urvis.org » Education

Higher Education in Wto Regime

admin — Mon, 18 Jan 2010 17:18:05 +0000

1. Introduction????????? When there was no university elsewhere in the Europe; Takshasila, Vikramshila, Pallavi, and Nalanda were the centers of Global Education and attracting learners from all around the globe. The development of modern education in India started with the establishment of Hindu College in Calcutta in 1817. During British reign, Calcutta University was the first to confer the bachelor degree on women in 1883. After independence various universities have been opened both by the government as well as private sector. The main motive behind opening these universities were not to earn profit but to serve the society by imparting higher education and conducting researches related to pure and social sciences. The fees charged from the students were minimum, hence these institutions were generating deficit so there was a need to go for the donations and aids to cover its fixed and running expenses. But gradually there was a drastic change in the scene . The education sector emerges as one of?the most profitable business opportunity. The increase in the number of private schools and institutions supports the fact. Higher education is not an exception to this. Gradually most of the corporate entities have also entered into the picture. 2. ?Corporatisation of Higher EducationNow a days education sector is a trillion dollar industry. It is a service sector industry in the area of education as service with a huge global market in which students, teachers and non- teaching employee constitute resources for profit generation. So the concepts of marketing are also applicable. The organizations have to market their product and themselves in order to survive. In this industry the students are the customers, the teachers are the service providers and the institutions are organizers or marketers and teaching-learning process is no longer for the building of a nation but a business for profit making. Education at all levels, will continue to grow, because it cultivates the human mind and makes people important and useful in the all round development of a country, however for the corporate sector it will grow as a big service industry. Predatory and powerful MNCs are targeting public education, particularly higher education, for profit- making. Though predominantly a government supported service most governments are as consequences of neo-liberal economic reforms, withdrawing from it. The government of India through extensive privatization, commercialization and deregulation is encouraging this process. 3. ?Education under GATS umbrellaIn 1996, the United States provided exports of education and training services had reached 8. 2 billion dollars, and its trade surplus in education amounted to 7 billion dollars. Higher education was the fifth largest service exported by the US. Therefore, the pressure of the United States on WTO member countries in relation to trade in education service is clearly understandable. The US, the European Union (EU), Japan and Canada are the main powers behind the GATS. Though WTO membership consists of nation states, the transnational corporations of these countries that sit on all the important ?advisory? committees and determine detailed policy shape its agenda. While denying access to decent healthcare, education housing and long term care to millions of workers and their families the world over, the agreement will confer ever greater political power on these corporations as they control and dictate public policy. GATS have two components: (i) the framework agreement containing 29 articles, and (ii) a number of Annexes, Ministerial decisions etc. as well as the schedules of commitments by each member government, which bind them to allow market access, and /or remove existing restrictions to market access. This agreement covers all services, including education? When the services are entirely provided by the government, they do not fall within the GATS rule. For a service to be out of the purview of the GATS rule it has to be entirely free. However, when the service have been provided either by the government partially or some prices are charged (as happens in education where some fees is charged) , or provided by the private providers , they shall fall under the GATS rule. The informal WTO classification List (W/120) divides educational services into five parts: (a) Primary education (b) secondary education (c) higher education (d) adult education (e) other education. The idea behind this is the creation of an open, global marketplace where services like education can be traded to the highest bidder. GATS cover the educational services of all the countries whose educational system are not exclusively provided by the public sector, or those educational systems that have commercial purposes. In India, we cannot get exemption in education from the application of GATS because education at all levels, particularly at higher education level is not entirely free (i. e. some fees has to be paid)Corporate because of their huge financial resources are able to attract the best talent available in the country and hence they are providing the quality service to their customers (students). They have the access to the new sources of finances . In India also the issuing of shares by the schools and educational institution and its trading in the stock exchange will be a reality. Then the quality of the institute may be judged by looking at the share prices in the stock market and like any other business enterprises the wealth maximization will be the main goal of the institute and their entire effort will be to increase their market share and ultimately to increase the market capitalization. The government is reducing the grants given to the universities and colleges and these institutes are asked to arrange their own sources of finance . In that scenario those educational institution who will not be earning surplus will die like any other seek industrial unit. So it is the high time for those institutes to think for earning surplus and make themselves competitive for survival. But when these institutions will be running on absolutely business principles for earning profit obviously the fees charged from the students will be higher. The application of some unethical and unfair practices for attracting the students and earning higher profit cannot be overlooked in that scenario. 4. ?Indian realityIn a country like India where a large section of our population is living below the poverty line, almost 35% of the population is still illiterate and we are talking about removing poverty and illiteracy, in that situation they will be the most mistreated people. So it is the government and its institutions, which will have to look at this aspect. Hence imparting higher education by charging high fees by the government run universities and college will not be desirable and the government has to look at the welfare aspect of its people. But before coming to any conclusion we have to consider the following two ground and hard realities in this respect: -1. ????? India being the member country of WTO, must abide by the decisions and regulations of WTO. So it cannot stop the foreign universities and institutes to operate in India, which are having ample financial, physical and intellectual resources and are running on absolutely business principles for earning profit. 2. ????? The government of India is reducing the grants and aids given to the government universities and colleges and these institutes are called to mobilize resources from their internal sources as well as external sources. They are also asked by the UGC and NAAC to become more competitive. So it is the time as well as the opportunity for our Government funded institutions/universities/colleges to make themselves competitive and to go for globalization. This can be only possible when they will stand on their own feet by earning surplus and are effectively and efficiently run. But at the same time we have to think for the weaker sections of the society who could not afford a high expenditure on the study. Therefore it is very high time for educational institutes to build a business model, which will be able to compete with the foreign universities and also the weaker sections of the society will also be taken care of. 5. The model of Arvindo Eye Hospital, MaduraiThe Arvindo Eye Hospital of Madurai has set an outstanding business model showing how an organisation can serve the society at large on one hand and can also earn profitable surplus on the other hand. At Arvindo Eye Hospital, economically poor people are provided treatment at free of cost and the patients who can afford are charged the requisite treatment charges. More than two-third of the patients treated in the hospital fall under the former economically unprivileged category and yet he hospital earns substantial profits. But a remarkable policy to be noticed is that the service provided to both categories of rich and poor patients are exactly same and no compromise of any sort is done with regard to the quality of treatment and service provided. The secret behind the success of the hospital is the volume of patients giving business and fact that hospital does not spend money on conspicuous consumptions. Promotion is through word of mouth and mass print media. Similar model can be adopted by our government run and universities, whereby the required fees can be charged from students whose parents can afford the same, and concessions to be provided to the economically deprived students. With the globalization, liberation, privatization and economic growth more and more people are finding occupations in private sector leading to an increase in the purchasing power at the hands of the middle and upper class of the society who has become conscious of and can afford quality education at higher prices. This is a positive factor which the universities can cash upon and which further supports the above model. Notes and References1. ????? http://www. bc. edu/bc_org/avp/soe/cihe/newsletter/news23/text001. htm2. ????? Www. education. nic. in/htmlweb/iperposch. htm3. ????? Www. pd. cpim. org/2002/feb17/02172002_wto_educ_2. htm_20004. ????? A Case study on Arbind Eye Hospital, Madurai, IIMB Review, September,2005. 5. ????? Kumar R; World Trade Organisation, Structure, Functions, Tasks, Challenges, Deep and Deep Publications, 2004.

Master of Education Online – The Route Chosen by Aspiring Education Administrators

admin — Sat, 19 Dec 2009 17:20:52 +0000

The Master of Education Online is among the best possible educational paths for those aspiring to be education administrators like Principals, Assistant Principals, School Administrators, College Provosts, Vice Presidents of Student Affairs, Directors of Admissions, Registrars, etc.
For individuals being considered for the post of an education administrator, both professional experience as an educator or school administrative assistant, and graduate level qualification in education are equally important.
Distance learning provides the perfect simultaneous solution for both, without affecting the other. No wonder that Master of Education Online courses are offered by more and more American Universities and Colleges, and are in high demand across the nation.
What It Involves:
Master of Education Online involves distance learning or online courses that culminate in graduate degrees like M. Ed. , M. A. E. , or Ed. M. Though these are just naming conventions followed by different Universities, other significant differences exist between different Master of Education programs.
Mainly, these differences are about program specializations. Common branches for Master of Education are Educational Administration, Guidance Counseling, Academic Enrichment, Preparation for Ed. D or Ph. D, and Higher Education / Student Affairs. These specializations correspond to the specific field in which an aspiring education administrator is planning to enter.
Apart from these, several subject-wise courses are available, like, Master of Science (M. S. ) in Education, M. A. English Language Learning, M. A. Mathematics Education, etc, as well as specialized Master of Education courses in subjects like Learning and Technology, Measurement and Evaluation, Educational Leadership, Curriculum and Instruction, e-Learning etc.
Why Education Administration?
Considering the immense responsibilities expected of a present-day education administrator, the field is clearly not for everyone. The demands from students, parents, governments, and the community, are indeed high.
Still, the competition to be a recognized education administrator is great even today. The reason is simple – education administrators get to work in such socially fulfilling and influential positions like Principals, School Administrators, Directors of Admissions, Registrars, etc.
Why Master of Education?
A Master of Education degree is an absolute prerequisite to enter the career of an Education Administrator. This is especially so in the public schools of most states. Today, whether a school is public or private, education administrators with only a bachelor’s degree, are generally only found in preschools.
On the other end of the spectrum, in Universities and Colleges, even a Master of Education degree is not considered enough, except for posts like College Provosts, Vice Presidents of Student Affairs, Directors of Admissions etc. More academically responsible posts in colleges, like Dean, Director, and Chairperson, definitely call for a doctoral degree in education, after a Master of Education program.
Lastly, Master of Education graduates also earn at least $10,000 per year more than their counterparts with only a bachelor’s degree.
Why Master of Education Online?
Today, almost everyone who succeeds at getting a start in education administration, are already employed in schools or colleges. They are predominantly teachers, but also include those working as school counselors, curriculum specialists, subject matter advisors, recruiters, librarians, residence hall directors, financial aid specialists, admissions counselors, etc.
The reason is rational enough – a good education administrator should first be a good educator. For example, only a proven teacher can hope to be an accepted Assistant Principal or Principal. In fact, this proven track-record is as much a prerequisite as a Master of Education degree.
On the other hand, most accredited Master of Education programs are tougher to complete than other graduate degrees, and it takes a longer time frame too. Clearly, this presents a problem for aspirants who can’t dream of losing their current position for further education’s sake. Master of Education Online becomes popular, as it addresses this problem elegantly.
What to Expect From Master of Education Online, in the Future?
New education administrators are expected to be in great demand for the next ten years, as a significant percentage of older professionals will retire within this period. This will result in greater demand for Master of Education Online courses, and more and more Universities and Colleges providing it.
While demand for primary and secondary school administrators will remain steady, demand for preschool and post-secondary administrators are expected to gather momentum, reflecting the greater student enrollments in these segments.
Conclusion
Motivated by the social fulfillment and better pay prospects possible for an education administrator, more and more teachers and other education professionals are opting to be an education administrator. Since this role calls for continuing professional experience and a Master of Education degree, there is great demand for Master of Education Online courses.
The growth prospects for roles in education administration, like, Principals, Assistant Principals etc, are excellent.

The Difference Between Being Smart, Educated, and Intelligent

admin — Wed, 25 Nov 2009 20:22:20 +0000

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 influenced by 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 define 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’s a reason why they call it “prenatal,” which means occurring, existing, or performed before birth. 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 should never be an either/or proposition – why risk it?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 OxbridgeElsie 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 is always money to build new sports stadiums, but never 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 -??? ? : 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 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. 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.

Reproductive Health Education on Disadvantaged Adolescents in Thailand and India (case Study in Northern)

admin — Thu, 19 Nov 2009 17:17:25 +0000

NEED AND CONTEXT

It has been observed that the recent economic growth in the Asian cities indicate that there has been a breakdown of traditional support systems such as the family because of rapid urbanization and modernization. Moreover, a large number of people are living below the poverty line in impoverished environment in urban and rural communities. Their acute needs for housing, food, health, education, and incomes are the very forces that push adolescents to look for a means of livelihood on the streets, engage in prostitution, be hooked up with crime/drug syndicates, or become victims of sexual and physical abuse. It is a battle of bare struggle for daily survival and contributes in every ways they can. Any measure to penalize parents of such children will only result in further abuse and oppression of people who are already disadvantaged. Such children struggle hard in getting the most essential requirements to meet the basic needs of life and such children need special attention and educational intervention. These disadvantaged adolescents are generally malnourished and often anemic; many of them physically stunted, suffer psychologically from undue family pressures and abuses and are neglected at home. They tend to develop low self-esteem from broken families, single-headed households because of the death, separation, or labor migration of one of their parents. Moreover, they live in slums and squatter communities, sub-human conditions and are susceptible to crime syndicates and gang conflicts, substance/drug abuse, and gambling.

In the developing and under developed countries like India and Thailand a large percentage of population live below the poverty line and adolescents from such environment face difficulties in getting access to good education. It is therefore felt that in both the surround adolescents are of in the process of development and failure to meet their developmental need have lend to safe and serial destructions behaviors. Adolescents lack necessary life skills for cape up in to the realities and challenges of life. Adolescents accords for the largest portion of the world?s population and have been on an increasing trend and there are ?230 million Indian adolescent in the age of group of 4 to 19? that (Population and Health IndoShare, 2006). Moreover, it is expected that this age group will continue to grow reaching over ?214 million by 2020? (United Nations (UN) 2000) due to has traditionally been a male dominated society and has a strong son preference in most part of but Indian girls tend to be discriminated against by their families and also demographic trends indicate deep-rooted gender discrimination. In India, the condition of disadvantaged adolescents resembled that of their centers pail Thailand. Indian Young adolescents are facings serious problem of lack of access to reliable knowledge on the process of growing up reproductive health practices and value system. There has been a need to provide education on the developmental changes and needs during teenagers. This may reduce the risk of future.

Today, almost every Indian and Thai whether rich or poor, young or old, is exposed to much that is foreign, largely because in the last two decades India and Thailand has become one of the region?s most popular tourists destinations. At times, the growing economy and favorable investment opportunities have also attracted many foreign multinationals, which continue to add to the already fair large expatriate community. However, despite the intensity of their exposure to ?foreign? influences, particularly western cultures and lifestyles, Indian and Thai culture remains a solid influence within family life and early childhood. From birth, Indian and Thai adolescents are still much more deeply immersed in culture than they are exposed to foreign influences despite the fast-paced changes that have been affecting Indian and Thai adolescents. The adolescents of deferred families are emotionally disturbed and driven adrift as wanderers, delinquent children with im-permissive behaviors such as loitering, gambling, drug addiction, crime, truancy, prostitution, and begging, illegal dealings. As the consequence of these adverse behaviors, cases of illegal pregnancy, baby abandonment, and HIV/AIDS infection are becoming more and more severe.

There also reported, ?Thai Children are spending more time in talking and chatting on the phone and the trendiest models of mobile phones, love hanging out with their friends at night, the drugs problem and the loss of Thai identity and shopping for brand name products. The latest fashion among the hobbies of many of today?s Thai children is they are becoming increasingly violent and blaming society and their own families for their behavior and involve in premature sex, drugs and aggressiveness?. ?The study found that despite the well-to-do family backgrounds of the teens surveyed, most of them shared a common problem of loneliness, depressive tendencies and a need for love?. The gap between parents and children is greater than ever before, arising from broken families or from families which faille to inculcate morals in their children because they havenless time for their children and had left them to the peril of sick and violent society in Thailand (Aphaluck Bhatiasevi, Thongbai Thongpao 2002), (Tong Thum Struggles, 2006)

With the best intention and efforts of the education as a social instrument, it is possible to promote the complete welfare of disadvantaged population. Among the several types of disadvantaged adolescents, Adolescents forced to enter the labour market, adolescents affected by HIV/AIDS and adolescents affected by narcotic drugs need special attention. They have trouble in getting proper guidance to overcome personal problems and require proper guidance and counseling to become aware of the ill effects narcotic drugs, labour market and HIV/AIDS. It may not be possible to develop awareness in the expected manner through normal school curriculums. Hence, a separate educational intervention, which is nothing but a planned programme of educational guidance, organized to meet the scientific and psychological needs of disadvantaged adolescents in the age group of 13-16. Hence, in this study, an attempt will be made to study the educational adjustment of disadvantaged adolescents and to find out the impact of a structured educational intervention programme in developing proper awareness and attitude towards reproductive health, drugs, sexuality and values.

The present study examined the impact of an educational intervention programme on the knowledge and attitude on disadvantaged adolescents in Northern India and Thailand. The study intends to assess and compare the knowledge about the process of growing up, HIV/AIDS awareness, values and attitude of teen-age students staying in the schools. Reproductive health education is a key strategy for promoting preventive measures among teenagers.

METHOS

The sample for the study consisted of 225 disadvantaged adolescents who included 125 adolescents from India (Chennai Himmat Slum area, Jammu region) and Thailand (Yong People Develop Chiang Mai and Teresa Anusorn Foundation (Ban Teresa) Chiang Rai, Province). The sample populations of disadvantaged adolescents are residents of orphanages and slum area and studying in high school classes in the age of groups from 13 to 16 years. Data was collected by administering knowledge test consisted of items on process of growing up HIV/AIDS, reproductive organs and their functions family planning and parenting and attitude scale to measure beliefs and practices about sexuality and abstinence. An experimental design consisted of experimental and control group was formed. Questionnaires were translated from English to Hindi and Thai, (mother tongue of the respondent), then back in to English to ensure that no meaning was lost in translation. There were use two groups of learner: both the groups were given Pre-Test as well as Post-Test, where experimental group were given intervention programme and control group was not be given any intervention programme.

Control group: – there were in two states: ten administrators conducted face-to-face interviews and Focus groups with disadvantaged adolescent in India and Thailand.

First state, in India country; 10 Indian administrators were called the Indian disadvantaged adolescents from there house at Slum area (Jammu), meeting for data collected were an adjustment questionnaire in each of person and groups by Hindi (mother tongue of the respondent).

Second state, in Thailand country: 125 questionnaires in Thai (mother tongue of the respondent) were administered to the Thai disadvantaged adolescent of two orphanages, I collected later the questionnaires.

Intervention / Treatment Programme

Experts: Facilitators who were willing to participate in the study were invited for receiving community sensitization, booklet distribution, and CD training;

Experimental group: 200 students (and also inmates) belonging to Channai Himmat, Slum area (Jammu, India), Teresa Anusorn Foundation (Ban Teresa), and Yong People Develop (Thailand) who had got least scores namely, were given one day training programme on intervention or treatment as;

In the morning: the orientation and participants programme concentrated on basic issues such as general framework of adolescent growth, and consisted of discussions and demonstrations. The training programme practiced the activities to develop the knowledge level and the attitude about HIV/AIDS, drug abuse and reproductive health education

In the afternoon until evening: the revised questionnaires were administered to the experimental group in 3 sessions as: (a) the personal details. (b) The knowledge level and attitude were administered to find out themselves and whenever they had doubt in understanding the items, the administrators made them easy by giving supplementary examples. In addition, (c) group discussed for preparation of suggestive measures to improve and policies.

Design of the study

An educational intervention programme consisting of awareness activities presented through media presentation, discussion and interaction was presented to the experimental group. Universals and multivariate analysis of the data were used to assess the impact of interventions and to identify the predictors of change in knowledge and attitude. Significant changes in terms of gain between pre-test and post-test was observed.

Analysis

The completed questionnaires were collated and entered into the computer. The data was entered and analyzed using SPSS. After verification and reduction of data, descriptive frequencies were completed. This was followed by uni-variate and multi-variety procedures to assess the impact of the interventions and to identify other predictors of change in knowledge and attitude. Analysis was stratified by sex shown how responses to the variables of knowledge and attitude, differ boys, girls, age, and education. Descriptive statistics was used to profile the study population. Knowledge and attitude was then used to explore the demographic variables associated with HIV/AIDS, drug abused and reproductive Health Education. The following statistical techniques were applied in the present project: Paired Samples ?T?-test and ?F?-test.

FINDINGS

The demographic profile of the 250 Indian and Thai respondent questionnaires is shown the relationships between demographic characteristics of Indian and Thai were founds Indian boys (54. 40%) less than Thai boys (56%), and Indian girls (45. 60%) more than Thai girls (44%). In the same age group of Indian and Thai 15 years old, and the same of the secondary school of Indian: (Standard: 9) and Thai: (Grades 3), had significant . 05 is shown in Table 1.

Answers were grouped in comparing scores from Indian and Thai disadvantage adolescent after received a treatment on knowledge and attitude about HIV/AIDS, drug abuse and reproductive health education, all participating (N= 200) were group interviewed and after the intervention had significant difference is (0. 05), are shown in Table 2-16.

The findings also revealed significant differences between boys and girls in knowledge and attitude towards reproductive health education. Implications of the study for the awareness programmes were suggested.

DISCUSSION

In many Northern states of India and Thailand, the HIV/AIDS, drug abuse and reproductive health needs of Indian and Thai disadvantaged adolescents are either poorly understood or not fully appreciated. Evidence is growing that this neglect can seriously jeopardize the HIV/AIDS, drug abuse and reproductive health education needs and future well-being of them.

The policies addressed the effectiveness of the programmed to highlights what there needs to be done to promote and protect to the disadvantaged adolescent in India and Thailand in the future as: all schools should develop textbooks making learning interesting by following extensive community sensitization in support of adolescent reproductive health education appropriate in Indian and Thai cultural and tradition. Because of Indian and Thai culture and tradition, adolescents kept learning by them long time ago that, made them grow up in the wrong life and have been against morality.

Indian and Thai adolescent problems erupt from families and by themselves after they have been sexually abused or because their families could not understand adolescent behavior and teach them about reproductive health education and sexual health education. Such as should improve in knowledge and attitude among school-going adolescents with the media modern of families. In addition, it was found that sexually abused violated in Indian and Thai adolescents should learn and practice self-protection and should gather knowledge of the Child Rights and much more.

India disadvantaged adolescents

1. Indian disadvantaged adolescents are neglected from home, school and there country of the knowledge. They tend to undeveloped of the confidents and very poorly of the knowledge, attitude about Reproductive Health, drug and HIV/AIDS. Thus as, should to improve and increase and learn the knowledge attitude and understanding of disadvantaged adolescents

2. In India, the responsible organizations both governmental and non-governmental of India have to develop policies for adolescent and should to include HIV/AIDS education and health programme in schools curriculums. In addition, those reproductive health educational services for adolescent girls are especially needed in schools and families.

3. Parents, families, teachers and administrators in orphanages or schools should be encouraged to discuss or give guidance and approval about reproductive health education, drug and HIV/AIDS with their disadvantaged adolescent.

Thailand disadvantaged adolescents

1. Should to improve and increase the knowledge attitude and understanding of disadvantaged adolescents in Northern about reproductive health education and sexual health education.

2. Especially, in Northern, Thailand having spread of higher Drug and HIV/AIDS, thus as should to teach or train to get about the knowledge attitude and understanding of reproductive health to adolescents and parents more then other.

3. The reproductive and sexual health education should be included in the curriculum for the second level ? primary education (Grades 4-6), Third level ? secondary education (Grades 1-3) and Fourth level ? secondary education (Grades 4-6). It is too late to start from Third level ? secondary education (Grades 1-3) in Thailand thus; the Ministry of Education has to prepare a new policy to put this subject at the Basic Education Curriculum Standard as soon as possible.

4. It appears that in Thailand media has caused a change in sex related values among adolescents. With the misuse of Internet in getting information on sex related issue supplemented by the use of Cell phone, TV, VCD, DVD and booklets is increasing Crime problems of sexually abused. Thus, the qualities of the textbooks or booklets to be distributed to the adolescents.

TABLE

ACKNOWLEDGEMENTS

I thank to Dr. Y. N. Sridhar, Guide of Research for me. I would like too many helpful and thank the following students, Mr. Kasame Sakonllapap, Mr. Santi Jongkongka, Mr. Prasarn Ruansang and people for their supported. I thankfulness to Father Carlo Luzzi, Mother Elisa Cavana, Father Niphot Thiengwiharn and my family, for contributing to this study by providing funding.

REFERENCE

1. Aphaluck Bhatiasevi. Youngsters want love in the family; 2002 January 7,- Thailand. Available from: URL: http://www. thailandlife. com/ Thaiyouth_67. html/

2. Arundhati Mishra. Enlightening Adolescent Boys in India on Gender and RSH. 2002. Available from: URL: http://www. jhuccp. org/igwg/ Presentations/Monday/ Plan/

Enlightening. pdf

3. Arunee Hongsiriwat. A comparison of errors in forecasting Educational time series data with stationary and no-stationary data using ARIMA model, ARIMA intervention model and regression model, Bangkok, Thailand (dissertation). Chulalongkorn Univ. ; 2000.

4. APPENDIX A: Country Summaries, Health and Education needs of Ethnic Minorities in the greater Mekong, sub region in Thailand. p. 10-11. (Copyright)

5. A. G. Sathe and Shanta Sathe. Pune, India. Available from: URL: http://www.

medind. nic. in/jah/t05/i1/jaht05i1p49. pdf

6. Child Help Foundation. Available from: URL: http://www. centralsingapore. org.

sg/site/ volunteer/expedition2004/chf. htm

7. C. P. Gonz?lez-Camacho (Mexico), J. U. Quevedo-Torrero (USA), J. M. Loaiza Moreno, M. Larios-Rosas, V. C. Ocegueda-Hern?ndez (Mexico), and S. H. S. Huang (USA). A Complete Referral-Intervention-Identification-System for Special Education: RIIS. Available from: URL: http://www. actapress. com/PaperInfo. aspx? PaperID=26281

8. Chaturon Chaisang. Road map for expediting Education Reform for the forthcoming Quarter; Education Reform: Next Step Forward. Press Conference. Meeting Room of the Ministry of Education, Bangkok, Thailand. 2005 November 6. (Copyright).

9. Children in Need. Available from: URL: http://www. mercycentre. org/ helpess.

htm1#orphanages.

10. CSC. A Civil Society Forum for East and South East Asia on Promoting and Protecting the Rights of Street Children. Civil Society forum report, Bangkok, Thailand. 2003 March; 12-14 (Copyright).

11. Dilok Sritong, The disadvantaged children in Jammu. 30 March 2007. (Not copyright).

12. Disadvantaged Home. Available from: URL: http://www. cssr. or. th/Work/

HTML/pattaya03. asp.

13. Education Commission Education in Thailand. Bangkok: Amarin Printing and Publishing, Ministry of Education, Thailand. 1998. ISBN 974-8086-30-5,

14. Education in Thailand. Number of Disadvantaged Students in OBEC Schools by Type and Gender: Academic Years 2002- 2003. Office of the National Education Commission Education in Thailand, Bangkok: Amarin Printing and Publishing, Ministry of Education, National. 2004: ISBN 974-241-733-4, p: 20-34.

15. Education in Thailand. Past Development of Thai Education. 1998. Available from: URL: http://www. edthat. com/publication/edu/1998/chapter/1page. 7htm

16. Education in Thailand. The National Education Plan (2002-2016). Office of the National Education Commission Education in Thailand, Bangkok: Amarin Printing and Publishing, Ministry of Education, Thailand. 2004 ISBN: 974-8086-30-5, p: 19. (Copyright).

17. ECPAT. Available from: URL: http://www. ecpat. net/eng/Ecpat_ inter/projects/monitoring/online_database/countries. asp?arrCountryID=1

18. Eastern Child Welfare Protection Home. Available from: URL: http://www. geocities. com/houypong_home/

19. Father Carlo Luzzi. The Hill Tribes Disadvantaged in Northern, Thailand. 9 October 2007. (Not copyright).

20. Father Komkrit Anamnat. The disadvantaged students in Nuchanat Ansorn School. Available from: URL: http://www. nuchanat. com/documents/ Management%20

structure. htm

21. Father Niphot Thiengwiharn. Yong People Development. Doi Sa Kuat, Chaing Mai, Thailand. 10 December 2006. (Not copyright).

22. Foundation for the Better Life of Children (FBLC). Available from: URL: http://www. citizenbase. org/crtools/helement. html

23. Global March Against Child Labour. Children?s World Congress on Child Labour. 2004. Available from: URL: http://www/globalmarch. org/ Worldcongress/ gaw

2004. php.

24. International Bureau for Children? Rights. Making Children?s Rights Work: Country Profile on Thailand. 2004 p: 3-4. (Copyright).

25. Kittisak Ketunuti. A development of a parent education program providing Home-based early intervention for Cerebral Palsy children, Bangkok, Thailand, (dissertation). Chulalongkorn Univ. ; 1997

26. Government of Rajasthan. 1995. Available from: URL: http://www.

policyproject. com/pubs/countryreports/ARH. India. pdf

27. IIPS. National Family Health Survey (NFHS-2). 2000. Available from: URL: http://www. nfhsindia. org/nfhs3. html

28. Kasame Sakonllapap. Yong People in Bangkok, Thailand. 9 November 2006. (Not copyright).

29. Laddawan Chanvititkul. The Effectiveness of Counseling Intervention as Health Education Program on Self-Care Behavior among Hypertensive Patient Attending Service at Charoenkrungpracharak Hospital (dissertation). Bangkok (Thailand). Mahidol Univ. ; 1995.

30. Ministry of Social Development and Human Security. A target of Society, Bangkok, Thailand. 1999. Available from: URL: http://www. dsdw. go. th

31. Maha Chakri Sirindhon, H. R. H. Princess. Education of the Disadvantaged: a lecture, the 15th Annual Princess Maha Chakri Sirindhorn Day, (Prasarnmit branch), Bangkok, Thailand, Srinakarinwirot Univ. ; 2001 November 12, p: 7-29

32. Mother Elisa Cavana. The Hill Tribes Disadvantaged in Northern, Thailand from Teresa Anusorn Foundation (Ban Teresa), Winag Pa Pow, Chaing Rai. 20-30 October 2006. (Not copyright).

33. National Statistical Office. Report of the Labor Force Survey Whole Kingdom (Round 4: October-December), Bangkok, Thailand. 2003. (Copyright)

34. Niklaus Steiner. Available from: URL: http://www. ucis. unc. edu/resources/pubs

/development/Moon. pdf#search=%22Knowledge%20and% 20attitude%20HIV%2FAIDS

%20%22

35. Nichet Sunthornpitak and Kanokkorn Phruksakit. Troubled teens cannot turn to teachers. 2003. Available from: URL: http?//www. Thailandlife. com/thaiyouth_95. htm

36. Patcharaporn Panyawuthikrai. Evaluation an Educational Program on dispensing behavior between Intervention and Control groups of drug stores in Bangkok (dissertation). Bangkok, Thailand. Mahidol Univ. ; 1999.

37. Patong Street Children Shelter. Available from: URL: http://www. phuket.

holiday-inn. . com/ foundation. htm

38. Parwej Saroj, Kumar Rajesh, Walia Indarjeet, Aggarwal Arun K. Available from: URL: http://www. ijppediatricsindia. org/article. asp?issn=0019- 5456;year=2005;

volume=72;issue=4; spage=287;epage=291;aulast=Parwej/

39. Population and Health IndoShare. A Socio-Medical Assessment of the Sexual and Reproductive Heath of Adolescents in Bihar. 2006 March. (Copyright).

40. Project of Jaipur? Government, Rajasthan India. January, p: 1. (Copyright).

41. Prasarn Ruansang. The disadvantaged children in Channai Himmat, Slum area (Jammu), Jammu & Kashmir State, India. 19 February 2007. (Not copyright).

42. Suwat Srisorrachatr. Domestic violence: Socio-cultural perspective and Social intervention in a Thai community, Bangkok, Thailand (dissertation). Mahidol Univ. ; 2001.

43. Santi Jongkongka. The disadvantaged children in Jammu. 29 March 2007. (Not copyright).

44. S. D. Gupta. Adolescent Reproductive Health in India. Status, Policies, Programs, and Issues. Indian Institute of Health Management Research. POLICY 2003. (Copyright).

45. State of the World?s Children. Childhood under threat. 2005. Available from: URL: http://www. bangkoktourist. com/Bangkok. php and phishare. org/documents/PRC Pantana/4107

46. Thai Basic Education Curriculum. BE 2544 (AD 2001). Available from: URL: http:// cilab. ied. edu. hk/clprogram/icp/Curriculum_and_Learning_ Reform_in_ Thailand. pdf#search=%22 Thai%20Basic%20Education%20 Curriculum. %20BE%202544%20

(AD%202001)%20%22

47. Thai Education History. Available from: URL: http://www. school-portal. co. uk/groupHomepage. asp?GroupID=66561

48. Thai Post Newspaper. Thai?s family crisis, the moment has arrived to appoint of Government of Thailand. 2005. Available from: URL: http:// www. thaipost. net// index.

asp?=thaipost&postdate=27/Much/2548& cat id=501

49. Thailand. Library of Congress ? Federal Research Division. 2005. Available from: URL: http:www. //lcweb2. loc. gov/frd/cs/profiles/Thailand. pdf

50. Thongbai Thongpao. Save our youth from sin. 2002. Available from: URL: http://www. thailandlife. com/thaiyouth_83. html

51. Tong Thum Struggles. Thailand Sex and Drug. 2006 February 20. Available from: URL: http://www. thailand-blog. com/

52. The Bangkok Post, Newspaper. An Economic review, mid-year, Thailand. 1998 July 1. (Copyright)

53. The Bangkok Post, Newspaper. An Economic review, year-end, Thailand. 1998, December, 31. (Copyright)

54. The Express Transportation Organization of Thailand. Department of Provincial Administration. Population Record. 2005. Available from: URL: http://www. dopa. go. th/ stat/y_ stat48. html

55. The Nation, Newspaper (daily). RCA tops list of Bangkok nightspots for young students. 2005; Saturday, February 10. (Copyright).

56. The Post Newspaper. An Economic review, year-end, Thailand. 1997 December 31. (Copyright).

57. The Thai Health Promotion Foundation. Available from: URL: http://www. Thailand life. com/thaiyouth_67. html

58. The Office of the Education Council. Education in Thailand. Bangkok: Amarin Printing and Publishing, Ministry of Education, Thailand. 2004 ISBN 379-5930-32-E, p: 23-26

59. The Office of Welfare Promotion, Protection and Empowerment of Vulnerable Groups. Thailand?s Second Report. Available from: URL: http://www. thaiembdc. org/

pressctr/announce/ThaiYouth2UNGA62. pdf

60. The Office of the National Education Commission Education in Thailand. Bangkok: Amarin Printing and Publishing. 1998. ISBN 974-8086-30-5, p: 154

61. The World Bank (Thailand). Population by age and Sex. Youth in Numbers: East Asia and the Pacific, Children and Youth ? Human Development Hub, Children and Youth, HDNCY, Washington DC, USA. 2004 November, p: 4-5

62. Teacher Chantana Rangsome. Street Children at Khon Khen, Thailand. 5 December 2006. (Not copyright).

63. United Nations (UN). UN medium population projection. World Population Prospects, the 2000 Revision, into the POLICY Project?s, SPECTRUM Model and projecting the population to 2020. 2000. (Copyright).

64. UNICEF House. Working Children’s Report. 3 UN Plaza, New York, NY 10017. 2004; ISBN: 92-806-3817-3, p: 2. (Copyright).

65. UNDP/ UNFPA/ WHO/ World Bank Special Programme of Research. Development and Research Training in Human Reproduction (HRP). Progress in Reproductive Health of Adolescents. Department of Reproductive Health and Research, World Health Organization, Geneva, Switzerland. 2003; Document Number: 64, p: 1, 3. (Copyright).

66. UNESCO. Education and Training strategies for Disadvantaged group in Thailand. 2001 December, International Institute for Educational Planning, p: 55-70.

67. UNESCO. Early Childhood Care and Education and other Family Policies and Programs in South-East Asia: Working for Access quality and inclusion in Thailand, Philippine and Viet Nam, Bangkok, Thailand. 2004 p: 4-5. (Copyright).

68. UNAIDS. HIV/AIDS and Sexually Transmitted Infections ? Update Thailand the United Nations Programme on HIV/AIDS, World Health Organization (WHO). 2004 November. (Copyright).

69. Vosburg, Jill. Preschool Children’s Classification Skills and a Multicultural Education Intervention to Promote Acceptance of Ethnic Diversity. (Statistical Data Included). 2000. Available from: URL: http://findarticles. com/p/articles/mi_ hb1439/is_ 200003/ai_n5870666

70. World Health Organization (WHO). Promoting and safeguarding the sexual and reproductive health of adolescents. Department of Reproductive Health and Research & Department of Child and Adolescent Health and Development, Geneva, Switzerland, March; p: Implementing the Global Reproductive Health Strategy. Policy Brief No. 4. 2006; Document Number: 312300. (Copyright).

71. World Health Organization (WHO). Population by age and Sex. Available from: URL: http://whqlibdoc. who. int/hq/2006/RHR_policybrief4_eng. pdf

72. Yuan-Hsiang, Chu. Sexuality Education Intervention Effects of Teacher (dissertation). Kaohsiung, Taiwan, Shu-Te Univ. ; 2005.

73. Yi JK. Vietnamese American college students’ knowledge and attitudes toward HIV/AIDS (dissertation). J Am College Health. 1998

74. Y. N. Sridhar. The disadvantaged children in India. 29 July 2007. (Not copyright).

Scs and Sts: Educational Realization

admin — Thu, 19 Nov 2009 17:16:59 +0000

SCs and STs: Educational Realization

- Ramaiah Bheenaveni*

The world of today, by and large, is comparatively a rapidly changing one and the changes have been in a variety of directions. Not long ago society was through of as a reality sub-generis far beyond the control of individuals to change it ?and education as a process of inducting new entrants into society. The idea that societies can be changed and, that too, education can be vital instrument of social transformation is increasingly felt. Geared to the preservation and perpetuation of tradition in the past, education is now being used to bring about social transformation in a large scale. This represents a kind of dilemma in respect of the social role of education in traditional societies.

Ignoring this dilemma, many social scientists today re inclined to believe that education is a powerful instrument of social transformation. The prevailing opinion in circles of social science is that education is an agency of modernization. It is argued that education promotes modernity in many ways but chiefly in two: (i) by sharpening the ?critical awareness? of the people about the social structure in which they are placed, and (ii) by changing the consciousness of the people in a direction congruent with the dominant value of our age-rationality-which is also the mainspring of modernity. Following this reasoning, there has come up an impressive body of literature in recent years of documenting the impact of schooling on individual modernity in developing societies. The profound social changes that India has witnessed in the last few decades or so have affected its entire population, yet in some sections of its society their impact has been much more marked than in others.

Education is the key to development of any community. It can broaden the world view of the people, equipping them to meet the present day challenges. Education can be an input to their development. It can also build up inner strength of the people. Almost all studies have emphasized the importance of education in the development of the people. Ignorance is the biggest reason for weakness and knowledge is power. In the development effort, education has a pride of place in the priorities of the people. This is particularly so when the two systems of unequal strength come in contact. Education brings knowledge to he community and keeps in acquiring a new strength to enable it to face the new challenges which naturally come by when the process of change unfold unforeseen forces.

The role of education as an investment in human resources has been increasingly recognized all over the underdeveloped and developed countries. Education has special significance for the weaker sections of society, which are facing a new situation in the development process to adjust themselves properly to the changing circumstances. For them, education is an input not only for their economic development, but also for promoting in them self-confidence and inner strength to face the new challenges.

This position SC/ST education critically examines the contemporary reality of schooling of children belonging to Scheduled Caste and Scheduled Tribe communities who have been historically excluded from formal education ? the former due to their oppression under caste feudal society and the latter due to their spatial isolation and cultural difference and subsequent marginalization by dominant society. There are thus sharp differences between these two categories of population in terms of socio-economic location and the nature of disabilities. However, there is also growing common ground today in terms of conditions of economic exploitation and social discrimination that arise out of the impact of iniquitous development process. Concomitantly, the categories themselves are far from homogenous in terms of class, region, religion and gender and what we face today is an intricately complex reality. Bearing this in mind this paper attempts to provide a contextualized understanding of the field situation of the education of SC/ST children and issues and problems that directly or indirectly have a bearing on their future educational prospects.

The educational effort so far as the SC and ST communities are concerned has to be somewhat different than for the general areas. In case of advanced groups and areas, demand for education is already there. Establishment of an educational institution itself is sufficient to attract the children from the advanced communities because their parents are interested in their education. This is not the case with the poorer section of the community. The message has as yet not reached the more backward rural and tribal areas where the citizen is still not very much aware about the practical utility of education. Thus, a number of socio-economic factors are coming in the way of members of SC and STs in sending their children to schools. In many cases, it is sheer economic hardship. Therefore, the universal educational programmes at the elementary stage in the case of these communities have to be much more than mere opening up of educational institutions. The students belonging to these communities may have to be provided with free textbooks, mid-day meals, and in the case of girls, even a pair of uniform. As the children grow, they become economic assets to the family. It may be necessary, therefore, that they are provided suitable scholarships and stipends in higher classes. It has to be ensured that if we cannot compensate the family, at least education should not be a burden on a poor family. In the case of tribal areas, it may be necessary that at middle school and high school levels adequate hostel facilities are also provided, as an institutional network itself will not be of much help. It is commonly observed that in some tribal areas much of the institutional capacity remains under-utilized.

Special state institutions were set up for the advancement of SC/ST and various legislations, social policies and programmes were drafted which were geared to their economic and political development and achievement of equal social status. It has been difficult however, to identify these categories in terms of criteria laid down by the state. The ?problem? of the scheduled tribes has been a vexed one, given the various levels of social and cultural distance and varying degrees of voluntary or forced assimilation exploitation and/or displacement. In fact, it has been pointed out by Galanter that just where the line between Scheduled Tribes and non-Scheduled Tribes is to be drawn has not been clear. There are problems of overlap with caste and controversy whether a specific group is more appropriately classified as a ST or SC. Policy however treats the SC and ST groups homogenously. Moreover it rests largely on the assumption that mainstreaming is progress, while paying lip service to preserve distinctive cultures, especially of tribals who are coerced into assimilation.

Education was perceived as crucial to processes of planned change. It was seen as the key instrument for bringing about a social order based on value of equality and social justice. Expansion and democratization of the education system was sought, the two primary egalitarian goals of which were the universalisation of elementary education and the educational ?upliftment? of disadvantaged groups. The State?s special promotional efforts have undoubtedly resulted in educational progress for the SC/ST especially in regions where policy implementation combined with the dynamism of reform, and most crucially with anticaste, dalit, tribal and religious conversion movements.

The last two decades have spelt the decline of the Welfare State under the powerful impact of global economic forces and neo-liberal economic policies. The egalitarian ethic underlying planned change and development is being rapidly decimated. The ideology of the Indian State?s New Economic Policy emphasizes the pre-eminence of markets and profits. In the context of an elite directed consensus on the inevitability of liberalization and structural adjustment, the predominant problems and debates of education have undergone major shifts. Structural adjustment have provided the legitimacy and impetus for a number of educational reforms that pose a direct threat to the mission of universalizing elementary education and equalizing educational opportunity for SC/ST, especially those left behind. The state is withdrawing from social sectors of education and health and delegating its social commitments and responsibilities to private agencies and non-governmental organizations. There is already enough indication that basic educational needs of the SC and ST are getting seriously undermined under the new dispensation adversely affecting life chances of vast sections of those who have yet to make the shift to first generation learning.

Urban migration, education, occupational change and religious conversion have been pursued by the scheduled castes as key strategies of socio-economic emancipation, status change and acquisition of a new social identity. They have achieved varying degrees of success. Anti caste and dalit movements have provided the bases for political consciousness and assertions of new self-consciousness and new self-respecting collective identities grounded in both moderate-reformist and radical ideologies. Contemporarily, the rigours of pollution, social practices of untouchability and social relations of servility vary greatly in different parts of the country. The widespread upsurge of atrocity signifies continued caste based oppression. Caste and occupation were closely interlinked in the traditional socio-economic order, and the lowest manual and menial occupations were reserved for the SC. The link has gradually been broken but not completely. There have been shifts to caste free occupations. Changes took place with the arrival of new opportunities in rural employment and petty business as well as through education based occupational and social mobility in rural and urban contexts. However, economic exploitation and economic disadvantage and continued concentration in menial occupations continue to sustain and reinforce the degraded social position of the majority of the SC. Rural SC are predominantly landless and impoverished agricultural labour. Women are multiply subordinated.

By modernization is meant a process of long range social and cultural change, often regarded as leading to the progressive development of society. It is a multifaceted development specifically leading to the industrialization of economy, and increase in the geographic and social mobility and, the secularization of ideas, which give rise to secular, scientific and technical education. It also means a change from ascribed to achieved status and a higher standard of living. Thus, modernization is a question of changes in the social structure, norms and value orientations, and as such it demands certain norms and value orientations, and as such it demands certain adoptive devices. As a consequent of this modernization SC and STs are egger to adopt the new trends of modern culture which is possible only by the modern education.

State Provision for Education of SC and ST and Recent Trends in Their Educational Progress

State commitment to the education of SC/ST children is contained in Articles 15(4), 45 and 46 of the Indian Constitution. Article 15(4) underscores the state?s basic commitment to positive discrimination in favour of the socially and educationally backward classes and/or the SC and ST. Article 45 declares the state?s endeavour to provide free and compulsory education for all children until they complete the age of 14 years. Article 46 expresses the specific aim to promote with special care the educational and economic interests of SC/ST.

In its effort to offset educational and socio-historical disadvantage, the Indian state conceived a range of enabling provisions that would facilitate access to and ensure retention of SC and ST children in school. In the initial Five Year Plans, the focus was on making available basic educational facilities such as schools especially in remote areas and providing scholarships and books. Both Central and State governments took up the responsibility of special educational provision. The scope of enabling interventions expanded considerably after the Fourth Five Year Plan.

Special schemes pertaining to school education of SC/ST children currently include: i) free supply of textbooks and stationery at all stages of school education ii) free uniforms to children in govt. approved hostels and Ashrams schools, and in some states also for children in regular schools; iii) free education at all levels; iv) pre-matric stipends and scholarships to students at middle and/or high school stage; v) special scheme of pre-matric scholarships for children of castes and families engaged in unclean occupations like scavenging, tanning and flaying of animal skin; vi) girls and boys hostels for SC/ST students and lodging facilities in hostels of backward classes including SC/ST; vii) ashram schools for tribal children started with the intention of overcoming the difficulties of provision in remote regions and also rather patronizingly to provide an environment ?educationally more conducive? than the tribal habitat. In addition, several states have instituted schemes such as scholarships to SC students studying in private schools, merit scholarships, attendance scholarships for girls, special school attendance prizes, remedial coaching classes, reimbursement of excursion expenses and provision of mid-day meals. The last has been recommended as an integral element in schooling by the Working group on Development and Welfare of the Scheduled Castes.

Conclusion:

Education has always been considered an instrument of social change. In present day society education has been considered a sound economic investment and that is the reason why in all the developed and developing societies greater attention is being paid to education. The role of education is to transform a static society into one vibrant with a commitment to development and change.

In out national perception, education is essential for all. This is fundamental to our all round development such as material, psychological, spiritual and so on. Obviously, it implies that education of the Scheduled Tribes is fundamental to the development of the people of this area, and hence, it is essential for them also. Education is a potent agent not only for the social and psychological changes but it may influence productivity and economic development also, and, that is the reason why, for the last few years in the literature on development there has been much talk about the relationship between education and economic development and about education as investment. Educational will also help in the socialization of a child, and the development of the human personality, social mobility, occupational change, and the rise of professions. Education is not only a means of adjustment into the society and all round development, but it is also an end in itself. Education affords protection of life. In addition to its relation with moral values, it is closely associated with socio-economic development. Education is, therefore, very significant for the development of a country and in spite of having many severe problems, the developing countries provide high priority to education. India is, undoubtedly, one among them.

References:

1. Das, A. K. and R. N. Saha, (1989): West Bengal Scheduled Castes and Scheduled Tribes: Facts and Information, Bulletin of the Cultural Research Institute, No. 32, Govt. of W. B. , SC & TW Department, Calcutta

2. Nayar, P. K. , (1975) : ?The Scheduled Castes and Tribes High School Students in Kerala, Dept of Sociology, Kerala University

3. Pratap, D. R. et al, (1971): Study of Ashram Schools in tribal Areas of Andhra Pradesh, Tribal Cultural Research and Training Institute, Hyderabad.

4. Mani, Gomathi, (1991) Education in the International Context, Sterling Publishers (P) Ltd. , New Delhi, pp118-132.

5. Thomas, Joseph A. (2001): Dynamics of Educational Development: A Case Study of Selected `Backward? Villages in Kerala, in Vaidyanathan, A. & Nair, Gopinathan, P. R. (eds. ) Elementary Education in Rural India: A Grassroots View, New Delhi: Sage Publications, pp. 166-216.

6. Sujatha, K. (1994): ?Educational Development among Tribes: A Study of Sub-Plan Areas in Andhra Pradesh, New Delhi: South Asian Publishers.

7. Muralidharan, V. (1997): ?Educational Priorities and Dalit Society?, Kanishka Publishers, New Delhi.

Revolution and Evolution in Educational System

admin — Thu, 19 Nov 2009 17:16:36 +0000

REVOLUTION AND EVOLUTION IN EDUCATIONAL SYSTEM

BY PROF. M. S. RAO, ACADEMIC GUIDE, ICFAI UNIVERSITY, INDIA

? Education is for improving the lives of others and for leaving your community and world better than you found it?, Martin Wright Edelman.

WHAT IS EDUCATION AND SOCIETY:

Education provides the man with information, imagination, knowledge, ideas, values, ethics, reasoning and over all makes the man complete man. Education brings refinement, adds to intelligence, and makes independent and confident man. It is only the human beings who can get armed and equipped with education, which is missing in animals. Education does not mean only reading and writing but also thinking, learning, reasoning, practical experiences and so on. Education is a learning process from cradle to grave. It is education that has brought out many changes in this world and transformed the entire civilization since time immemorial. Ariel and Will Durant quoted, ?Education is the transmission of civilization?.

The growth of society solely depends on the type of educational system adopted. Education makes tremendous impact on the society. The quality of the society depends on the quality of educational system implemented. Some one correctly said, ?Better institutions are essential if we are to lead better lives?. Right education makes the people build character, values, ethics, and prepares the society and country as a whole to catch up with the rest of the world. Right education is the legacy or the gift, which we pass on to our next generations. George Peabody said, ?Education: a debt due from present to future generations?.

EFFECTS OF EDUCATION ON SOCIETY:

Kerala is the first state in India, which attained cent per cent literacy. It encouraged other states to contribute their best so as to attain total literacy. Rather Kerala has become a model state and ideal state to be emulated by the rest of the country in providing importance to education.

No nation can develop without proper education. And India too developed as a society and as a nation for the last 60 years. India has now vast human resources and it has the thirst highest technical manpower in the world. Although the effects of education in the society are tremendous, yet there are grey areas, which needs to be addressed. India as a nation has developed politically, culturally, economically and socially but yet much needs to be focussed in a right direction.

?Education is the most powerful weapon which you can use to change the world?, said Nelson Mandela. It is very obvious that no weapon is superior to education. Apart from education, the influence of technology has brought out significant changes in the society. If technology is used in the right direction and if it is coupled with education, we can expect miracles in the society as a whole.

EDUCATION AND EXPERIENCE:

?Education is when you read the fine print. Experience is what you get if you don?t?, said Pete Seeger. All human beings make many mistakes resulting in bitter and, of course, experience. If an individual is educated, he knows the things because he reads the fine print. He tends to make a few mistakes in his life. Where as if an individual is not educated he tends to make more mistakes because he does not know the fine print. An uneducated individual believes in trial or error method. If he succeeds in his trial, he pursues or else he drops. The uneducated man mostly believes in observation and practical knowledge. The success rate is far higher in educated man rather in an uneducated man. Education brings down the complexities in one?s life thereby making life easier, simpler and comfortable. John Dewey rightly said, ?Education is not preparation for life; education is life itself?.

PROBLEMS IN PRESENT EDUCATION:

India is the second largest populated country in the world and unfortunately it is nowhere near in number qualitatively. It may be again due to huge population and the type of administrative and political system we have. There is stress on cramming, memory and mugging up. One who mugs up and puts in examination paper is treated as a meritorious candidate. It does not encourage imagination, creativity and originality. There is no effective emphasis on practical aspects of life. It is mostly beset with theoretical aspects and concepts, which any one can read even without going to institutions.

School children are loaded with many books and they find it highly stressful. Education, in fact, should be filled with entertainment and fun so that student can discover the joy of learning, which is missing now. Children find it horrible to go to schools because of too much of study. Even at home children engage themselves so much on school homework. Such things do not promote the relations between parent and child at home. Inadequate infrastructure and inexperienced teaching staff are another bane. Unfortunately, in India, both the primary and secondary level education is still struggling to survive qualitatively. The views and opinions of the students are not being respected. Students are always imposed whatever is there in the textbooks resulting in lack of imagination and innovation. R W Emerson rightly said, “The secret in education lies in respecting the student?. Only when students are respected and valued, they will try to think creatively, innovatively and out of the box. Students should be provided with more freedom of thought.

It is very unfortunate that the teachers are not paid handsomely. Best brains are pursuing other careers for monetary benefits and for better prospectus. It is a pity that those who stick to teaching profession either due to their aptitude and taste and temperament towards teaching or because there is no other alternative (TINA factor) career.

Pandit Nehru?s policies and Kothari commission have brought some significant changes in the education but still there is no healthy and constructive impact. There is commercialization of education, and a few fly by night operators entered into this sacred field and spoiled the standards.

TOOLS AND TECHNIQUES TO OVERCOME:

Teaching faculty must undergo regular training to update and upgrade their skills and abilities. Encouraging regular workshops or seminars or courses related to teaching methodologies can enhance and sharpen their skills. Such seminars will encourage the teaching faculty to exchange and gather more information.

?He who opens a school door, closes a prison?, Victor Hugo. Children from the age of 6 to 14 are to be admitted in schools to provide education, as this is the best age to tune them for creating interest in education. Child labor has been abolished but unfortunately it is not enforced effectively. Children should be encouraged by various innovative ways and means to get into educational institutions.

Content and curriculum in the educational system needs to be addressed. Streamlining the educational system on national basis from Kashmir to Kanyakumari will raise the educational standards. There are disparities in the educational system in various states and efforts must be made to fill those gaps.

Govt. levies 2 per cent educational cess and authorities must ensure that the funds go in a right direction to create strong educational infrastructure. Nobody is against the levy of 2 per cent cess but the right application and mobilization of the resources will bring right results rapidly.

Focussing more on vocational education is the need of the hour. Presently there is a vast gap between industry and academics. Infosys has come out with ?Campus Connect? initiative to bridge the gap between the industry and academics and it is a step in right direction. The corporate leaders have a vital role in funding the educational system. They make money for themselves, pay handsome salaries to their employees and paying dividends to their shareholders and all the people who are involved in the business are earning one way or the other. But what are they contributing for the education and society? It is a well admitted fact that the helping hands are far better than praying lips. Corporate, whether big or small, can wholeheartedly come forward to contribute their best for bringing Indian educational system on par with global standards.

It is essential to bring reforms in education from time to time as the tools and techniques involved in teaching are changing rapidly due to the influence of technology.

For professional qualifications like engineering, management, medicine, computers etc. , the students should be engaged in the practical education and project works from the first year itself. Such activities will build more confidence in the minds of the students as they grasp the needs of the industry and thereby fine-tuning as per the industry expectations. Fee structure needs to be rationalized and the deserving students should be provided with scholarships.

Providing interest free educational loans will help the deserving and poor students. Also, it is desirable to encourage non-professional degree holders to get vocationalized. ?Education is not filling a pail, but the lighting of a fire?, said William Butler Yeats. Education must ignite the minds of the students and it must move the students from comfort zone to effective zone. The students in the comfort zone will not achieve as much as that of in effective zone.

CONCLUSION:

There is a strong need to streamline the present educational system. The problems in the educational system need to be addressed immediately. Education should focus on ethical, social, vocational and academic aspects. Education builds man and man in turn builds nation. A strong nation can be built only when there is a strong character education. Abraham Lincoln aptly said, ?Character is like a tree and reputation like its shadow. The shadow is what we think of it; the tree is the real thing?. Hence the essence of any education is the strong character. The evolutionary approaches and revolutionary changes in the present educational system are the need of the hour. We must build a nation where youngsters have a vision to think beyond their geographical boundaries. There should be scope for the students to expand intellect, reinforce mind and make them to stand on their own feet.

MESSAGE:

Education and character are two sides of the same coin and one without the other is meaningless. Money may come and go but it is the character that counts from beginning to the end of life. Any individual when equipped with character education can excel in any part of the world. To put it in the words of Martin Luther King Jr. ?The function of education is to teach one to think intensively and to think critically . . . . . intelligence plus character . . . . That is the goal of true education?.

T H E E N D

Educational/school Psychology in the Pursuit of Human Well-being

admin — Thu, 19 Nov 2009 17:16:01 +0000

Educational/School Psychology in the Pursuit of Human Well-Being
?
?
Introduction
?
??????????? Now we are living in the technological modern world. With the help of science and technology we have developed in all fields. India is a developing country. We have lot of human resources after China. But the literacy rate is very low when compared to other developed and developing countries in the world. India is a rich country, but Indians are poor. With the help of science and technology and by utilizing all sources in the proper way it is possible to India to become a developed country in the world. In the modern world people living with high tension. The student in schools and colleges are also living with high tension because of heavy competitions. It is necessary to introduce psychology as a general subject in all the classes both at school and college levels. Yoga and meditation is also necessary for each and every one in the world.
Definition of Education
????? Education is the learning of human souls to what is best, and making what is best out of them?
???????? John Ruskin
????? Education is a weapon, whose effect depends on who holds it is his hands and at whom it is aimed.
??????????????????????????????????????????????????????????????????????????????????????????????????? ? Joseph Stalin
The word education is derived from the Latin educare, meaning “to raise”, “to bring up”, “to train”, “to rear”. Education means the gradual process of acquiring knowledge. Education is a preparation for life. Education is also defined as the profession of teaching (especially at a school or college or university).
Importance of Education
India is a union comprised of twenty eight states and seven Territories. The Constitution provides directives regarding the development of education throughout the country. The areas in which the respective central and state governments have domain have been identified in the Constitution as the central list, state list and concurrent list. Until the late 1970s, school education had been on the state list, which meant that states had the final say in the management of their respective school systems. However, in 1976, education was transferred to the concurrent list through a constitutional amendment, the objective being to promote meaningful educational partnerships between the central and state governments. Today, the central government establishes broad education policies for school curricula development and management practices. These serve as guidelines for the states.
?
Generally, at the start of a very young age, children learn to develop and use their mental, moral and physical powers, which they acquire through various types of education. Education is commonly referred to as the process of learning and obtaining knowledge at school, in a form of formal education. However, the process of education does not only start when a child first attends school. Education begins at home. One does not only acquire knowledge from a teacher; one can learn and receive knowledge from a parent, family member and even an acquaintance. In almost all societies, attending school and receiving an education is extremely vital and necessary if one wants to achieve success.
Educational Psychology
Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms “educational psychology” and “school psychology” are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment among the general population and sub-populations such as gifted children and those subject to specific disabilities
??????????? Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. Educational psychology in turn informs a wide range of specialities within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks.
Uses of Educational Psychology
For finding Individual differences and Disabilities
??????????? Each person has an individual profile of characteristics, abilities and challenges that result from learning and development. These manifest as individual differences in intelligence, creativity, cognitive style, motivation, and the capacity to process information, communicate, and relate to others. The most prevalent disabilities found among school age children are attention-deficit hyperactivity disorder (ADHD), learning disability, dyslexia, and speech disorder. Less common disabilities include mental retardation, hearing impairment, cerebral palsy, epilepsy, and blindness.
Although theories of intelligence have been discussed by philosophers since Plato, intelligence testing is an invention of educational psychology, and is coincident with the development of that discipline. Continuing debates about the nature of intelligence revolve on whether intelligence can be characterized by a single, scalar factor (Spearman’s general intelligence), multiple factors (as in Sternberg’s triarchic theory of intelligence and Gardner’s theory of multiple intelligences), or whether it can be measured at all. In practice, standardized instruments such as the Stanford-Binet IQ test and the WISC are widely used in economically developed countries to identify children in need of individualized educational treatment. Children classified as gifted are often provided with accelerated or enriched programs. Children with identified deficits may be provided with enhanced education in specific skills such as phonological awareness.
?For Social, Moral and Cognitive Developemnt??????
To understand the characteristics of learners in childhood, adolescence, adulthood, and old age, educational psychology develops and applies theories of human development. Often cast as stages through which people pass as they mature, developmental theories describe changes in mental abilities (cognition), social roles, moral reasoning, and beliefs about the nature of knowledge.
For example, educational psychologists have researched the instructional applicability of Jean Piaget’s theory of development, according to which children mature through four stages of cognitive capability. Piaget hypothesized that children are not capable of abstract logical thought until they are older than about 11 years, and therefore younger children need to be taught using concrete objects and examples. Researchers have found that transitions, such as from concrete to abstract logical thought, do not occur at the same time in all domains. A child may be able to think abstractly about mathematics, but remain limited to concrete thought when reasoning about human relationships. Perhaps Piaget’s most enduring contribution is his insight that people actively construct their understanding through a self-regulatory process.
Piaget proposed a developmental theory of moral reasoning in which children progress from a naive understanding of morality based on behavior and outcomes to a more advanced understanding based on intentions. Piaget’s views of moral development were elaborated by Kohlberg into a stage theory of moral development. There is evidence that the moral reasoning described in stage theories is not sufficient to account for moral behavior. For example, other factors such as modeling (as described by the social cognitive theory of morality) are required to explain bullying.
Developmental theories are sometimes presented not as shifts between qualitatively different stages, but as gradual increments on separate dimensions. Development of epistemological beliefs (beliefs about knowledge) have been described in terms of gradual changes in people’s belief in: certainty and permanence of knowledge, fixedness of ability, and credibility of authorities such as teachers and experts. People develop more sophisticated beliefs about knowledge as they gain in education and maturity.
Psychology and Teacher
??????????? Teacher is a national builder. He has a power to change the world through education. According to our Indians teacher is a third god. Teacher plays a prominet role in the development of society. Educational Psychology is a main subject in? teacher education at D. Ed. , B. Ed. , and M. Ed. levels. It is necessary for each and every teacher to know about psychology. Becausse it is necessary to know the behaviour of the students in the class. Teacher has different roles ?like father, advisor, councellor, administrator and well wisher. The future of any country is in the hands of teachers. So it is necessary to give importance for teacher education. So our government introduced psychology subject in teacher education curriculum.
After undergoing the course, the student teacher
1)????? Explains psychology and its relationship with Education.
2)????? Classifies different branches of psychology and explains their significance.
3)????? Explains the importance of heredity and environment and its influences in educational process.
4)????? Explains the different aspects of the development of the child.
5)????? Explains the growth and human beings and their behaviour.
6)????? Describes the individual aspects of the development of the child.
7)????? Explains the primary needs of the children.
8)????? Explains the secondary needs of the children.
9)????? Explains the theories of learning and the factors influencing learning.
10)? Explains the concept of socialization.
11)? Explains the different types of learning.
12)? Understands the concept of motivation and the steps to be taken to motivate the children.
13)? Explains attention and its uses.
14)? Develops skill of observation, listening, responding and understanding.
15)? Describes memory, remembering and forgetting and identifies conditions of good memory.
16)? Describes the effects of different methods used for learning process.
17)? Explains thinking process and its uses-perception, conception, apperception for different ages.
18)? Explains the role of creativity and its development.
19)? Explains the meaning of intelligence and understands the changing concept of intelligence.
20)? Enhances personality development of pupils.
21)? Describes the mental hygiene and mental health.
22)? Understands exceptional children and their significance.
23)? Practices guidance and counseling for school pupils.
Conclusion
????????? Educational psychology is an application of the principles of psychology for effective learning and modification of behaviour on desirable dimensions. ? Knowledge of educational psychology makes a teacher effective in motivating the pupils in their learning. ? In short it is an inseparable part of strategy in education. Education gives knowledge, wealth and health. Education is a solution for all types of problems in the society. Through education only it is possible overall development of a person in the society. Through education it is easy to know about behavour of the students and persons in the society with the help of psychology. So it is necessary to study psychology all persons in the society in the modern world. Educational Psychology helps the overall development of the student.
References
1. Educational psychology a cognitive view by Asubel, D. P. ?
2. . Element of educational psychology by Bhatia, H. R. ?
3. Psychology applied to teaching by Bichler, R. F. ?
4. Educational psychology by Cole, E. C. and Bruce, W. F.
5. http:/ www. google. com
?
?
*****
?

Hiv/aids and Education

admin — Wed, 11 Nov 2009 20:25:32 +0000

HIV / AIDS is the global challenge of the new era of science and technology, and we know that the widespread problem of AIDS challenge to the survival of humanity. Children and adolescents should be provided with knowledge, attitudes, values and skills that will help support these challenges and have a healthy life-style choices as they grow. Education is delivered through the school of the ways in which children can be helped to meet these challenges and to make those decisions. Providing information about HIV (transmission, risk factors, such as avoiding infection) is necessary but not sufficient to lead to healthy behavior change. Countering the programs which provide accurate information to the myths and misinformation that often report improvements in knowledge and attitudes, but this is poorly correlated with the behavioral changes associated with risk taking and desirable outcomes of behavior. Education can change in the difficult task of achieving and maintaining conduct on HIV / AIDS. Schools can be a place that the practice of discrimination, prejudice and fear excessive or that the commitment of the company shows in equity. School policy must ensure that all children and young people have the right to life of education, especially when such training is necessary for survival and prevention of HIV infection. HIV infection is one of the most important issues facing school-age children today. You see the fear, if they are ignorant, discrimination if they are infected or a relative or friend, suffering and death if they are unable to protect themselves from this preventable disease. An estimated 40 million people worldwide living with HIV or AIDS, people, at least a third are young people aged 15-24. In 1998, more than 3 million young people worldwide became newly infected and 590,000 children under 15 years. More than 8,500 children and adolescents are infected with HIV every day. In many countries, over 50% of all infections are among 15-24 year olds, is likely to develop AIDS within a period of several months to more than 10 years. Studies have shown the enormous impact of HIV and AIDS in the education sector and the quality of education, to the south, especially in certain regions such as sub-Saharan Africa. Consequences of the AIDS epidemic, including a possible decline in demand for education, with absenteeism and an increase in the number of orphans and school dropouts, especially among girls. Girls are socially and economically vulnerable to conditions that force people to accept the risk of HIV infection in order to survive. A decrease in girls' education will have serious negative effects on progress in the last ten years to provide adequate education for girls and women. Reduced number of classes or schools, the shortage of teachers and other staff and declining resources of educational systems all impair the prospects of education. Effective HIV / AIDS and prevention is needed in all schools for all children, so no one is unknown. However, in many places in schools in providing sex education or discussions about sexuality because of cultural demands to protect adolescents from sexual experience, worried. Women often lack the skills to communicate their concerns with their sexual partners and practices, the risk of infections, such as how to reduce the use of condoms, which are often controlled by men, to practice. The school can be a place that the practice of discrimination, prejudice and fear excessive or that the commitment of the company shows in equity. School policy must ensure that all children and young people the right to education of HIV / AIDS, especially when this is training for survival and prevention of HIV infection is necessary. A review of UNAIDS (1997) of 53 studies that assessed the effectiveness of programs to prevent HIV infection and health-related problems among young people concluded that sex education programs do not, to earlier or increased sexual activity among young people In fact, the opposite seems true. 22 reported that HIV and / or sexual health, either by delaying the onset of sexual activity, reduce the number of sexual partners or decrease rates of unwanted pregnancies and sexually transmitted diseases. 27 studies reported that HIV / AIDS and sexual health and can not increase or decrease sexual activity, pregnancy or sexually transmitted diseases. The review concluded that interventions in schools are an effective means to reduce risk behaviors associated with HIV / AIDS / STDs among children and adolescents. There are three main objectives for this training work effectively with the integration of HIV / AIDS, prevention and other health problems related to it. These are: Objectives: 1) health education with emphasis on HIV / AIDS. Awareness 2) on HIV / AIDS among teachers and students. 3) promote mutual assistance and HIV / AIDS counseling in schools. The aim of the paper is the importance of prevention of HIV / AIDS education on health awareness among students and teachers and provide the framework for HIV / AIDS for all. Need for education on HIV / AIDS: In the field, such as HIV / AIDS on individual behavior, social norms and peer pressure and cultural all abusive relationships with health problems and lifestyle of children and adolescents. Now there is increasing evidence that in resolving these problems and health problems, a healthy approach to HIV / AIDS and sex education works and is more effective than transfer of knowledge alone. T here are many studies showing that providing information on topics like sex, STDs (Sexually Transmitted Disease) and HIV (avoid the risk factors of transmission, such as an infection) is necessary but not sufficient to change health behavior (Lead Hubley, 2000). Countering the programs which provide accurate information to the myths and misinformation that often report improvements in knowledge and attitudes, but this is poorly correlated with the behavioral changes associated with risk taking and desirable outcomes of behavior (Gatawa of 1995, UNAIDS, 1997a). HIV / AIDS and health education is in the difficult task of achieving and sustaining behavioral change to take effect. Health education, HIV / AIDS is flexible: These problems mainly relate to men and women and older children and adolescents, which may, in this age group and younger children are also a wider range health problems in the formation of an important role in the sustained prevention and management games. Health education programs, HIV / AIDS, plays an important role in preventing infections. This will improve the promotion of knowledge, such as symptoms, transmission done, and practices that are particularly relevant to many infections in each community, values and personal responsibility, family and community health, confidence, unhealthy for change our habits, skills tend to avoid these practices give rise to an infection, encourage others to change unhealthy habits to communicate messages about the infections for families, colleagues and members of the community (WHO, 1996). This type of health education, focusing on HIV / AIDS in developing knowledge, attitudes, values and skills (including life skills such as interpersonal skills, critical thinking and creative decision making and self-knowledge) necessary for action and the most appropriate health decisions and positive. Health in this context, spreads on physical health to include health issues psycho-social and environmental. This student-centered approach and uses participatory methods to the participants the opportunity to explore and acquire skills that promote health, attitudes and values and skills they need to avoid risky situations and adopt unhealthy lifestyles and maintain healthy practice. HIV / AIDS – a critical need for health education: HIV / AIDS is an area that is the extent and impact of the problem is that the urgency of the implementation of preventive measures, including health education, which is key. Health education programs are increasingly seen as a means to reach children and youth to help stop the spread of this epidemic is crippling. African Studies show that children aged 5 to 14, the lowest prevalence of HIV infection. Children under 5 are vulnerable to transmission from mother to child and after they become sexually active, the infection rate is increasing rapidly – especially for girls (Kelly, 2000). Children 5-14 must achieve at this critical time in their lives and provide the "window of hope" in preventing the spread of HIV / AIDS. Health education will change with HIV / AIDS, prevention of conduct: There is now strong evidence of a growing number of studies, the Health Education HIV / AIDS in context applied behavioral change – behavior in the sensitive and difficult areas where the knowledge of health education has failed. For example, sex education and HIV-United States: This study was conducted in 4 schools in New York with the 9th and 11th class students (867 students) conducted the intervention (the AIDS prevention program) and control classes (not the AIDS prevention program). The program concentrates to correct facts about AIDS, teaching cognitive skills to assess the risk of transmission to more knowledge about AIDS prevention resources, changing perceptions of risk behaviors, personal values clarification, understanding of outside influences and teaching skills to operate and use Delay / or use condoms. An evaluation three months after the end of the program found that the intervention group, the following positive outcomes of behavior compared with the control group showed decreased use of high-risk partners, the increase in monogamous relationships and increased consistent condom use. (Walter & Vaughan, 1993). Preventing HIV / AIDS, Nigeria: the programs of health education was introduced in many schools in Nigeria to increase levels of knowledge to influence the hiring and promotion of safer sexual practices among high school students. A study to evaluate this program was launched, the 223 students who receive comprehensive sexual health with 217 controls. Students in the intervention group received 6 weekly sessions lasting 2-6 hours with activities such as lectures, film shows, role playing stories, songs, debates, essays, and a test for the correct use of condoms. After the intervention of the students in the intervention group showed more knowledge and greater tolerance of people with AIDS compared with controls. The average number of sexual partners is also back in the intervention group, whereas the control group showed a slight increase. The program succeeded in increasing condom use (Fawole et al., 1999) These studies indicate that health education, HIV / AIDS is to change the behavior of students, especially young people. Method for carrying out health education to prevent HIV / AIDS: Although there are strong indications that HIV / AIDS can be effective if the correct and supports the implementation of this approach and achieve that success on a larger scale throughout the country one of the greatest challenges to face. To be effective, programs for HIV / AIDS should not result in the following areas: ? Make sure that these messages are win-win situation: Talking and teaching about reproductive health and HIV / AIDS in the direction of the earlier onset of sex or promiscuity. It appears that well-implemented skills-based programs, conducted in an atmosphere of free discussion of all problems is likely to lead young people delay sexual initiation and reducing the frequency of intercourse and the number of sexual partners (Kirby et al. In 1994, UNAIDS, 1997a). ? Provide support for teachers: The lack of support for the implementation of new programs is one of the most important factors for success. For most teachers, both the content and methods of combating HIV / AIDS prevention programs are new and perhaps sensitive, yet the method has great potential to help teachers, both at work and their personal lives as HIV / AIDS is of course also affects teachers. Sufficient support, training, practice and time required for teachers, both pre-training events and workshops to facilitate reflection and develop their own attitudes and encourage them to apply their new knowledge and skills, rather than continue with the more didactic, traditional teaching methods, which often focus solely on the information (Gatawa 1995 Gachuhi 1999). In addition, sufficient time and makes a suitable place should be on the curriculum so that all students have access to HIV / AIDS. ? Early Start: Besides the young, have programs for children at an early age to be aligned with developmentally appropriate messages before they leave school (Gachuhi 1999, Partnership for Child Development, 1998). Because young children usually are not sexually active, these programs address the building blocks for a healthy life and prevent, rather than very specific issues of sex and HIV / AIDS, to be introduced gradually to programs for older groups. However, the large number and variety of age groups of children in primary schools, an enduring challenge, especially when dealing with sensitive issues. Active and independent learning methods that are widely used in education, can be useful to overcome these problems of classroom management to some degree. ? provide a supportive environment: Schools must have a strong policy and a healthy environment in relation to the behavior of students to each other, teachers and school staff. Sexual abuse can occur in schools, with children reporting abuse by school staff (Kinsman et al. 1999 LOWENS et al. 1996). Programs due to this potential problem of training and support to teachers so that address can be modeled as neutral or negative numbers in relation to sexual behavior. ? Responding to local needs: Many of these models for HIV / AIDS have been developed in Western developed countries. The available data from developing countries, although more limited than that of the external studies in development support capabilities based on health education for HIV / AIDS and reproductive health (Hubley, 2000). The main problem is that when the application programs must be designed so that the local partner is to comply with cultural norms, values and religious beliefs, and should include continuous monitoring (Kirby et al, 1994, UNAIDS 1999, Vetter et al . 1999). Elements of Health Education for HIV / AIDS: Views of school programs for HIV / AIDS (23 studies in the U.S. (Kirby et al. 1994), (37 other countries in 1999, according to UNAIDS) and 53 trials in the U.S., Europe and elsewhere (UNAIDS, 1997a) have the following common characteristics of successful programs: 1 identified. You can concentrate on some specific behavioral objectives (eg, delay onset of sexual relations) with the protection, knowledge, attitudes and skills required objectives. 2nd delivery of basic information and needs to enhance behavior change is particularly the dangers of unprotected sex and methods to prevent relevant unprotected intercourse. 3, reinforce clear and appropriate values to individual values and group norms against unprotected sex 4. Modeling and practice communication and negotiation skills, in particular, and others related to "skills life ". 5 Using social learning theory as a basis for program development. 6 dealing with social influences on sexual behavior, including the important role of the media) and peers. 7 participatory activities (games, role plays, group discussions etc. to achieve the objectives of the personalization of information, research, practice and skills, attitudes and values. 8 extensive training for teachers / actors to master information Basic HIV / AIDS and confidence in practice and training methods for everyday life. 9 support for reproductive health and HIV prevention programs STDs school authorities, decision and policy makers and the general public 10. assessment (eg, performance, design, implementation, sustainability, student, school and community) support, so that programs can improve and build on successful practices. 11 years, the adequacy, the students of different ages and developmental stages with appropriate messages that are relevant to young people. For example, a goal toward young students who are not yet sexually active, might delay the onset of relationships, sex while active students, the focus could be reducing the number of sexual partners and condoms. 12 gender, for both boys and girls. Conclusions: Health Education HIV / AIDS is an effective approach to equipping children and youth with the knowledge , attitudes and skills they need to avoid them, they risk taking behavior and adopt a healthier lifestyle. The scope of health education means that there are too many areas, particularly sexually transmitted diseases and HIV / AIDS can be used, but also with violence, drug abuse, unwanted situations such as early pregnancy, and all areas in which knowledge and attitudes play a crucial role in promoting healthy lifestyles for children and young people grow in the 21st century. We have the sum of the following ? The constitutional rights of learners and teachers equally protected. ? There is no obligation to reveal that HIV / AIDS. ? No HIV-positive students and educators can be discriminated. ? Students who need education on HIV / AIDS and abstinence in the context of everyday life education as part of the integrated curriculum. ? Educational institutions should ensure that students acquire age and context for gain the knowledge and skills to act in a manner to protect from infection. ? Educators need more knowledge and skills to tackle HIV / AIDS and must be able to identify guidelines for HIV / AIDS. Tips implications for policies and programs: ? Male and efforts to promote female condoms to identify, and gender and sexual and other forms of violence that condom use. ? HIV / AIDS, peer education and sex education for young people to take on issues of equality within its context, inhibits the address should be promoted. These programs should have a better understanding of how norms of masculinity and femininity related are able to increase performance sexual risk, and help young people to think of how they function in relationships of equality and responsible. ? Voluntary counseling and testing (VCT) to take into account the risk of violence and other negative impacts in the evaluation of different approaches disclosure. For example, you can give to patients, the selection of consultants mediated disclosure if this will help minimize negative impacts. ? Both men and women should be on prevention of mother to child transmission (PMTCT) involved. Antenatal services can educate people about sexuality, fertility and the prevalence of HIV education to increase their awareness and sense of responsibility. This would avoid the reinforcement of the belief that women are solely responsible for the pregnancy and HIV transmission for the child. ? Community Home Based Care (CBBC) is approaching a special effort should include the role of men as carers in the promotion of family care and community, and provide appropriate guidance and support to the participation of men permission. At least such programs, reliance on "home care should confirm" is the time, especially the dependence on "care for women." References: 1 Fawole, IO, Asuzu, MC, Oduntan SO, Brieger, WR (1999). A school AIDS education program for high school students in Nigeria: a review of effectiveness. Health Education Research – Theory and Practice, 14: 675-683 2. Gachuhi, D . (1999). The impact of HIV / AIDS on education systems in eastern and southern Africa and the response of education systems to HIV / AIDS: Life Skills "programs" 3. Gatawa, BG (1995) . Zimbabwe: AIDS education for schools. Case Study. UNICEF, Harare, Zimbabwe. Hubley 4, J. (2000). affect operations in the field of youth sexual behavior and AIDS run / STD. Leeds Health Education Database, April 2000. 5 Kelly, MJ (2000). Continuing Education on its head: aspects of education in a world with HIV / AIDS. Current Issues in Comparative Education. 3 (1) 6. Kinsman, J. , Harrison, S., Kengeya-Kayondo, J., Kanyesigye, E., Musoke, S. and Whitworth, J. (1999). implementation of a comprehensive AIDS education in schools in Masaka District, Uganda . AIDS Care, 11 (5): 591-601. 7 Kirby, D., Short, L., Collins, J., Rugg, D. et al. (1994). school programs to reduce sexual behavior risk: a review of effectiveness. Public Health Reports, 109 (3): 339-361 8. LOWENS, R., Edwards, L. Ndlovu – & Hove, P. (1996). reproductive health in Zimbabwe. Training and Research Support Center (TARSC) 9. UNAIDS (1997a). impact of HIV and sexual health in sexual behavior of adolescents to the update of a review. 10 UNAIDS (1997b). Learning and teaching about AIDS in school. UNAIDS Technical Update, October 1997. 11 Walter, H. and Vaughan, R. (1993). AIDS risk reduction in a multiethnic sample of urban high school students. JAMA, 270 (6): 725 -730. 12 WHO (1996). Preventing HIV / AIDS / STI and discrimination: an important responsibility of health promoting schools. WHO Series, school health, document six years.

Womens Higher Education in India

admin — Wed, 04 Nov 2009 20:23:04 +0000

EDUCATION OF WOMEN IN STUDY OF HOST FACTORS Women in Higher Education. INTRODUCTION Induction of social change as one of the core functions of education has been accompanied by the report of the Education Commission of India (1964-66), "The realization of the aspirations of the country writes a change in knowledge , skills and values of people as a whole. If this "change in the grand style" that is, without a violent revolution, not to be achieved and only an instrument that can be used – education. " Education: – Education is the food of the soul with knowledge, this is meaningful and productive practices. Training disciplines the mind, sharpens the mind and refines the mind. Form an unknown rough and polished diamonds in a sparkling faceted Kohinoor a brilliant shine. The development of integrated personality that develops in the highest wisdom. It is an ongoing process. President Dr. Radhakrishnan, said the philosopher (1948): "Can not be, people without educated women. If general education is limited either men or women, that opportunity should be given to women who most certainly be passed on to customers the next generation. " WOMEN'S HIGHER EDUCATION – Higher education is defined as the formation reached after 12 years of schooling. Higher education for women a greater role and responsibility in the world won. Today, in the 21st Century, we can not afford to continue ignoring the importance of higher education for women. The reason for the necessity and urgency is that there are biological differences in the systems of men and women. Unfortunately, this important task of higher education of women for centuries, forgotten. Need for higher education of all women in the most important or that countries take the 3rd World, where colonialism is still a major force in education for the masses and for women in particular. Objectives of higher education for women offer: – a society with competent men and women in agriculture, arts, medicine, science and technology and various other professions that are also grown people to be educated in a sense of social purpose. The struggle to reduce the promotion of gender equality is social justice and social and cultural differences through the dissemination of education. The demand for higher education for women: The male and female higher education – can also be seen in relation to the needs of consumers. The term consumer is very large and heterogeneous. It includes young and old of both sexes. In theory the need for higher education for men and women is the same. But some said their men and women differ in their social and cultural needs. The main argument given to women in higher education, is that higher education of women to men is different. Our goal is that in the field of higher education, women must also be equal partners. Our experience shows that higher education has been limited only to men. Now you must widen their horizon and are also women. The Commission takes note of the higher education of women at the University of Madras in 1979, entitled: "For women and men's college education is necessary for the formation of character, acquire the capacity for self expression and creative development staff. Main factors influencing women's success / failure in higher education concluded: "The success are: a) highly motivated women into the mainstream of education to succeed. b) The basis of the merits of the education system allows women to excel. c) prejudices against female education has been reduced. Higher education has come to be considered equivalent to "the bride's dowry. d) promote women's colleges to women in higher education. e) expectations of women to education to employment are high. f) Some universities offer scholarships facilities courses for women. g) students were provided with residential facilities in some areas. Error: a) Students have difficulty in accessing the facilities of the general circulation. b) Sexual harassment and occasional violence hinder students students completing secondary education. c) Marriage, in many cases leads to early retirement. d) gender stereotyping inhibits the completion of studies. e) Financial constraints may lead to withdrawal of current education. f) part-time work for a living interfere with studies. Importance of this study: – The objective of Indian society as enshrined in the Constitution to achieve a democratic, socialist and egalitarian. In this society women, their role on a par with men are held. Their status must be structurally the same with men. In general, knowledge that is mediated by a higher education, offering their professional skills. Our understanding is that through the acquisition of skills of women to improve their situation in comparison with men, and also the status of the group they belong. To understand the situation of women, or understand, for that matter any social problem, it is necessary to combine at least 3 perspectives to know. the policy perspective, the perspective of statistics and cultural perspective. ? The present study is to find the will, for various reasons for women to be admitted to higher education. ? Its aim is to see the reasons for wishing to enter higher education of women from the perspective of people, teachers, parents and the women themselves, who ? awareness of women to effect the various options available to them in higher education and thus the beginning of a great process of emancipation of women. ? For problems that hinder the exercise of higher education of women. ? Make suggestions for finding solutions to the problems mentioned above in a reasonable and free. ? Suggest ways to improve the entry of women into higher education, including vocational courses. ? To explore areas of universities, where women have not entered the violation, or a monopoly of men. ? In order that appropriate measures for higher education for women to propose universal i. e. effectively free of cost, time and distance. Promote higher education for women, the social context of education must be improved. Family and personal counseling at the secondary level can provide. Higher education can be directed to the players. Nontraditional curriculum for women can be established. The recent decline in state support for non-traditional higher education must be reversed. Institutions can do is say, Look physically accessible in the vicinity of potential customers, improving the transportation system, so universities need to be easier for women ie, physical changes, curriculum changes, changes social. The Women's representative institutions governing bodies can be increased. Equal Opportunities Commission was established for universities. The number of women teachers increased cooperation with educational institutions of higher education. Fellowships, grants and scholarships may be linked to affirmative action programs. The women in training programs for management should be recruited from universities. An important role for the study of women's centers can be provided. Universities should mediation services. Barriers to entry of women races be eliminated, as it should be entrepreneurs, the value of flexible hours, childcare for raising awareness, etc. Sexual harassment in education should be treated. A large number of female graduates of AHS can not generally enter university. To accommodate the population benefited in order to strengthen the role of vocational education. Post-secondary vocational training institutions must be preserved to promote measures for the entry of women in vocational lines traditionally considered male. Affirmative action quotas should be provided to support the admission of women in higher education institutions, where rates that exist, should be reviewed regularly to ensure its relevance. Where quotas for certain disadvantaged groups such as disabled, if the people of remote or rural areas, ethnic minorities, to reserve a minimum proportion of women in these groups. Distance education and open learning institutions and techniques should be encouraged to expand due primarily to higher education opportunities for women in rural and remote areas to meet their needs. Suggestions for future research: – The present study is limited only to women, students, higher education, basic studies in a professional and not a few professional associations in the city of Chennai. The following suggestions are given for further research. 1. A similar study is performed at the level of postgraduate students and research level. 2. A similar study is conducted in the state of Tamil Nadu. 3. A comparative study of factors influencing entry of women into higher education is between a developing country and developed countries. 4. A similar study can be judged on various issues relating to higher education for women.

History of Education, Teacher Training, Teaching, Teachers

admin — Wed, 28 Oct 2009 20:25:18 +0000

Brief History of Teacher Education, Faculty of Education and Training (ptint the author's version of the site www. Geocities. Com / histedu Western history of teacher education, educational history, theories, teaching, training teachers of modern history od Education, began in early 18th century in Germany, teaching in seminaries and the training of educators were the formal training of teachers first in the history of western education and teaching. (history of education had the 2nd century BC Greek Spartan free public education, Academy of Athens until the age of 18 and later the Academy and the Lyceum; Roman private formal education in stages, in China the 1st century BC test administrator, 1 century Jewish Cul informal education Tura, the 9th century Islamic universities [madrasah] 16th century Aztec compulsory education adolescents in 18th-century Russian entire country of Education, Ministry of Education of Poland, Chez "Teaching Professor of Comenius' Magna 'in education [of the peoples mandatory] certified teachers, tests, later, the Western leader of the history of 17th Century education, free education in Scotland, 18' s in Norway and New Zealand, mandatory literacy standard training , 21 's in Europe, Bologna Process compensatory education qualifications.) education and teacher education, initial teacher training in French history pedagogy and teaching of history, had John Baptist de La Salle in the 18th century, Brothers of the Christian Schools, non-clerical male teachers to teach children from poor and middle class. Based on the philosophy of the Greek philosophers of education and teaching, Islam was again introduced in spirituality is not the only reason the foundation of education. Education and training are clerical-Western history, this was the first secular school of the School of Education. This changed the history of educational philosophy of the general attitude to education . The educational reform, education, learning, enabled the educational and pedagogical theories of teaching the history of education. The education reforms in the history of education, pedagogy of teacher education on teachers requires an understanding of the human spirit and theory of education skills needed for the Arts and Sciences, pedagogical principles and methods of teaching. This should be in the educational history of a teaching method, the method of education, theories education in Western history from the general theories of education of teacher educators interested in education. This education philosophies and theories of education for teacher training was the norm in Western history of education, training institutions first normal schools in teaching the history of education and training of teachers. progresses teacher learning from history: the history of education and history teaching education system is necessary, and knowledge allowed the service experience, teacher certification, continuing professional development for teachers on teaching.'re not allowed unified system of teacher education and teacher training, while renewal of the colleges of education and training to enhance their knowledge of theory of education and type of education and exchange of ideas among teachers. Napoleon, in the history of education and training for teachers, training of soldiers. Approved German teacher seminars in French and History of Education in Western history education and teacher training, the first unified system of teacher training. Neither the learning of U.S. history or no history of British education in the educational philosophies of education, formal education and teacher education, is teaching, although I had Elizabeth moral teaching skills certification teacher training introduced. In England, the history of education, founded in the early 19th century, Joseph Lancaster and Andrew Bell Lancastarian the teaching method of teacher education: One of monitors education and training of teachers to the older pupils ( "Monitor") are taught by teachers was to teach young students as teachers. In the history of education and teaching in Scotland, from the 17th century, free and compulsory education in the late 19, the German teacher education and training of the founding of the Glasgow Normal Seminary for teachers David Stowe. Progress influenced by education and teacher training started with normal schools in Massachusetts, history of education of Horace Mann in the United States and Britain in the history of the formation of churches and charitable organizations, schools of teaching and doctrine of the settlers. philosophies of the general arguments of teacher education in learning to follow the story: the people of lower social English training schools and class teacher to give lessons to children of higher social class!? to affect the teacher has no influence on the French young minds with liberal ideas? (Japan Educational Philosophy [perhaps U.S. educational philosophy, history of education and emphasized education] teacher education and patriotic education. "s) In Europe, the history of teacher education, Rosario 19th century "Philosophy of the data underlines' philosophical and psychological education" and this, as schools of Islamic Universities, the teaching of individual disciplines developed. In the history of education in Sweden and in education, Pestalozzi promoted the development of education systems for teacher training colleges. (Pestalozzi, theologically, with the exception that was self not leave a written record of teaching and schools teacher education, its place in the history of education and teaching can be derived in a survey of his various writings, acts of sincere love, which has led the way.) Froebel in Germany, and Alexander Bain education "as a science" Encouraged by the teacher training, teacher training colleges, teacher education, philosophy of education that had been absent from the history of teaching and learning in western educational approach of formal education Herbart five steps: preparation, presentation, comparison, generalization, has been implemented. German teacher education and training based on the evolution of the history of education and teacher training; Derwent Coleridge and James Kay Shuttleworth in the United Kingdom, the men in the United States a broad consensus among teachers and training techniques should be emphasis on education – not just the subjects of statements, but also the teaching method should be purchased. Jules Ferry laws "established education and training of teachers in the 19th century French history of education: The education and training, through the law must be for the teacher training colleges. History of English-speaking countries education and teaching, adequate teacher training, which began with the University of Edinburgh establishment of a Chair in education, with St. Andrews in U.S. history, the education, for example, followed by Henry Bernard, Nicholas Murray Butler. In Western history of education, pedagogy and British encroachment Herbart Sepencer techniques involved in teaching and training of teachers, as Francis W. Parker U.S., studied in Germany, a professor of educational developments. In the United States history, education and the teaching of the Darwinian hypothesis (as in the past influenced subsequent scientific evaluation) John Dewey at the University of Chicago Laboratory Schools, taking into account other disciplines, which are considered relevant in education in child development, founded Brown University, an education department. (La Salle College in Philadelphia, was teacher training.) New York Teachers College, founded in 1888, was admitted to Columbia University in 1893 the establishment of vocational teacher, proclaimed: "The purpose of the Faculty of Education offers the opportunity both theoretical and practical training for teachers of both sexes, for kindergarten and primary and secondary schools, the principal, supervisor and the superintendent of schools and experts in various branches of school work in regular schools and universities, "became the foundation of western history of education and training, teacher training and teacher training. (educational versions of U.S. history experts differ in their educational history.) In the history of the British Commonwealth of most education systems and teacher training, to enter teacher training secondary education level was high school or high British schools with enrollments or common national General Certificate of Education Advanced requiring (GCE) examinations or equivalent. In the history of European education and teacher training The secondary school education with similar (/ school) or General Lyce s degree or equivalent training, vocational training was a university teacher input. (In the history of British education until the early 20th century, hold that qualification The choice can check are temporary teachers. Oxbridge graduates could register the "master" and accused teacher. Other graduates of universities, teachers colleges of education [as Bachelor of Education, second year] of a teacher teacher training institute.) Oral History in the formation of greater importance was the professionalism of teachers and related training: academic qualifications for teaching are not enough, surveys of teachers requires specific study periods of vocational education. Professional Teaching experience exercising at least two additional years of study in teaching and teacher education in one's professional status of teachers could. professional teachers with other years of education at the Faculty of Education, with specialization in a subject such as geography or history (in the agricultural colonies like Cyprus, where agriculture has undergone a secondary school exam, with one or two more years of education) by the College of Education, the School of Agriculture Rural. science graduates without education and vocational training for continuing education after one year of classroom experience teaching approved by qualified professionals, managers, teachers in their subjects than expected. teachers was that a number of courses for teacher and vocational training. While viewing the professional qualification for employment purposes in the amount of promotions on their colleagues to be and what to set the conditions for teaching and training of teachers (school-year old every time smaller and less mature and teachers) for teaching professional knowledge and skills acquired in schools of education degree at a disadvantage, with emphasis on curriculum theory and skills, for example professional academic degree the U.S. . UU. "first, more in research and professional practice. (British history of the formation of the desired instruction with post-graduate Certificate in Education [PGCE]-state school for English lessons qualified to make test teacher status [QTS] capabilities, [although Bachelor of Education] successfully completed an induction year [in Scotland two] in the classroom as a newly qualified teacher [NQT], professional development, teacher training or a alternative given training on the job. enjoy teaching in colleges of education trained in training [] colonies and teachers with GCSE equivalent qualification [? C] or its equivalent in English and mathematics [for teaching in primary schools including physics] qualified teacher status.) (the provinces of Canada or school certified teachers, Australia does not require that private schools with state support for higher education in France, respectively. undergraduate and faculty of the Institute [Master -2010 ].) (In the United States is the history of education until 1960 was a year of teacher education for teacher certification. In 1984, an alternative education route was introduced: Bachelor of educational preparation and within a certain number of years completed an apprenticeship or the contents of the master. (Some universities award [for the summer study] Bachelor degrees in two years, about two bachelor's degrees at the same time [for example, two art and science are two major philosophy of both BA and BS in Chemical Engineering ChE] and JD PhD is a prerequisite for the Master LL. M, and not all teachers should have.) Master of Professional Studies (MPS), first professional degree is a non-academic, professional. Many states require teachers for final examinations in the theory of pedagogy and content area or general knowledge that different standards of many private groups, "he admitted, from the century 21 Marlboro Carolina 20% of teachers has been no certification). In learning the history of education for the career advancement of academic and scientific activities and research or professional practice in the filed, the professional qualification qualification is generally recruitment, professional education, advanced professional degree provides professional education, such as universities, are not considered part of education and training of teachers for teaching general education, the U.S., the master key area for ED. D or Ph. D. research.) European history in education, teaching, concern, Educational Leadership gained in importance at the end of the 20th century. Desiring to take to learn leadership skills and personal qualities associated with leadership that are educational leadership, paying teachers according to national leadership in the classroom teacher rewarded. The United States paid educational tour of teachers is not homogeneous, educational leadership, standards vary. Educational Leadership Graduate Programs in, for example, issues of community and law school. Promoting Private Teacher Advancement Program (TAP), subscribed to by some school teachers in administrative and educational development: The teacher prepares an individual plan of growth (IGP), with an educational objective or teaching, or a cluster group of teachers to identify students should learn more "mentor" or "master" / "Teacher of Teachers". Like other international colleges of education in a similar U.S. "teach respect. In his history of education, less searched for "practical" education in the U.S. and 21] century Britain, most of the British Commonwealth and European schools almost always very academic value of education as a culture are not purchasable after education (eg, a leader of the opposition [to a minister first, both lawyers, "I, like a schoolboy" [provided it is not too "that" has been criticized for not match what]) and the British proposal of practical skills with academic training certificates. (Early 21st century saw the story of British education [of higher education or equivalent study grants are long-term loans that require unemployment rates and longer, high-scoring foreigner in English], no increase since the late the 20 reading and writing.) (In the U.S., the history of education, grew in 20% of adult functional illiteracy in conjunction with the teacher ", as educators in the licensing system Europe's public education, the growing public interest in education, in the late 20th century, a state appointed three generals, was appointed to the level of education and training and in improving the early 21st century, a overall increase in federal education and educational standards.) has been interested in the history of education in the teaching profession, on the status of teachers. Note to teachers in the 20 century was the greatest final in Russia, where teachers have better employment conditions elsewhere. (In the UK history of education in 1980, "miss-projection of the required number of teachers needed participation of graduates without teaching qualifications as a teacher, but a status was eliminated from the teachers to watch in Europe, and beyond the end of 20. century, the cavalry of many years of teaching service proposed by the controversy over the titles of nobility that did not materialize. considered the beginning of the 21st century with the reduction of two degrees years of professional content, was a teacher's teacher is also important, professional qualifications Top undergraduate degrees in National Vocational Qualifications, but the status of teachers are considered to have been identified for economic reasons to social criticism, classroom assistants in classrooms without teacher training.]) In the United States is the history of education, learning to hold a form of essentialism in education, with a culture of practicality and citizenship model emphasizes respect for authority (represented by the 21st century, the British education), with no minimum standard generally not in teacher training and some states in recognition of teaching qualifications of some other, teachers and teaching is not officially further consideration then enjoy watching Bernard Shaw (writer) "He who can do that does not teach." (In the U.S., for example, pays only a few masters of the semester, with the holidays, teaching, and teachers are generally considered less good terms than elsewhere in relation to social and resource public have enjoyed.) The growth of interest in culture and education in the western history of education has been in the European Union, G., E., in Cyprus, with the popularization of education in the middle . 20. Century, apparently with the highest proportion of graduates, 21. In western education spiritual values in education by teaching in schools, religious education in secular America (protection of religion protected from political interference) and the religious affiliation of many universities (in the European secularism , protection against the formal domination of the Other), is often based on a state religion in the Constitution, is secured by, for example, the United Kingdom Education Acts "of the compulsory education requirements of the service by students at least once a month, while British universities are not formally religious, connected to the chapels and chaplains available to students at universities. While in general preferences (eg, education Steiner Waldorf pedagogy is based on the creation of a free moral people and integrated, their teachers and schools, "said opposed the establishment of the curricula of some, or Montessori preschool and primary school children increase self-directed with the activities of self-learning materials by some as an obedient automaton considers the risk), and the emphasis (if the practical skills and "thinking man Emerson" had all the praise and criticism in the history of education and teaching and the arguments continue on pragmatism and building-v-Development, as a rule, the argument that Socrates properly trained mind goes to Virtue has weight in most education systems. Basically, in every history of education, an important objective of education and time of all enterprises that expectations have been on the lines of these verses (Cypriot teacher, the late Orhan Seyfi Ari): "I was a monkey ", you say, or amphibians? What now? Are you not now .. "Man"!? "The cultural values of equilibrium has been more in education and teacher training in Western history of education and teaching and the status of teachers in Europe is reflected mainly in Spain, Italy and France where, while much of the spiritual, political and ideological teacher, "setting the standard in vocational education was. The site may interest teachers of the late Orhan Seyfi Ari at www. geocities. com / eoa_uk