these steps:

1. The first thing the visitor sees are a set of articles whose titles represent the specific problem area they address. The articles are accessed from the Educational Problem Solving menu of the navigation bar to the left of the screen or from the Educational Problem Solving main page. By scanning these articles the visitor can identify whether or not her problem is covered. If not the visitor can check the educational product catalogue through the Product Catalogues menu of the same navigation bar, to see whether a product exists that answers her query. If she finds nothing she knows that her problem is not addressed. She can proceed to the Related Sites pages, which are accessible from the left navigation bar.

2. If the visitor finds an article that addresses her problem then she can begin to explore that; at the end of the article she will find products that discuss her problem more deeply. She can also access the educational product catalogue through an article page.

Conclusion

This article has introduced the educational solutions module of the world's most recent personal and professional problem solving site. The article has examined competitive offerings, the target customer profile, problem-oriented solutions, target markets, product offerings, and usability considerations. It concludes that the module is a major contribution to the information superhighway.

Education funding

2011-05-19T01:42:00.000+07:00

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Introduction

Education carried out by government and also private sector requires a real operating expenses height. Most all sector is relating to education must be bought. Book, chalk, ruler, and teaching aid readily uses for example, must be bought. Therefore, education requires cost.

Presumption like that not then is followed up with closing eyes and ear with interest places forward commercial factor than social. Education is not commodity, but effort carries out system and certain mechanism that man is able to improve; repair their/his self, can make balmy itself, and solvent of interaction as man.

Education paradigm growing in Indonesia in this XXI century step by step has started leaves aspiration of the founders this republic nation-state that is that every citizen entitled to get education that is competent. The republic founders aware to that performing of the education are addressed to makes man is humanitarianly and can make process towards at fullness of spirit hence would very ironic with situation of education these days.

The Role of the Government and Private sector

Education is responsibility of all suborder. By referring this assumption, education organizer is not merely government but also entangles the side of private sector individually and also group. Thereby, governmental hoped all members of publics responsible educate Indonesian.

Despitefully, because of limitation of cost, governmental given opportunity of it's bigger to public to participate and develops business through education. This assumption comprehended by public by building opening school, courses, or skilled education type with facility that is better than school build and owned government. By giving supporting facilities for education that is rather differs in, rather complete, and promises makes education managed the side of private sector must be redeemed with cost that is not is cheap. So expensive education.

Indonesia has ever owned Perguruan Taman Siswa carrying out education for public? People with motivation educate public? People. Indonesia also has education system of pesantren (Islamic models) which is not collects payment which in the form of money from it's the student. Student in pesantren modeled this salaf (classical) not only studies public sciences (like biology, physics, mathematics, language, and art) they also studies Islam science for the sake of individual and public.

Without realized already happened friction of motivation of organizer and the management of the existing education. Education organizer of private sector tends to sells dream with equipment of facility which they perform. They disregard condition of Indonesia public most doesn't have purchasing power and energy? Power to bargain. Pupil old fellow will be given on to reality "expensive school" and "go to school for rich man children".

Of course, must also be confessed that the school requires cost. However, collects expense of height for education is a real wrong deed; more than anything else in Constitution 1945 has expressed that any citizen [is] entitled to get education.

Capitalist: Having Under the Law

Shifts it purpose of education levying from formulated by the Republic of Indonesia founders is really peeping out suborder concern. If education only be carried out just for man who is having money, hence the biggest layer of Indonesia public? People will not have formal education. Poor people and people, who don't have purchasing power, will yield apathetic generation. Thereby, will lose also one civilization links a nation.

Education carried out with only menitikberatkan at present financial advantage will only make man is more individually and once in a while overrules that the man basically is created autonomous. Tendency and dependency to get it's (the capital returns will make education product to enable all ways, machiavelistical.

Other side, education system this time makes detached man from it's (the area and sometimes abstracted from its (the community root. Properly is critical that education system this time makes educative participant not autonomous and sometimes forgets spirit to as social creature or according to opinion Aristotle's that the man Zoon Politicon.

Semestinyalah had if education aimed at accomplishment of copartner ship standard (company) must be refused. Ideally, education must load agenda for "humanizes man" (humanization), non dehumanization. By collecting expense of height because law barium; by itself education has been transferred to accomplishment of industrial requirement. More than anything else in Indonesia, diploma is respectable reference and the only equipment to get work that is competent.

By positioning education carried out by government and also law barium private sector must, public trapped at acute dilemma. In one public sides requires education to increase it's the humanity reality, medium on the other side no cost is small monster or endless nightmare.

Tussle between fears and desire of public to send to school it's the children exploited by certain party sides. This condition is a real condition profits if evaluated from the aspect of business. Panic buyers are really condition hardly to the advantage of my pelaku-pela is business.

Opinion: Education is Sacral Factor

Indonesia Public till now still of opinion that formal education is equipment the only to improve; repair life, to get work with good production, good salary, and to fulfill primary requirements, beside can boost up degree. This assumption by generations and always is looked after causing peeps out assumption and places formal education as thing which sacral.

Though all formal education, vocational school is not interesting means. As it's (the impact, vocational schools teaching is skilled becoming not draws. Vocational school is school for member of marginal public. Vocational school teaching how facing and draws up life is assumed not elite and ancient. Despitefully, vocational school is not place of for rich man children, but majored for children from poor family.

Social Lameness as poison impact goad to school which only is enjoyed by rich man children will peep out oppressed feeling and not balmy among poor people. Poor public of which cannot send to school it's (the children will assume it as destiny which must be received and assumes it as penalization of God. Irony, of course. But this is reality when schools becomes is expensive and poor people [shall] no longer have place in school.

Minister of National Education in Indonesia for the existing likely increasingly far from nationality vision. Even with movement of schools autonomy increasingly clearly shows capitalization symptom of education. Now education is managed by using management of business that is then yields cost is sky. Expense of education more and more expensive, even impressed has become business commodity for the owner of capital (capitalist). By using pre-eminent school label, favorite school, peer school etcetera expense of education increasingly strangles poor people. Our education increasingly grinds marginal clan. Where situation of our education justice if certifiable school of that is just for they having money only?

While as man who sure is normal of public will choose best life. However, because of its (the disability and its (the kepicikan in looking at education problem, its (the objectivity is also disappears. Indonesia Public of course requires resuscitation that education is one essential part to improve; repair quality of it's (the humanity. Of course, there is no guarantee that education will make people to become rich, influential, famous, and in command.

Cover? Conclusion

Debate of length still need to be strived before Indonesia public can look into formal education as not the only equipment to improve; repair its(the life. Public must realize formal education is not as of its (the pitch.

Resuscitation need to be trained to pebisnis. School that is till now is viewed as the only equipment which able to be used to reach for and can realize its (the aspiration is not farm to get advantage. Therefore, not righteously school utilized as means to make a living. In school still and ought to slip between idealism, so that there is no reason again to expensive of education that is with quality, complete supporting facilities, and has various facilities.

Other alternative is publicizing intensively that non diploma required but ethos and hard work, motivates to build their/his self, and desires to live in better front must be inculcated early. Public must be awaked that becoming public servant is not the price of death.

Top careers with a degree in education

2011-05-18T10:04:00.000+07:00

If we carefully observe the current scenario, the market of work in the education sector has opened a lot. Several new professions have emerged in this industry in recent years. In fact, with the expansion of the industry of many new positions were also emerged and gained more attention. The character of the education industry is totally different from what it was a few years. Today, obtaining a diploma of education can mean much and can even allow some of the prestigious positions in a school or an educational organization. It provides enough options that apply to a range of careers that involve not only or limited education, but at school or College administration level as well. Therefore if you are actually giving a very serious thought or forward to a diploma of education and be part of one of the largest industries of the United States, here are some career options top of the page which are in great request and you have to choose-

Early Childhood Educator-
Early childhood education diploma can help you to enjoy a great career and without stress. As a person with a degree of early childhood, you can find great career as a school for children from different schools. Add to this, the main advantage that offers this career is a pleasant framework, which can in turn make your work place next House. Now if we look at the prospects of employment for the holder of a diploma of education children then it is not only limited to schools of kid. Being the holder of a degree of early childhood education, you can even enjoy your job profile at various centres of care day or child oriented helps preschool programs.

Teacher education-
Today a guardian of primary education is one of the most rewarding careers in the education sector. It is one of the most exciting careers where you can spend your days with children from kindergarten to grade 6. The greatest reward that you can take advantage of this profession is that you can work in any elementary school and that it can play a major role in molding or the development of the spirit of these young students who represent the future of the world. Dedicated to providing education to the new generation of students and a teacher you really enjoy a career with a real impact.

Adult Education Tutor-
A career in the guardian of the adult education consists mainly of course which involves extremely adult development and adult psychology. Graduated from allows the education of adults, that you work as a tutorial on the education of adults and your role can extremely revolve around education or vocational training of adults. As a guardian, you may need to educate or work with adults in corporate settings, rooms of class or on an individual basis. However, it is important to note that, to enjoy a career in the education of adults, you must have a love for teaching and strong communication and interpersonal skills.

Corporate trainer -
Corporate training is one of a few careers mainly dealing with the provision of learning that essentially aims to develop the performance within the organization. Obtained a diploma of education corporate can help you take your presence as a training company and work as a consultant, to provide expertise in key areas. Careers in this field seem very promising, as many Americans and specially for professional work choose to pursue their studies in business training.

Specialized educator-
Today where teaching is regarded as a noble profession, a diploma in special education can help you to enjoy a set of different careers. Obtained a degree in special education helps you establish your career as a guardian of special education where your responsibilities may revolve around providing specifically designed instruction to children with disabilities. You would need to develop study documents that can match the specific needs of each disabled student. It is now one of the few career options also provide one of the ways convenient to earn a higher income and great opportunities for growth in the field of education.

Secondary education teacher.
This is yet another career more renowned that allow you to take advantage of a very rewarding experience. By working in a high school teacher, your key role may include one or more subjects of instruction for adolescents and young adults in school or secondary school. Sometimes you can even require serve as an advisor or a role model and help students to succeed in careers and life-long learning.

These are some of the career options more important that you choose a diploma of education. Today, the prospects for employment for persons with degrees of education are certainly bright and in the years to come, he goes to gain more recognition. Throughout the nation, all public and private schools at the secondary and primary levels need great professors. Add to this, many adults also turning toward continuing education as a means then better and feasible to improve their lives and to advance their careers.

Education, which means, objective and function

2011-05-18T00:20:00.000+07:00

The definition of the meaning of the education process is to broaden its Lexicology and he reconceptualize. An example is shown of real life day. A multinational company relating to the manufacture of pharmaceutical products developed decides to dispose of its waste to cheaper way rather then treat waste them. They dump the waste around the coast of a poor African continent based on the policy of the company of maximum profits. Are the Board of Directors in the company of his studies? They are, it can be assumed for the comfort of rhetoric. Illiterate, native tribe living in the jungles of Papua New Guinea rainforest does not know the environmental meaning of jargon: "reduce, recycle and reuse". However, they maintain and preserve the environment, based on the level of skills of their. The people of the rainforest are educated simply because they are illiterate?

Problems related to the narrowness of meaning called emerging education in contextuality of the above examples, and the conceptual difficulties in attempting to sense the education centre is complicated by all means. The meaning of education has therefore come out of this narrowness of scope of the meaning. Its extent of sense, education is the process of "stimulating" the "person" with experiments, language and ideology, from the date of birth and continue until the time of death. This sense of education would lead to the objective, as formally, scattering not formally, in cultural terms, at the national level, scientifically and ritually skills, literacy, knowledge, norm and values, such as the pedagogies of institutions that gave rise to the objective. This objective would be directly linked to the perpetuation of society as an ideological structure. Goal would determine once more a function of education, the education function would thus linked to how the meaning and objectives are synchronized in the process called the experience of the application. The statement of the thesis of this article is developed on three levels-one, the meaning of education as the stimulation of the person with the language, ideology-two, and experiences are designed to education being broadcast and the perpetuation and threeprocessing function, such as synchronized.

The development of the meaning of education as a stimulation of a person from birth to death with the language, ideology and experiments renders a person, a being from the process as an ontology. This process begins at birth as emotional language, for example, a mother doves, a process where the person becomes a cognitive structure, as I - the speaking subject or object-ego. Here, the person undergoes standards, the traditions of the society, culture and learn to adapt and appropriate symbolic codes of society. With this process, the individual also learns to formalize its or his adaptation and the appropriation of a process that is skills literacy and skills development. Thus we find that the sense of education to be multi-leveled and number - oriented, through the technical institutions and technical society. Formalist institutions breed the meaning of education are schools, Government, law and order etc. Other technical institutions such as family, religion and Aboriginal traditions may work both openly and as silently to guide an individual within the meaning of experience as the educated. For example, oral transmission of the mother of a folk song the girl is silent while a marriage function is a more open than the performance of the teaching of a culture. Thus, language and experience generate codes for that society to discover the meaning of education, making it possible to exist ideologies.

Thus the meaning of education would lead to the goal, as formally, scattering not formally, in cultural terms, at the national level, scientifically and ritually skills, literacy, knowledge, standards and values as pedagogies. Dissemination would mean the dissemination of cultural norms and values of society. It would also mean the spread of nationalism as democratic pluralism, multiculturalism, diversity and celebration or its opposite as intolerance, authoritarianism through pedagogies; It is also the development of pedagogies systematized-promoted as theoretical and applied in the scientific society and technocratic institutions.

The purpose of education would be directly linked to the perpetuation of society as an ideological structure. The contemporariness of perpetuation respond to issues related to the objective of education is: empowerment, sustainability, conservation, minimization, conflict resolution, creativity and innovation.

The purpose of education as well as the meaning of education give rise to the function of education in this sense, it is processing synchronized the purpose and function in a materialistic process. Synchronization of the meaning and the purpose of education took place at the action of different levels. They are the production, transmission and implementation and cultural Simulation. At the manufacturing level, the function of education is connected with "Policy Formulation" concerning the meaning and purpose of education. Formulation of the policy can reflect on multiple issues as development, sustainability, scientific progress, promotion of the rights, dignity and culture, energy management, management of disasters, resolution of peace and conflict. Once policies are in fact they are transmitted and implemented through institutional structures of the society as the legal system, education system, management of welfare of society etc. Cultural-simulation takes place both formally and non - officially as religious, cultural and family society. They perform many social and cultural roles within the House as much celebration or mourning for the occasion.

In conclusion, that it is relevant to summarize the developed theory that is, within the meaning of education has been expanded to involve the stimulation of a person, with the language, experience and ideology. The meaning of education becomes vital for the purpose of dissemination and continuing education. The meaning and purpose of education becomes synchronized on the function of education as the production, Transmission and Participation.

Return to adult education: a Guide

2011-05-17T10:25:00.000+07:00

The adult education offers a quality education for adults to improve their level in society, and he may be prosecuted at any stage of their lives. It helps people graduate with the help of various programs of the nation and adult education centres. It ensures people to participate in a better way in this competitive society.

There are many reasons for adults returning to education after a certain time. The adult education can help people who want to pursue their education, the people who are looking for a career change or people who simply wish to improve their knowledge. Return to adult education programs offer lots of choices and capabilities to study. Many new programs and educational departments you guide to provide education of high quality in interactive way. It offers basic knowledge on computer, digital capacity and supervised education. In addition, it allows citizens in the development of different employment opportunities. This can be done by returning to education to various education programs for adults that are available in different States.

Many providers of educational services invite adults returning to education after a formal break. Educational centres as adults returning to education (AWARE), Centre for adults returning to Education (CARE) are little between continuing adult education of the centres which do a fine job. Adults returning to education would have been different horizons that led to their interruption of ongoing training. Instructors in these educational centres are trained to improve their education, their ability to function. Careful adjustments are given for older students in the learning process. There are various adult education centres and programs in which adults can pursue their studies interrupted.

There are many foundations throughout the nation to help adults returning to education with some major features. They offer many scholarships for adults returning to education. Scholarships of technical college of adult students, minority/female technical scholarship and UW-Marinette scholarships are few scholarships for adults returning to education in a few States. One can continue her interrupted studies at any time through these centres of education for adults and many other foundations.

Advantages and disadvantages of the citizen of the world online education

2011-05-16T19:47:00.000+07:00

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More and more young people are choosing non-traditional education to start and advance in their careers while completing and furthering their formal education. "Typical distance learners are those who don't have access to programs, employees who work during scheduled class hours, homebound individuals, self-motivated individuals who want to take courses for self-knowledge or advancement, or those who are unable or unwilling to attend class" (Charp, 2000, p. 10). Three key elements surround the online learner: technology, curriculum, and instructor (Bedore, Bedore, & Bedore, 1997). These elements must be keenly integrated into one smoothly and operationally functional delivery tool.

While an online method of education can be a highly effective alternative medium of education for the mature, self-disciplined student, it is an inappropriate learning environment for more dependent learners. Online asynchronous education gives students control over their learning experience, and allows for flexibility of study schedules for non traditional students; however, this places a greater responsibility on the student. In order to successfully participate in an online program, student must be well organized, self-motivated, and possess a high degree of time management skills in order to keep up with the pace of the course. For these reasons, online education or e-learning is not appropriate for younger students (i.e. elementary or secondary school age), and other students who are dependent learners and have difficulty

assuming responsibilities required by the online paradigm.

Millions of students use e-learning solutions in over 140 countries: corporations such as Kodak and Toyota and education providers like ExecuTrain, New Horizons, the Enoch Olinga College (ENOCIS), Phoenix University amongst the hundreds of schools and colleges.

Studies have shown student retention to be up to 250% better with online learning than with classroom courses. Several recent ones have helped frame the debate. The Sloan Consortium published a widely distributed report titled "Growing by Degrees: Online Education in the United States in 2005" that examined the growing prevalence of online education across U.S. institutions.

In addition, a study conducted by the Boston-based consulting firm Eduventures found that, while about half of institutions and more than 60 percent of employers generally accept the high quality of online learning, students' perceptions differ. Only about 33 percent of prospective online students said that they perceive the quality of online education to be "as good as or better than" face-to-face education. Ironically, 36 percent of prospective students surveyed cited concern about employers' acceptance of online education as a reason for their reluctance to enroll in online courses.

But what actually drives quality? A March 2006 report released by the U.S. Department of Education's Office of Postsecondary Education identifies six quality indicators: mission, curriculum and instruction, faculty support, student and academic services, planning for sustainability and growth, and evaluation and assessment.

The debate rages on while the Pros and Cons of Online Adult Education for today's international students are constantly analyzed to determine if this type of education platform can deliver predictable and measurable results.

The Enoch Olinga College (ENOCIS) is one institution which uses this type of delivery system. ENOCIS enhances their learning experience by offering many other "value added", cost reducing benefits to students. Online pupils can apply for scholarships available to students of excellence and other financial aid programs like the Parent Loan for Undergraduate Students (PLUS), with attractive interest rates. They also provide convenient payment facilities, on line banking, Western Union Quick Collect, bank cards and a student who is granted a loan can start repaying it after two months if they have a corporate guarantor.

Pros of Online Education:

The key advantages of the online education experience are briefly explained below:

1. Cheaper: Online courses may be more affordable than those offered at colleges or trade schools. You may also save on transportation costs like gas, bus passes, and parking permits because you don't need to commute to school and there are no housing or meals plans to worry about since you do not need to live on or near a college campus. Housing expenses and other costs associated with living expenses are usually the most expensive aspects of a college education, so by taking an online course you could save quite a bit of money.

The best part of online education is the absence of travel and immigration problems. Some students may prefer not to pursue traditional on campus education, as it involves traveling to attend lectures. With online education, an applicant does not need to travel. Courses simply require accessing the internet in order to begin the learning process.

2. More Convenient: By taking courses online, you're able to decide when you study and for how long. You are also able to schedule your studying around your work or social schedule.

Since you're not bound to a classroom, you may do your work wherever you have access to a computer and the internet. You'll be able to set your own pace and decide exactly how fast you want to go over the material.

Take online courses when you need them, not based on some college's annual or semester schedule. You can learn when you need it (Just-In-Time) A course is as close as a computer with an Internet connection.

3. Flexibility: with no set class times, you decide when to complete your assignments and readings. You set the pace. In some programs, you can even design your own degree plan. The online students can carry out their private or official work, along with the online education. As it provides the convenience of time flexibility, a student can login and logout as per his desire whereas, the traditional education do not provide such flexibility in learning.

Flexibility of online education allows the student control over their studies. They can allot more time in the topics, which they feel comparatively hard and vice versa. The speed of learning depends solely upon the students.

4. Technology: With the help of the scientific technology, students can do their online education at any place. The only mandatory pre-requisite is the availability of computer along with an internet amenity. Side benefits include the learning new technologies and technical skills

5. Availability: distance-learning opportunities have exploded over the past few years, with many accredited and reputable programs.

6. Accessibility: with an online course, you can work on the course just about anywhere you have computer access. Your learning options are not constrained by your geographic location. The new virtual classrooms have created a myriad of learning opportunities for global learning and education center. On line education is a new era experience adapting to the needs of the world citizen.

7. Self-Directed: you set your own pace and schedule, so you control the learning environment.

8. Time Spent in Classroom: now you can take a course on just about any subject without ever having to be in, or travel to, a classroom so you have very little wasted time. Note, however, that some distance-education programs still do have an in-class component and normally to receive a fully accredited US university degree an international student must spend one or two semesters on campus.

9. High Quality Dialog: Within an online asynchronous discussion structure, the learner is able to carefully reflect on each comment from others before responding or moving on to the next item. This structure allows students time to articulate responses with much more depth and forethought than in a traditional face-to-face discussion situation where the participant must analyze the comment of another on the spot and formulate a response or otherwise loose the chance to contribute to the discussion.

10. Student Centered: Within an online discussion, the individual student responds to the course material (lectures and course books, for example) and to comments from other students. Students usually respond to those topics within the broader conversation that most clearly speak to their individual concerns and situations resulting in several smaller conversations taking place simultaneously within the group. While students are expected to read all of their classmates' contributions, they will become actively engaged only in those parts of the dialog most relevant to their needs. In this way, students take control of their own learning experience and tailor the class discussions to meet their own specific needs. Ideally, students make their own individual contributions to the course while at the same time take away a unique mix of information directly relevant to their needs.

11. Level Playing Field: In the online environment learners retain a considerable level of anonymity. Discriminating factors such as age, dress, physical appearance, disabilities, race and gender are largely absent. Instead, the focus of attention is clearly on the content of the discussion and the individual's ability to respond and contribute thoughtfully and intelligently to the material at hand.

On line adult education can be more effective and better for certain types of learners (shy, introverted, reflective, language challenged, those that need more time). Distance education courses are often better for people who learn through visual cues and experiential exercises.

12. Synergy: The online format allows for a high level of dynamic interaction between the instructor and students and among the students themselves. Resources and ideas are shared, and continuous synergy will be generated through the learning process as each individual contributes to the course discussions and comments on the work of others. The synergy that exists in the student-centred virtual classroom is one of the unique and vital traits that the online learning format posses..

13. Access to Resources: It is easy to include distinguished guest experts or students from other institutions in an online class as well as allow students to access resources and information anywhere in the world. An instructor can compile a resource section online with links to scholarly articles, institutions, and other materials relevant to the course topic for students to access for research, extension, or in depth analysis of course content material in the global classroom.

14. Creative Teaching: The literature of adult education supports the use of interactive learning environments as contributing to self-direction and critical thinking. Some educators have made great strides in applying these concepts to their on ground teaching. However, many classes still exist which are based on boring lectures and rote memorization of material. The nature of the semi-autonomous and self-directed world of the virtual classroom makes innovative and creative approaches to instruction even more important. In the online environment, the facilitator and student collaborate to create a dynamic learning experience. The occasion of a shift in technology creates the hope that those who move into the new technology will also leave behind bad habits as they adopt this new paradigm of teaching. As educators redesign their course materials to fit the online format, they must reflect on their course objectives and teaching style and find that many of the qualities that make a successful online facilitator are also tremendously effective in the traditional classroom as well.

Cons of Online Education:

Briefly explained are some factors that could negatively affect your success with distance learning courses:

1. The Technology:

a. Equity and Accessibility to Technology: Before any online program can hope to succeed, it must have students who are able to access the online learning environment. Lack of access, whether it be for economical or logistics reasons, will exclude otherwise eligible students from the course. This is a significant issue in rural and lower socioeconomic neighborhoods and educating the underserved peoples of the world. Furthermore, speaking from an administrative point of view, if students cannot afford the technology the institution employs, they are lost as customers. As far as Internet accessibility is concerned, it is not universal, and in some areas of the United States and other countries, Internet access poses a significant cost to the user. Some users pay a fixed monthly rate for their Internet connection, while others are charged for the time they spend online. If the participants' time online is limited by the amount of Internet access they can afford, then instruction and participation in the online program will not be equitable for all students in the course. This is a limitation of online programs that rely on Internet access. Equity of access to learners of all backgrounds and parts of society

b. Requires New Skills/Technologies: if you're not computer-savvy or are afraid of change or new technologies, then online education will probably not work for you. The online students are required to learn new skills, such as researching and reviewing the internet. For the online students, they need to learn the techniques of navigation on an online library for necessary information. Technical training and support of learners and instructors

c. Computer Literacy: Both students and facilitators must possess a minimum level of computer knowledge in order to function successfully in an online environment. For example, they must be able to use a variety of search engines and be comfortable navigating on the World Wide Web, as well as be familiar with Newsgroups, FTP procedures and email. If they do not possess these technology tools, they will not succeed in an online program; a student or faculty member who cannot function on the system will drag the entire program down.

d. Limitations of Technology: User friendly and reliable technology is critical to a successful online program. However, even the most sophisticated technology is not 100% reliable. Unfortunately, it is not a question of if the equipment used in an online program will fail, but when. When everything is running smoothly, technology is intended to be low profile and is used as a tool in the learning process. However, breakdowns can occur at any point along the system, for example, the server which hosts the program could crash and cut all participants off from the class; a participant may access the class through a networked computer which could go down; individual PCs can have numerous problems which could limit students' access; finally, the Internet connection could fail, or the institution hosting the connection could become bogged down with users and either slow down, or fail all together. In situations like these, the technology is neither seamless nor reliable and it can detract from the learning experience.

2. The Institution: Many online education facilities are relatively new with many courses and hence, lack in modern instructors for instructing the new curriculum. Estimates show that there is still a need for an increase of more 50% of qualified instructors for online education.

b. The Administration and Faculty: Some environments are disruptive to the successful implementation of an online program. Administrators and/or faculty members who are uncomfortable with change and working with technology or feel that online programs cannot offer quality education often inhibit the process of implementation. These people represent a considerable weakness in an online program because they can hinder its success.

3. The Facilitator :Lack of Essential Online Qualities: Successful on-ground instruction does not always translate to successful online instruction. If facilitators are not properly trained in online delivery and methodologies, the success of the online program will be compromised. An instructor must be able to communicate well in writing and in the language in which the course is offered. An online program will be weakened if its facilitators are not adequately prepared to function in the virtual classroom.

4. Perceptions/Reputation: while slowly changing as more and more mainstream colleges and universities embrace distance learning, there still is a stigma attached to distance education to the student's interaction in the online education. Some of the students believe that, there are few opportunities with regards to face-to-face interactions and feedbacks.

5. No Instructor Face Time: If your learning style is one where you like personalized attention from your teachers, then online education will probably not work for you.

6. Little Support: students are expected to find their own resources for completing assignments and exams, which is empowering for some, but daunting for others.

There is little support and limited guidelines provided in online education system. Online students are required to search as per their own imaginations for completing exams and assignments.

7. Lacking Social Interaction: while you often interact with classmates via email, chat rooms, or discussion groups, there are no parties or off line get-togethers.

If you enjoy meeting new people and learn better while you're interacting with other people, you may want to reconsider online education.

8. No Campus Atmosphere: part of the traditional college experience, of course, is the beauty of the campus, the college spirit, but you have none of that with distance-education courses.

Since you're not on campus or in classes, you may lack opportunities to meet other students. You will not have many opportunities to interact face-to-face with your professors, so they may not have a real sense of who you are as a person.

9. Making Time: if you are a procrastinator or one of those people who always needs an extra push to complete work, you may have a hard time making time for your online classes. On line learning requires new skills and responsibilities from learners

10. Academic honesty of online students: requires a new mindset to online assessment. Most education experts agree that rote memory testing is not the best measure of learning in any environment and new measurement and evaluation tools are evolving.

11. Types and effectiveness of assessments: The importance of outcomes in online learning cannot be over emphasized. Does the program have measurable results? Are students learning what you say they should be learning? Then there are institutional outputs: course completion rates, job placement rates (if that's the goal of the institution), graduation rates, student success on third-party tests, and student satisfaction scores.

These factors, both the pros and cons, contribute greatly to making an informed decision about the direction of your career path and how you are going to accomplish your goals: on line, in the classroom or a combination of both.

Institutions and companies that use continuing education to meet their needs also face similar decisions. Institutions that deliver online education are confronted with a series of challenges, including the search for good faculty, use of technology, and provision of adequate student services.

The Sloan Consortium report "Growing by Degrees: Online Education in the United States in 2005" found that 64 percent of chief academic officers and faculty believe that it takes more discipline for a student to succeed in an online course than it does in a face-to-face course.

More and more major business and industry is turning to on line continuing education as a viable and cost effective resource for training its personnel. Hilton Hotel has 380 hotels worldwide and is represented in 66 countries.

When you weigh the benefits and advantages of on line adult continuing education the cost of study and flexibility of scheduling tip the scales of programs like the Enoch Olinga College, Capella and Phoenix University's distance learning program on line adult continuing education is becoming a world wide respected form of education.

However, as with any situation, there are both pros and cons with the concept of online education and the benefits of the virtual or global classroom. You may want to evaluate both before you decide on an online education program. By examining the advantages and disadvantages, you will be able to make a more informed decision. But, at the end of the day, online learning is independent learning. A lot of structure has been put into online programs, but it still comes down to a learner sitting in front of a computer by him or herself. The knowledge you receive or the benefits it will generate either in development of self esteem or increasing earning capacity will depend sole upon you the student.

Methodologies of online education

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Many myths and erroneous notions about education online until the recent past. Some people believed that online learning is a good option only for students who have a positive history. It was also believed that only students with access to computers and modern means of communication could benefit from online education. However, over time these notions are gives way to an open acceptance where people have started accepting online as a viable alternative to the classical teaching education.

No all online education options have an approach and a similar methodology. There are various modes of teaching online and it would be better if you have an understanding of the different methods used by online education providers so that you can select the run with the method that best suits you. We discuss here for education online learning methods:

Methodologies-different online Options education

Live: This methodology is also known as the synchronous mode of learning. In this mode of education online, there is instant communication between the students and teachers and sometimes even among different students. Here all the participants get access to information at the same time. Examples of this mode of online training are virtual classroom with the installation of audio or video conferencing and chat in real time.

This learning method has its advantages and disadvantages. This mode is more similar to classical education, except for the fact that students have to go the classrooms. The biggest advantage of the synchronous method of online education is that it allows instant feedback for the performance of the student and allows active interaction among students and teachers. Thus, students can get the training and education is adapted to their needs. In addition, direct education facilitates also the setting of learning communities and groups for better interaction between learners.

This method has the disadvantage that students can plan their schedule and they are bound by pre-established schedule.

Asynchronous: Asynchronous Mode of online education is commonly called as store and transmit education. In this method, communication between the student and the teacher is not instant. Self-paced courses are examples of asynchronous online education where students communicate with teachers and between Exchange emails and displaying messages on online bulletin boards and discussion groups. This is the mode most popular online education because it offers more comfort and flexibility to students and they can decide the pace and schedule of their education and training.

Despite the benefits, this mode of training online has its disadvantages too. Students in the learning mode, lack of discipline and motivation and tend to develop a poor attitude towards education.

Mixed mode of learning in online education combines the advantages of the two modes, and it is a combination of personal conferences or interaction face-to-face learning activities online.

Now that you have a better understanding of the different methodologies of online education, you can seek the right for you and improve your skills.

Camps with programmes outdoor education

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Summer camps are special camps organized for people to enjoy their vacation or tour adventures. Summer camps returned with the camp special offers outdoor education, leadership camp, science camp, camp awareness and many other schemes of social protection are available to the public for reasonable prices. Outdoor education forms most of the education and it is necessary for people. Is regarded as the outdoor education has an important and essential requirement for most people, and they get more demand among the people. Outdoor education is developed and delivered specially for children, children and adults.

The target principal of estimation and offering outdoor education is to develop self-confidence and esteem self-esteem among people. Teaching outdoor activities, outdoor education course, teaching outdoor programs are offered to children, children, adults by schools of education in outdoor or outdoor training centres. Outdoor education camps are conducted inside or outside the classroom. Outdoor education constitutes the major part of the educational system, and it is more important to be known by the people to come with all the possibilities in life. Most of the best parents is of the opinion that their children should be aware of the education programs offered outdoor and must compete with the outside world.

Outdoor education or training in the open air are provided by more number of institutes in the open air or outdoor school adventure. Training outdoors, outdoor education programs initiates cooperation, coordination, team building, goal settings and spirituality among students and others. Outdoor education camps are provided by most of the institutes of outdoor education or schools outdoors for reasonable and affordable prices. Provided outdoor education camp will be more worth and valuable for students which gets and they are provided under experience and complete knowledge.

Generally, adventure outdoor school or schools of education offer outdoor education in outdoor activities, outdoor education, courses education programs for children, children and adults under planned outdoorguidelines and procedures. What is a qualified instructor, professionals and experts in outdoor education, outdoor education programs will be offered. Under the good guidance and precautions, educations outdoors will be offered to the people to enable them to know the required outdoor education. Number of children, the children and adults is get outdoor education programs.

Outdoor education professionals, experts or instructors guide children, children and adults in an efficient manner. In General, outdoor education programs and outdoor education courses are offered to students based on age group, of course offered duration and type of outdoor education program selected. The offered teaching outdoor camp will be creative, enthusiastic, innovative and technical evaluation for students which hamper. Outdoor camps will be offered to students in the examination of the reasonable prices, and they are offered by a number more schools in outdoor adventure.

What specialties are available for online education degrees?

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While each core curriculum differs from school to school, most training degree programs include courses in all relevant aspects of education. These courses are designed to give you the knowledge to be a brilliant teacher.

Some schools give you the freedom to choose your own curriculum for your degree online. This means that you can decide what areas of the field of education you want to acquire skills in. The ability to design your own curriculum gives you a unique background which allows you to stand out from the competition and attracts potential employers. Certain concentrations for online education degrees include primary education, secondary education, adult education, Distance and online, Education Administration education and special education.

People who have their degrees of online education in primary education usually teach kindergarten to fifth grade. The main objectives of this degree are to establish a foundation in reading, writing, mathematics, science, history and social sciences for all children. Courses in this area are designed to prepare you to teach these major fields of study. Some titles of course include the philosophy of education and psychology of learning of teaching methods. You may also be required to take courses in computer science.

A diploma of secondary education is for those who want to teach middle school and high school age children. Many people who earn a degree in secondary education focus their training on a particular topic, such as English, math or science. Courses in this area will teach you on different education, program development and other topics concerning techniques.

A degree online in the adult education will prepare you to teach and to educate adults. This may include a teaching career in colleges, universities and centres of learning. Persons seeking to obtain this degree generally specialize in a subject specific, or work experience in a particular area. Courses in this field of study include adults of growth and development, adult psychology and program planning and development.

A degree in Distance and online education will prepare allows you to work in the field of learning remote. People with this degree usually work in colleges and universities, their online courses. Some of the courses in this degree include foundations of training, technology in education and Distance education and e-learning in Distance education.

People who have their degree in school Administration, manage activities in schools, day care centres and colleges and universities. They can also be administrators of educational programs in business, prisons, and museums. Many go to college presidents and district school superintendents. In this field of study courses include Introduction to research in education and assessment, Policy Studies, issues of education and Educational Leadership.

People who want to work with disabled children or adults generally have their online education degrees in special education. This degree will prepare you to work with people with disorders of learning, mental health problems, physical disability, and other conditions. Courses in this area include educational psychology, legal issues of special education, child growth and development and strategies for the education students with disabilities.

With course work, many of these degrees of teaching also require that you work in a classroom as a trainee before the graduation. In this way, you will have experience with your online education degree to make a positive contribution to your students.

Overview of the issues in the current and higher education

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The education system is the backbone of a progressive society. It is the standard of education which determines the individual and the country of the progress. A typical educational system consists of primary schools, secondary schools, colleges and institutes of higher education. It is important to provide a quality education at all levels in order to have sustainable growth and development.To improve the educational system, it is important that people are aware of the issues of education and the problems in the educational system.

Knowing the current issues in education helps people find loop holes in their education system and suggests innovative ideas to plug the holes. Some of the issues and challenges related to education are:

1 Improvement of the quality - invariably one of education more important issues, the quality can be improved by initiatives taken by schools and teachers. Here stressed the importance of a trained teacher, understanding and informed to raise education standards may not be sufficient. An effective teacher will use the latest innovations in the field of education and the results of educational investigations for the benefit of its students.

2 Improved access - with improvement of the quality of education, it is also essential to improve access to higher education. This can be done by increasing the number of institutions of higher education. Essentially, each person interested in the study should have a nearby Institute.

3 Reduce costs - many people who are interested keep away from higher education because of their inability to pay tuition fees. Ready easy education must be available and also for those who cannot afford studies, costs should be low. Government and educational institutions must join hands in the reduction of the enormity of this issue.

4 Reduce the dropout rate - the increase in the dropout rate is also a matter of concern. This can be resolved by revising the curriculum so that the various interests of the students are taken care of. The introduction of more practical activities instead of plain theoretical teaching also goes a long way to keep students interested in their studies, thus reducing the number of drop outs. Sites Web address issues of education also maintain an informed and updated on the latest in the field of higher education.

One of these Web sites is www.websites-for-teachers.com . Here, you will get the most comprehensive list of Web sites of education issues, which will provide you with all the information you need on the problems of education, issues of higher education, education issues and issues of physical education teacher.