ARGOSY UNIVERSITY OFFERS EDUCATIONAL ASSISTANCE
Education Management Corporation asked:
(CHICAGO – September 6, 2005) Argosy University announced today that it will assist students from universities in New Orleans, southern Louisiana, Mississippi and Alabama universities, which have been closed for the foreseeable future due to the devastation caused by Hurricane Katrina.
Argosy University will make available both on-campus and online courses that might be able to permit dislocated students to progress in their academic careers during this semester of disruption. Students at a university forced to close by Hurricane Katrina may register at any of Argosy University’s 13 campuses across the nation for courses, on a space-available basis, for the fall terms.
Argosy University will waive tuition for dislocated students who have already registered and paid tuition at their home institution for the fall 2005 semester. If dislocated students have not yet paid their tuition at their home institution, they will be assessed the lesser of the current published tuition and fees at the home institution, or Argosy University’s published tuition and fees, as determined by the Argosy University campus president.
“Argosy University acted today by offering educational assistance to college students impacted by Hurricane Katrina,” says Dr. Gregory O’Brien, president of Argosy University. “Argosy University is concerned for the well-being of these students, and this initiative is our way of reaching out with compassion and benevolence to those affected. We pledge to do all that we can to assist college students in the Gulf Coast region to continue their education and continue in their lives.”
According to the American Council on Education, more than 30 colleges and universities in the Gulf Coast region have been severely damaged by the hurricane, and possibly 100,000 students have been displaced from their schools.
Argosy University offers doctoral, masters, and undergraduate degree programs in psychology, counseling, education, business, information technology, and organizational leadership. Doctoral degree programs in clinical psychology (accredited by the American Psychological Association), are available at several Argosy University’s campuses. Argosy University will assist dislocated Ph.D. and Psy.D. students on an individual basis. Select associate’s degree programs in several health sciences fields are available at Argosy University/Twin Cities, located in Eagan, MN.
Argosy University has campuses in Atlanta, Chicago, Dallas, Honolulu, Orange County (Santa Ana, CA), Phoenix, San Francisco Bay Area (Port Richmond, CA), Sarasota, Schaumburg (IL), Seattle, Tampa, Twin Cities (Eagan, MN), and Washington DC (Arlington, VA).
Students seeking information about Argosy University’s initiative can visit the university’s website (www.argosyu.edu) or call National Admissions Information at 1-800-377-0617.
With 13 campuses across the nation, Argosy University (www.argosyu.edu) offers undergraduate, graduate, and postgraduate degrees in the disciplines of business, education, health sciences, and psychology and behavioral sciences. Argosy University is accredited by the Higher Learning Commission and is a member of the North Central Association (NCA) (30 North LaSalle Street, Suite 2400, Chicago, IL 60602, 1.312.263.0456, www.ncahlc.org). The parent company of Argosy University, Education Management Corporation (www.edmc.com), is among the largest providers of private post-secondary education in North America, based on student enrollment and revenue. Student enrollment exceeded 66,000 as of fall 2004. EDMC has 71 primary campus locations in 24 states and two Canadian provinces. EDMC’s education institutions offer a broad range of academic programs concentrated in the media arts, design, fashion, culinary arts, behavioral sciences, health sciences, education, information technology, legal studies, and business fields, culminating in the award of associate’s through doctoral degrees. EDMC has provided career-oriented education for over 40 years. ###
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(CHICAGO – September 6, 2005) Argosy University announced today that it will assist students from universities in New Orleans, southern Louisiana, Mississippi and Alabama universities, which have been closed for the foreseeable future due to the devastation caused by Hurricane Katrina.
Argosy University will make available both on-campus and online courses that might be able to permit dislocated students to progress in their academic careers during this semester of disruption. Students at a university forced to close by Hurricane Katrina may register at any of Argosy University’s 13 campuses across the nation for courses, on a space-available basis, for the fall terms.
Argosy University will waive tuition for dislocated students who have already registered and paid tuition at their home institution for the fall 2005 semester. If dislocated students have not yet paid their tuition at their home institution, they will be assessed the lesser of the current published tuition and fees at the home institution, or Argosy University’s published tuition and fees, as determined by the Argosy University campus president.
“Argosy University acted today by offering educational assistance to college students impacted by Hurricane Katrina,” says Dr. Gregory O’Brien, president of Argosy University. “Argosy University is concerned for the well-being of these students, and this initiative is our way of reaching out with compassion and benevolence to those affected. We pledge to do all that we can to assist college students in the Gulf Coast region to continue their education and continue in their lives.”
According to the American Council on Education, more than 30 colleges and universities in the Gulf Coast region have been severely damaged by the hurricane, and possibly 100,000 students have been displaced from their schools.
Argosy University offers doctoral, masters, and undergraduate degree programs in psychology, counseling, education, business, information technology, and organizational leadership. Doctoral degree programs in clinical psychology (accredited by the American Psychological Association), are available at several Argosy University’s campuses. Argosy University will assist dislocated Ph.D. and Psy.D. students on an individual basis. Select associate’s degree programs in several health sciences fields are available at Argosy University/Twin Cities, located in Eagan, MN.
Argosy University has campuses in Atlanta, Chicago, Dallas, Honolulu, Orange County (Santa Ana, CA), Phoenix, San Francisco Bay Area (Port Richmond, CA), Sarasota, Schaumburg (IL), Seattle, Tampa, Twin Cities (Eagan, MN), and Washington DC (Arlington, VA).
Students seeking information about Argosy University’s initiative can visit the university’s website (www.argosyu.edu) or call National Admissions Information at 1-800-377-0617.
With 13 campuses across the nation, Argosy University (www.argosyu.edu) offers undergraduate, graduate, and postgraduate degrees in the disciplines of business, education, health sciences, and psychology and behavioral sciences. Argosy University is accredited by the Higher Learning Commission and is a member of the North Central Association (NCA) (30 North LaSalle Street, Suite 2400, Chicago, IL 60602, 1.312.263.0456, www.ncahlc.org). The parent company of Argosy University, Education Management Corporation (www.edmc.com), is among the largest providers of private post-secondary education in North America, based on student enrollment and revenue. Student enrollment exceeded 66,000 as of fall 2004. EDMC has 71 primary campus locations in 24 states and two Canadian provinces. EDMC’s education institutions offer a broad range of academic programs concentrated in the media arts, design, fashion, culinary arts, behavioral sciences, health sciences, education, information technology, legal studies, and business fields, culminating in the award of associate’s through doctoral degrees. EDMC has provided career-oriented education for over 40 years. ###
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The Value Of Online Education Degrees
Bryan Smith asked:
The Setting for Online Education
Today’s fast changing landscape has drawn a hazy line between the importance of classical university education and online education degrees. A mobile workforce has given reference to output rather than looking through experience given by traditional education and skill. The world has changed to give a head start for quick decision makers and fast thinkers. In this setting, earning a degree does not seem as a tall order as it seems.
Alternative education is holding ground for employers and students alike. Online education was once given the label as inferior education. But today, employers are even offering reimbursement for their employees who are willing to take the risk of acquiring an online education degree.
Finding the Advantages in Online Education Degrees
The relevance of online education degrees started with the shift in teaching methods found in the internet and traditional schooling. With the advent of the internet and the current Web 2.0, training styles are being upgraded and challenging courses are now being developed. Internet based learning also offers a wide variety of material along different media formats. In this way, students are taught to learn in a dynamic environment which can’t be easily duplicated in a classroom setting. Therefore, most employers find graduates of online education more motivated, output oriented, and more flexible to different stimuli.
The industry is now coming into the light on the advantages of online education over traditional schooling. There are two forms of this education. These are continuing education and degree focused programs. Continuing education aims in developing and polishing a specific set of skills. These trainings can include basic computer programming, software training, and refresher courses of the latest engineering and medical trends. The goal of continuing education is too update career professional and other individuals who seek to sharpen their comparative advantage.
Meanwhile getting online education degrees focuses on online training programs to arrive at an academic credit. These credits may include licensures, Associates, Bachelor’s, Master’s, and even PhD. Degree-focused online education is embraced by the premier universities across nations. Such a trend has enveloped the consciousness of the student population, the workforce, and the leading industries.
The value of college degrees have never waned. However, the methods to get these degrees have become more varied. Distance learners find that even highly structured subjects such as management training are being offered online. The possibilities of online education degrees are endless.
The Litmus Test on Online Education
Online education represents the core of how things are learned today. At a time of breakneck information dissemination, nearly anyone can enter the market and be a productive part of an industry. The 21st century trend looks at the value of creativity in an individual sense as a contributing factor to society and wealth creation rather than the structures of competition. That is why it is not surprising that 21st century educators use online education exhaustively as a medium to bring their message. Online education is continually challenging traditional methods of education.
In another perspective, online education questions traditional degrees. Most employers fall into statistical discrimination as they choose applicants who come from prime universities. However, the development of this kind of education brings a message that traditional learning should not be the measuring stick for career success. It is always the alternative voice that states the value of experience, ability, output orientation, and dynamism as tools to get ahead in life. As Jamie McIntyre implies, degrees are not as useful if it only teaches you how to work hard. Instead, continuing online education and online education degrees shows us that output, dynamics, and skills are much more important than the name in the front of one’s diploma.
In this sense, 21st century trends and voices of 21st century educators agree with the value of online education degrees as vehicle for career development and financial success.
Caffeinated Content – Members-Only Content for WordPress
The Setting for Online Education
Today’s fast changing landscape has drawn a hazy line between the importance of classical university education and online education degrees. A mobile workforce has given reference to output rather than looking through experience given by traditional education and skill. The world has changed to give a head start for quick decision makers and fast thinkers. In this setting, earning a degree does not seem as a tall order as it seems.
Alternative education is holding ground for employers and students alike. Online education was once given the label as inferior education. But today, employers are even offering reimbursement for their employees who are willing to take the risk of acquiring an online education degree.
Finding the Advantages in Online Education Degrees
The relevance of online education degrees started with the shift in teaching methods found in the internet and traditional schooling. With the advent of the internet and the current Web 2.0, training styles are being upgraded and challenging courses are now being developed. Internet based learning also offers a wide variety of material along different media formats. In this way, students are taught to learn in a dynamic environment which can’t be easily duplicated in a classroom setting. Therefore, most employers find graduates of online education more motivated, output oriented, and more flexible to different stimuli.
The industry is now coming into the light on the advantages of online education over traditional schooling. There are two forms of this education. These are continuing education and degree focused programs. Continuing education aims in developing and polishing a specific set of skills. These trainings can include basic computer programming, software training, and refresher courses of the latest engineering and medical trends. The goal of continuing education is too update career professional and other individuals who seek to sharpen their comparative advantage.
Meanwhile getting online education degrees focuses on online training programs to arrive at an academic credit. These credits may include licensures, Associates, Bachelor’s, Master’s, and even PhD. Degree-focused online education is embraced by the premier universities across nations. Such a trend has enveloped the consciousness of the student population, the workforce, and the leading industries.
The value of college degrees have never waned. However, the methods to get these degrees have become more varied. Distance learners find that even highly structured subjects such as management training are being offered online. The possibilities of online education degrees are endless.
The Litmus Test on Online Education
Online education represents the core of how things are learned today. At a time of breakneck information dissemination, nearly anyone can enter the market and be a productive part of an industry. The 21st century trend looks at the value of creativity in an individual sense as a contributing factor to society and wealth creation rather than the structures of competition. That is why it is not surprising that 21st century educators use online education exhaustively as a medium to bring their message. Online education is continually challenging traditional methods of education.
In another perspective, online education questions traditional degrees. Most employers fall into statistical discrimination as they choose applicants who come from prime universities. However, the development of this kind of education brings a message that traditional learning should not be the measuring stick for career success. It is always the alternative voice that states the value of experience, ability, output orientation, and dynamism as tools to get ahead in life. As Jamie McIntyre implies, degrees are not as useful if it only teaches you how to work hard. Instead, continuing online education and online education degrees shows us that output, dynamics, and skills are much more important than the name in the front of one’s diploma.
In this sense, 21st century trends and voices of 21st century educators agree with the value of online education degrees as vehicle for career development and financial success.
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Revolution and Evolution in Educational System
Prof.M.S.Rao asked:
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
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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
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How public libraries can overcome budget cuts through cultural, educational, and business partnerships
Thomas Badgett asked:
How public libraries can overcome budget cuts through cultural, educational, and business partnerships
By Thomas Badgett
In the current difficult economic times, libraries of all sizes and types face budget cuts, often quite severe. At the same time the need and demand for library services surges. In order to minimize cutbacks libraries need to play to their strengths and promote how much value they offer to anyone who chooses to use them. They need to inform the public that they are available and promote what they offer in the way of services and alternatives to paid entertainment. As the public becomes more aware of libraries and what they offer, they may come to their support and demand more funding from politicians and bureaucrats.
During economic downturns, people cut back on unnecessary spending and seek value on what they do spend funds for. There is no better value than free. Public libraries provide services and materials to users that no competitor can beat because they are usually free. Families seek activities and places they can go to interact, be entertained, and spend quality time together. Libraries provide all this plus educational value, whether it be for self-help, school homework help, free choice learning for lifelong learners, or reference help. Also, libraries can preserve a community’s identity by recording oral histories, housing artifacts, and staging programs informing users of the history and culture of their community as it has evolved. Libraries should play to their strengths as educational and cultural institutions while also promoting their value as free and family friendly social centers.
Ways in which libraries might promote themselves as family-friendly centers include advertising at other family gathering venues such as bowling alleys, movie theaters, ice ream shops, and dining establishments. Libraries could establish booths for self-promotion at special events such as sporting events (soccer and baseball games), festivals (wine, music, crafts), concerts (classical, country, jazz, rock), and baseball card and toy shows. Perhaps the IMLS or ALA would sponsor a NASCAR team? To get the attention of young readers a library could sponsor comic book shows at one of their meeting rooms or have a kiosk/booth at a comic book convention. Cooperation with local booksellers and comic book stores or newsstands would be another way to publicize library services. The library could advertise certain businesses in its lobby and perhaps have signage donated by other businesses (in a manner like sports stadiums are doing). Even bookstores and libraries could refer users to each other in a sense of cooperation since both have a vested interest in the printed word. Libraries could also build relationships with hobby and craft stores and sponsor craft fairs or model kit shows in their community. In addition, the library could build a dialogue with local community members who are craftspeople or model collectors or any other collector. Card games could be sponsored at the library – a cribbage tournament, for example – or a poker tournament (with no gambling). There are innumerable ways for libraries to build relationships and get their message out to the public in addition to the Internet.
Scheduling and management skills on the part of librarians are now more important than ever since less money for staff translates into fewer man-hours for service. Library hours of operation should be based on peak demand times in the library’s community and not traditional banking hours. This is especially critical if the library intends to promote itself as a family or social center. Libraries need to be open when families can use them, not necessarily when it is most convenient for staff to be there. There may be no faster way to render libraries defunct than to cling to traditional banker-style hours Monday through Friday as in the past – unless a library tax is created. Weekends may become a peak demand time in some communities and library staff will have to adapt or face career extinction. In the short-term, at least, certain non-traditional skills (like scheduling in order to meet demand) should gain importance. As libraries continue to evolve additional new skills and a blurring of departments may occur in public libraries. For instance, reference may play a smaller role and customer service skills will be much more in demand. Every library, now more than ever, must focus on what services and materials are needed to provide service to its users.
The IMLS, whose mission is to create strong libraries and museums that connect people to information and ideas, is dedicated to serving a nation of learners. In addition to the NLG program, an International Strategic Partnership Initiative is in place to connect educational and cultural institutions from all over the world. The NLG program fosters collaboration between educational and cultural institutions on various projects, especially digitalization projects, in order for them to reach a broader range of users and make access easier for these users. Collaborations are both short-term and long-term in length, ranging from rotating exhibits between institutions to the multi-state Colorado Digitalization Program. Cultural heritage and educational institutions like libraries, museums, archives, and historical societies are good fits for partnerships through IMLS grants. However, schools and private sector businesses are also potential partners as the cultural/educational network expands.
One major goal of the IMLS is to preserve culture, whether it is local, regional, national, or international in nature. Through digitalization and the spreading of information this goal may be realized. Partnerships between cultural and educational institutions may help to ensure their survival through this severe recession, the longest in post-war history. Not only should partnerships result in more users, they may eliminate duplication of positions and result in streamlining of staff in these institutions, thereby placing them in an advantageous position for growth when the economy recovers. Collaboration projects enable libraries and museums to explore common issues and challenges, build networks for collaboration, share information and best practices, and further develop their institutions.
Museums today are active partners with libraries, archives, historical societies, and others in building digital libraries in order to emphasize their role as educational institutions. Museums have had a long and productive relationship with academic and special libraries and are now collaborating more often with public libraries. Two important considerations for producing digital resources are good cataloging (library strength) and accurate, knowledgeable description according to appropriate standards (museum strength). A broader, more diverse audience may be reached through collaboration and digitalization because the institutions complement each other. Also, the wear and tear on parts of the museum collection may be reduced once digital reproductions are created for Web consumption. Library web-sites should be interactive and participatory, much like many museum web-sites are. This interactive/participatory model lends itself well to free choice learning, which represents half of all learning (after formal schooling and work). In free choice learning the individual is the entry point in the framework of learning. The individual user decides what participation method, learning style, learning venue, and content they wish to engage in.
Library-museum partnerships may also collaborate with educators. In Illinois, the Illinois Library Association (ILA) noticed that school visits to museums and libraries were on the rise once collaboration projects began. Home school educators use museum and library resources also. Ways educators and museum staff can work together is through professional development workshops and training sessions at museums. Also, students can create their own museums in schools. Museums and museum web-sites can be excellent resources for teachers to use for the curriculum. NC ECHO is creating online curriculum resources for K-12 educators in North Carolina.
In addition to educators, government can play a role in library-museum partnerships. The Institute of Museum and Library Services (IMLS) is an agency within the Executive Branch charged with the mission of funding collaboration between cultural institutions like libraries and museums. Libraries were moved out of the Department of Education in the FY 1998 federal budget and placed under the umbrella of the IMLS. According to Diane Frankel, IMLS Director in 1997, museums are starting to understand that they need to serve a more diverse audience – while librarians have always realized that. Frankel describes libraries and museums as being “community anchors” and social places to spend time together, as well as educational institutions. These functions make these entities natural partners and the IMLS intends to facilitate more collaborations and partnerships through grant funding with the National Leadership Grant (NLG) program.
Dilevko criticizes some library-museum collaboration efforts, describing exhibits as “edutainment” since many museum exhibits shown at libraries have nothing to do with the library collection or community. Instead he recommends a library-museum hybrid that can be based on one of two models. The first model is the cabinet of curiosities – where books and objects are co-located to enhance investigation and learning. This model is often found in academic libraries. The second model is the popular collections model in which public libraries use individuals’ popular collections of objects to design exhibits that heighten the interconnections among libraries, information, and user communities.
Originally a phenomenon of private collectors, the cabinet of curiosities displays (or cabinets) of rare and curious pieces –using deaccessioned and stored museum objects – can have a bearing on learning. These artifacts, along with books from the library collection create an interdisciplinary environment to be explored by the user. The popular collections model utilizes objects that are affordable and appealing to the majority of people in order to connect to an audience of users. Corporate sponsorship may play a role in the blurring of the educational and entertainment functions of museums, raising concerns regarding control over the content of displays and exhibits (either at the museum itself or at a library partner). Museums seem to be making a shift from emphasizing “authentic objects” to “authentic experiences” in order to attract more users to the museum experience. This could lead to a problem in that the museum provides services and facilities that don’t relate to the museum’s collection. Libraries may fall into the same trap by hosting museum displays/exhibits that have nothing to do with the library community or collection.
Dilevko and Gottlieb contend that libraries will have a more difficult time asserting their importance to a community if they act and look like so many other places – an obvious swipe at bookstores. They also mention that the digital age has created the notion of re-establishing the museum as a physical space – a place where people would want to gather. Libraries and museums, they add, should avoid the situation where the experience-based concepts used to bring people to the library/museum do not translate into meaningful experiences that meet the scope of their mandates. Libraries must make the distinction between the goal of simply attracting visitors and of attracting library users. Libraries lack rare or impressive artifacts that draw people to them for study. They are partnering with museums often on collaborative digitalization projects for educational use. Also, libraries host traveling museum exhibits – which may erode the importance of the library’s own resources in the community. Many times these exhibits have little to do with the library’s permanent collection. The creation of virtual museum-libraries conflicts with the library’s need to reestablish itself as a physical space and presence in the community. A Catch 22 situation exists whereby the library expands its access electronically and loses physical users. One solution is to develop their own exhibitions that combine museum objects and artifacts with the library’s own collection.
Museums have recently begun to recognize what Dana practiced nearly a century ago – the value of local collectors in connecting to their communities. Some museums have a “collector in residence scheme” and in England, museums sponsor “People’s Shows” – collective displays in a museum environment of a number of private collections that range from pencil erasers to pulp fiction. Popular collections models based on users in a library community could be supplemented with objects from the library collection serving as a form of community outreach. An example would be a model collector proposing an exhibit based on his/her plastic kit collection of World War Two aircraft and the library adding books and magazines about aircraft and World War Two from its own collection and perhaps sponsoring a community plastic model kit-building contest (or show). Both the cabinet of curiosities model and the popular collections model can provide experiences to draw people to an educational institution. The library-museums can maintain control over how the information is presented (without corporate sponsorship). The library-museum hybrid is another method of these two cultural/educational institutions partnering together as places where people gather together.
According to McCook, libraries of the future will follow four main trends. First, they need to provide a sense of place – a third place (not home and not work) – where people gather. This is where being perceived as family-friendly falls and also helps communities retain their character. Second, there will be a convergence of cultural heritage institutions – digitalization is the main manifestation of this trend currently. An example is NC ECHO. Third, libraries follow inclusive service mandates along with a commitment to social justice. This is the struggle to supply equal access to all users. Lastly, libraries must sustain the public sphere – act as a public commons where citizens can meet and voice interests and concerns. In this sense the library can serve as an unofficial, informal town hall and news center, much as commons did in New England towns during colonial times. Combined together these trends support lifelong learning.
If the IMLS is renewed past 2009 library and museum collaborations or partnerships will probably increase due to two factors. One being that the IMLS represents both types of institutions coupled with the harsh reality of reduced funding (both public and private). Those institutions that would normally be an island may be forced to find a partner/partners. In the future one may expect to see multiple partners in collaborations, not just two, because of lack of funding and the publicity and public relations advantages. In addition, corporate sponsorships may be combined with grants and partnerships in a hybrid partnership. However, for this to work to best effect the public sector and the private sector should be co-equal partners. IMLS research shows that working together libraries and museums can increase access to information in their communities and enhance education. Also, they can attract new audiences and expand and complement the reach of their programs. Libraries and museums share common educational goals and the preservation of culture as common bonds. As more collaborations/partnerships have taken place the “rules of engagement” and protocols have been established between the two institutions in order for them to share expertise. Many staff members from the two organizations have developed a dialog due to previous collaboration efforts. The possibility of future regional and state conferences that would unite library and museum decision makers is more likely because of past successful collaborations between these and other cultural institutions. This base of support could be expanded to include educational organizations (schools) and the private sector (businesses), as well as government at the local, state, and national level. Finally, library-museum partnerships could be used in order to promote tourism in certain areas of the nation and therefore, economically benefit their communities.
The fate of libraries and other cultural institutions are in their own hands and may well be decided by how quickly they adapt to ever-changing technology, educational and cultural needs, and public perceptions. Librarians need no longer be passive and hope the powers that fund them will “do the right thing.” They must aggressively promote themselves in new ways and partner with other organizations and businesses that share at least some common goals and that can be mutually beneficial to them. New library skills needed in the twenty-first century include technological aptitude, business-type management skills for scheduling and prioritizing, and shameless self-promotion as well as the ability to broker and negotiate deals/prices (haggling). The ideal Century Twenty-One Librarian might be part techno-geek, part bookworm, part used-car salesman, part entrepreneur, part teacher, and part activist. This combination may be what is needed in order for libraries and librarians to survive into the twenty-second century.
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How public libraries can overcome budget cuts through cultural, educational, and business partnerships
By Thomas Badgett
In the current difficult economic times, libraries of all sizes and types face budget cuts, often quite severe. At the same time the need and demand for library services surges. In order to minimize cutbacks libraries need to play to their strengths and promote how much value they offer to anyone who chooses to use them. They need to inform the public that they are available and promote what they offer in the way of services and alternatives to paid entertainment. As the public becomes more aware of libraries and what they offer, they may come to their support and demand more funding from politicians and bureaucrats.
During economic downturns, people cut back on unnecessary spending and seek value on what they do spend funds for. There is no better value than free. Public libraries provide services and materials to users that no competitor can beat because they are usually free. Families seek activities and places they can go to interact, be entertained, and spend quality time together. Libraries provide all this plus educational value, whether it be for self-help, school homework help, free choice learning for lifelong learners, or reference help. Also, libraries can preserve a community’s identity by recording oral histories, housing artifacts, and staging programs informing users of the history and culture of their community as it has evolved. Libraries should play to their strengths as educational and cultural institutions while also promoting their value as free and family friendly social centers.
Ways in which libraries might promote themselves as family-friendly centers include advertising at other family gathering venues such as bowling alleys, movie theaters, ice ream shops, and dining establishments. Libraries could establish booths for self-promotion at special events such as sporting events (soccer and baseball games), festivals (wine, music, crafts), concerts (classical, country, jazz, rock), and baseball card and toy shows. Perhaps the IMLS or ALA would sponsor a NASCAR team? To get the attention of young readers a library could sponsor comic book shows at one of their meeting rooms or have a kiosk/booth at a comic book convention. Cooperation with local booksellers and comic book stores or newsstands would be another way to publicize library services. The library could advertise certain businesses in its lobby and perhaps have signage donated by other businesses (in a manner like sports stadiums are doing). Even bookstores and libraries could refer users to each other in a sense of cooperation since both have a vested interest in the printed word. Libraries could also build relationships with hobby and craft stores and sponsor craft fairs or model kit shows in their community. In addition, the library could build a dialogue with local community members who are craftspeople or model collectors or any other collector. Card games could be sponsored at the library – a cribbage tournament, for example – or a poker tournament (with no gambling). There are innumerable ways for libraries to build relationships and get their message out to the public in addition to the Internet.
Scheduling and management skills on the part of librarians are now more important than ever since less money for staff translates into fewer man-hours for service. Library hours of operation should be based on peak demand times in the library’s community and not traditional banking hours. This is especially critical if the library intends to promote itself as a family or social center. Libraries need to be open when families can use them, not necessarily when it is most convenient for staff to be there. There may be no faster way to render libraries defunct than to cling to traditional banker-style hours Monday through Friday as in the past – unless a library tax is created. Weekends may become a peak demand time in some communities and library staff will have to adapt or face career extinction. In the short-term, at least, certain non-traditional skills (like scheduling in order to meet demand) should gain importance. As libraries continue to evolve additional new skills and a blurring of departments may occur in public libraries. For instance, reference may play a smaller role and customer service skills will be much more in demand. Every library, now more than ever, must focus on what services and materials are needed to provide service to its users.
The IMLS, whose mission is to create strong libraries and museums that connect people to information and ideas, is dedicated to serving a nation of learners. In addition to the NLG program, an International Strategic Partnership Initiative is in place to connect educational and cultural institutions from all over the world. The NLG program fosters collaboration between educational and cultural institutions on various projects, especially digitalization projects, in order for them to reach a broader range of users and make access easier for these users. Collaborations are both short-term and long-term in length, ranging from rotating exhibits between institutions to the multi-state Colorado Digitalization Program. Cultural heritage and educational institutions like libraries, museums, archives, and historical societies are good fits for partnerships through IMLS grants. However, schools and private sector businesses are also potential partners as the cultural/educational network expands.
One major goal of the IMLS is to preserve culture, whether it is local, regional, national, or international in nature. Through digitalization and the spreading of information this goal may be realized. Partnerships between cultural and educational institutions may help to ensure their survival through this severe recession, the longest in post-war history. Not only should partnerships result in more users, they may eliminate duplication of positions and result in streamlining of staff in these institutions, thereby placing them in an advantageous position for growth when the economy recovers. Collaboration projects enable libraries and museums to explore common issues and challenges, build networks for collaboration, share information and best practices, and further develop their institutions.
Museums today are active partners with libraries, archives, historical societies, and others in building digital libraries in order to emphasize their role as educational institutions. Museums have had a long and productive relationship with academic and special libraries and are now collaborating more often with public libraries. Two important considerations for producing digital resources are good cataloging (library strength) and accurate, knowledgeable description according to appropriate standards (museum strength). A broader, more diverse audience may be reached through collaboration and digitalization because the institutions complement each other. Also, the wear and tear on parts of the museum collection may be reduced once digital reproductions are created for Web consumption. Library web-sites should be interactive and participatory, much like many museum web-sites are. This interactive/participatory model lends itself well to free choice learning, which represents half of all learning (after formal schooling and work). In free choice learning the individual is the entry point in the framework of learning. The individual user decides what participation method, learning style, learning venue, and content they wish to engage in.
Library-museum partnerships may also collaborate with educators. In Illinois, the Illinois Library Association (ILA) noticed that school visits to museums and libraries were on the rise once collaboration projects began. Home school educators use museum and library resources also. Ways educators and museum staff can work together is through professional development workshops and training sessions at museums. Also, students can create their own museums in schools. Museums and museum web-sites can be excellent resources for teachers to use for the curriculum. NC ECHO is creating online curriculum resources for K-12 educators in North Carolina.
In addition to educators, government can play a role in library-museum partnerships. The Institute of Museum and Library Services (IMLS) is an agency within the Executive Branch charged with the mission of funding collaboration between cultural institutions like libraries and museums. Libraries were moved out of the Department of Education in the FY 1998 federal budget and placed under the umbrella of the IMLS. According to Diane Frankel, IMLS Director in 1997, museums are starting to understand that they need to serve a more diverse audience – while librarians have always realized that. Frankel describes libraries and museums as being “community anchors” and social places to spend time together, as well as educational institutions. These functions make these entities natural partners and the IMLS intends to facilitate more collaborations and partnerships through grant funding with the National Leadership Grant (NLG) program.
Dilevko criticizes some library-museum collaboration efforts, describing exhibits as “edutainment” since many museum exhibits shown at libraries have nothing to do with the library collection or community. Instead he recommends a library-museum hybrid that can be based on one of two models. The first model is the cabinet of curiosities – where books and objects are co-located to enhance investigation and learning. This model is often found in academic libraries. The second model is the popular collections model in which public libraries use individuals’ popular collections of objects to design exhibits that heighten the interconnections among libraries, information, and user communities.
Originally a phenomenon of private collectors, the cabinet of curiosities displays (or cabinets) of rare and curious pieces –using deaccessioned and stored museum objects – can have a bearing on learning. These artifacts, along with books from the library collection create an interdisciplinary environment to be explored by the user. The popular collections model utilizes objects that are affordable and appealing to the majority of people in order to connect to an audience of users. Corporate sponsorship may play a role in the blurring of the educational and entertainment functions of museums, raising concerns regarding control over the content of displays and exhibits (either at the museum itself or at a library partner). Museums seem to be making a shift from emphasizing “authentic objects” to “authentic experiences” in order to attract more users to the museum experience. This could lead to a problem in that the museum provides services and facilities that don’t relate to the museum’s collection. Libraries may fall into the same trap by hosting museum displays/exhibits that have nothing to do with the library community or collection.
Dilevko and Gottlieb contend that libraries will have a more difficult time asserting their importance to a community if they act and look like so many other places – an obvious swipe at bookstores. They also mention that the digital age has created the notion of re-establishing the museum as a physical space – a place where people would want to gather. Libraries and museums, they add, should avoid the situation where the experience-based concepts used to bring people to the library/museum do not translate into meaningful experiences that meet the scope of their mandates. Libraries must make the distinction between the goal of simply attracting visitors and of attracting library users. Libraries lack rare or impressive artifacts that draw people to them for study. They are partnering with museums often on collaborative digitalization projects for educational use. Also, libraries host traveling museum exhibits – which may erode the importance of the library’s own resources in the community. Many times these exhibits have little to do with the library’s permanent collection. The creation of virtual museum-libraries conflicts with the library’s need to reestablish itself as a physical space and presence in the community. A Catch 22 situation exists whereby the library expands its access electronically and loses physical users. One solution is to develop their own exhibitions that combine museum objects and artifacts with the library’s own collection.
Museums have recently begun to recognize what Dana practiced nearly a century ago – the value of local collectors in connecting to their communities. Some museums have a “collector in residence scheme” and in England, museums sponsor “People’s Shows” – collective displays in a museum environment of a number of private collections that range from pencil erasers to pulp fiction. Popular collections models based on users in a library community could be supplemented with objects from the library collection serving as a form of community outreach. An example would be a model collector proposing an exhibit based on his/her plastic kit collection of World War Two aircraft and the library adding books and magazines about aircraft and World War Two from its own collection and perhaps sponsoring a community plastic model kit-building contest (or show). Both the cabinet of curiosities model and the popular collections model can provide experiences to draw people to an educational institution. The library-museums can maintain control over how the information is presented (without corporate sponsorship). The library-museum hybrid is another method of these two cultural/educational institutions partnering together as places where people gather together.
According to McCook, libraries of the future will follow four main trends. First, they need to provide a sense of place – a third place (not home and not work) – where people gather. This is where being perceived as family-friendly falls and also helps communities retain their character. Second, there will be a convergence of cultural heritage institutions – digitalization is the main manifestation of this trend currently. An example is NC ECHO. Third, libraries follow inclusive service mandates along with a commitment to social justice. This is the struggle to supply equal access to all users. Lastly, libraries must sustain the public sphere – act as a public commons where citizens can meet and voice interests and concerns. In this sense the library can serve as an unofficial, informal town hall and news center, much as commons did in New England towns during colonial times. Combined together these trends support lifelong learning.
If the IMLS is renewed past 2009 library and museum collaborations or partnerships will probably increase due to two factors. One being that the IMLS represents both types of institutions coupled with the harsh reality of reduced funding (both public and private). Those institutions that would normally be an island may be forced to find a partner/partners. In the future one may expect to see multiple partners in collaborations, not just two, because of lack of funding and the publicity and public relations advantages. In addition, corporate sponsorships may be combined with grants and partnerships in a hybrid partnership. However, for this to work to best effect the public sector and the private sector should be co-equal partners. IMLS research shows that working together libraries and museums can increase access to information in their communities and enhance education. Also, they can attract new audiences and expand and complement the reach of their programs. Libraries and museums share common educational goals and the preservation of culture as common bonds. As more collaborations/partnerships have taken place the “rules of engagement” and protocols have been established between the two institutions in order for them to share expertise. Many staff members from the two organizations have developed a dialog due to previous collaboration efforts. The possibility of future regional and state conferences that would unite library and museum decision makers is more likely because of past successful collaborations between these and other cultural institutions. This base of support could be expanded to include educational organizations (schools) and the private sector (businesses), as well as government at the local, state, and national level. Finally, library-museum partnerships could be used in order to promote tourism in certain areas of the nation and therefore, economically benefit their communities.
The fate of libraries and other cultural institutions are in their own hands and may well be decided by how quickly they adapt to ever-changing technology, educational and cultural needs, and public perceptions. Librarians need no longer be passive and hope the powers that fund them will “do the right thing.” They must aggressively promote themselves in new ways and partner with other organizations and businesses that share at least some common goals and that can be mutually beneficial to them. New library skills needed in the twenty-first century include technological aptitude, business-type management skills for scheduling and prioritizing, and shameless self-promotion as well as the ability to broker and negotiate deals/prices (haggling). The ideal Century Twenty-One Librarian might be part techno-geek, part bookworm, part used-car salesman, part entrepreneur, part teacher, and part activist. This combination may be what is needed in order for libraries and librarians to survive into the twenty-second century.
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Special Education in Connecticut
educaation asked:
Terminology
The federal law governing special education is called the Individuals with Disabilities Education Act, or IDEA. It is codified in Title 20, United States Code, starting at section 1400. It was initially passed in 1975. A number of major reauthorizations have taken place. The two most recent were in 1997 and in December 2004. The December 2004 changes took effect, for the most part, on July 1, 2005. The changes made in the 2004 Act are numerous and varied, but perhaps not revolutionary.
In early 2002, President Bush signed the No Child Left Behind Act (NCLB) which is intended to ensure quality education and a high level of accountability. Many of the provisions of NCLB had an uncertain impact on IDEA 1997. Hence, IDEA 2004 attempts to clarify the impact of NCLB.
The IDEA speaks in terms of a State Education Authority (SEA) and a Local Education Authority (LEA). In Connecticut, the SEA is the State Department of Education. The LEA is generally the local school district, which is referred to as the district or the Board. In this context, the Board refers to the district’s administration, not to the actual Board of Education and its elected members.
State and Federal Law
Connecticut passed its special education law in 1967. The federal Education of All Handicapped Children Act initially passed in 1975. Hence, the Connecticut act predates the federal. The federal law did not pre-empt the field. Rather, federal courts can enforce both federal and relevant state law. “Relevant state law” is law which is not inconsistent with federally mandated requirements, both substantive and procedural, of the Act, and includes, inter alia, procedural safeguards which are more stringent than required procedures set forth in the federal law. Burlington v. Department of Education, 736 F.2d 773 (1st Cir. 1984), aff’d 471 U.S. 359 (1985). For the most part, Connecticut and federal requirements have converged. Yet, most of the detailed procedures for eligibility and due process stem from Connecticut law, as does the nomenclature. In Connecticut, there is a Planning and Placement Team (PPT) meeting. In New York, it is called a Committee on Special Education (CSE) meeting. In the federal
law, it is called an Individualized Education Plan Team (IEP Team) meeting.
The Connecticut Approach
The Connecticut State Department of Education (SDE) takes a hand-off approach to local school boards. This compares to New York, where the state department closely regulates most aspects of special education. The Connecticut SDE advises local school boards on questions, when raised. Indeed, SDE also provides advice to parents. The state approves private special education schools, but the approval is largely a matter of seeing if the right boxes are checked, rather than looking at the quality of the education provided. The state, pursuant to federal law, receives and processes complaints, but appears to be interested only in procedural requirements, avoiding making any comments on the substance of the claim. And, the state runs the due process and mediation systems. This is all done by a tiny group of people in Hartford. The SDE also runs the Special Education Resource Center (SERC), which serves as an information clearinghouse, library, and training center. As a general rule, the State Department of
Education sees itself as a consultant, rather than as a regulator.
The Special Education Universe in Connecticut
For the 2007-2008 school year, there were 68,989 children in Connecticut who were designated as eligible for special education services. This number is a drop of 5,000 from five years earlier. Special education students represent about 12% of the total student population of 574,287. Districts vary widely in percentages designated as eligible for special education, with some districts near 5% and others over 18%.
Among disabilities, the largest group, comprising 32% of the special education population, consists of students with learning disabilities (LD). Five years ago, learning disabled students represented 38% of the special education population. The next largest group, accounting for 21% of the special education population, contains students with speech or language impairments. Other health impairment (OHI) accounts for 17%, severe emotional disturbance (SED) is 8.5% and intellectual disabilities (ID) are 4%. Some 6.4% of special education students in Connecticut carry the Autism label. The racial differences are, however, significant. The following chart shows the 2007-2008 percentage of each racial/ethnic grouping that has a particular special education designation.
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Terminology
The federal law governing special education is called the Individuals with Disabilities Education Act, or IDEA. It is codified in Title 20, United States Code, starting at section 1400. It was initially passed in 1975. A number of major reauthorizations have taken place. The two most recent were in 1997 and in December 2004. The December 2004 changes took effect, for the most part, on July 1, 2005. The changes made in the 2004 Act are numerous and varied, but perhaps not revolutionary.
In early 2002, President Bush signed the No Child Left Behind Act (NCLB) which is intended to ensure quality education and a high level of accountability. Many of the provisions of NCLB had an uncertain impact on IDEA 1997. Hence, IDEA 2004 attempts to clarify the impact of NCLB.
The IDEA speaks in terms of a State Education Authority (SEA) and a Local Education Authority (LEA). In Connecticut, the SEA is the State Department of Education. The LEA is generally the local school district, which is referred to as the district or the Board. In this context, the Board refers to the district’s administration, not to the actual Board of Education and its elected members.
State and Federal Law
Connecticut passed its special education law in 1967. The federal Education of All Handicapped Children Act initially passed in 1975. Hence, the Connecticut act predates the federal. The federal law did not pre-empt the field. Rather, federal courts can enforce both federal and relevant state law. “Relevant state law” is law which is not inconsistent with federally mandated requirements, both substantive and procedural, of the Act, and includes, inter alia, procedural safeguards which are more stringent than required procedures set forth in the federal law. Burlington v. Department of Education, 736 F.2d 773 (1st Cir. 1984), aff’d 471 U.S. 359 (1985). For the most part, Connecticut and federal requirements have converged. Yet, most of the detailed procedures for eligibility and due process stem from Connecticut law, as does the nomenclature. In Connecticut, there is a Planning and Placement Team (PPT) meeting. In New York, it is called a Committee on Special Education (CSE) meeting. In the federal
law, it is called an Individualized Education Plan Team (IEP Team) meeting.
The Connecticut Approach
The Connecticut State Department of Education (SDE) takes a hand-off approach to local school boards. This compares to New York, where the state department closely regulates most aspects of special education. The Connecticut SDE advises local school boards on questions, when raised. Indeed, SDE also provides advice to parents. The state approves private special education schools, but the approval is largely a matter of seeing if the right boxes are checked, rather than looking at the quality of the education provided. The state, pursuant to federal law, receives and processes complaints, but appears to be interested only in procedural requirements, avoiding making any comments on the substance of the claim. And, the state runs the due process and mediation systems. This is all done by a tiny group of people in Hartford. The SDE also runs the Special Education Resource Center (SERC), which serves as an information clearinghouse, library, and training center. As a general rule, the State Department of
Education sees itself as a consultant, rather than as a regulator.
The Special Education Universe in Connecticut
For the 2007-2008 school year, there were 68,989 children in Connecticut who were designated as eligible for special education services. This number is a drop of 5,000 from five years earlier. Special education students represent about 12% of the total student population of 574,287. Districts vary widely in percentages designated as eligible for special education, with some districts near 5% and others over 18%.
Among disabilities, the largest group, comprising 32% of the special education population, consists of students with learning disabilities (LD). Five years ago, learning disabled students represented 38% of the special education population. The next largest group, accounting for 21% of the special education population, contains students with speech or language impairments. Other health impairment (OHI) accounts for 17%, severe emotional disturbance (SED) is 8.5% and intellectual disabilities (ID) are 4%. Some 6.4% of special education students in Connecticut carry the Autism label. The racial differences are, however, significant. The following chart shows the 2007-2008 percentage of each racial/ethnic grouping that has a particular special education designation.
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The Era of Online Education
Kateri White asked:
The Internet has broken down language barriers, country boundaries, and learning methods. Today, learning at home is not only possible but highly advisable because the World Wide Web gives students resources that otherwise are not available as fast as the time it takes when a student turns on his or her personal computer.
The era of education online means that your ability to obtain higher education is just a mouse click away. Online education is one of the best options for those who want to get a degree and work at the same time. Within the past ten years, online education and internet training has provided many people with a new incentive to learn.
Online education includes a full spectrum of possibilities starting with early childhood education and including college preparation, or complete learning programs for obtaining a college degree. Online courses open a world of possibilities to people who for any given reason were unable to attend regular school programs, or those whose actual activities and limited time, made it hard to stick to a full-time learning schedule.
Online education is spreading across the globe like a wildfire fueled by textbooks and periodic tables. Millions who previously thought that a college degree was firmly out of their reach have discovered that all it takes to attend college in today’s world are the combination of a few free hours each day and access to the Internet.
Online Education Equals Big Business
Originally conceived as a way for adults to earn a college degree later in life than usual, online education or “distance learning” has spread to the point that people of all ages are now involved. Children as young as the fourth grade level now have access to online education in many areas, using it as a supplement to or in place of traditional classes.
With Online Education Everybody Wins
Part of the appeal to online education is that it is literally good for everyone. Educators can enter a new job market in writing and implementing an online curriculum and can use this income to supplement the earnings that receive from classroom education. Students of all ages have an alternative to traditional classes in which they can learn without the interference of other students’ behavioral interruptions. Adults who may have missed out on their high school diplomas or college degrees now have the opportunity, through online education, to complete or further their studies without the scheduling problems that may have made this impossible in the past. Finally, online education offers businesses the chance to educate their workforce at a lower cost and the benefit of a generation of computer literate and more highly educated prospective employees entering the job market.
However, online education is not limited to school subjects. Demand for adult education and online courses are some of the most widely available educational resources on the Internet, intended for developing specific skills. Cooking and baking courses, mechanical reparations, interior decoration, are just a few of those quick courses available online.
Another motivation encouraging online education includes foreign languages learning, or just for broadening your culture. Online options are as many as everyone’s need; degree programs, online education courses, training certificates and more, including accredited formal education.
Online education saves time, money, and offers opportunity to those who may have never had it in the past. It may truly be the wave of the future. Helping students to succeed in both education and career aspirations, online education is fast becoming a convenient, but credible educational tool of the modern era.
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The Internet has broken down language barriers, country boundaries, and learning methods. Today, learning at home is not only possible but highly advisable because the World Wide Web gives students resources that otherwise are not available as fast as the time it takes when a student turns on his or her personal computer.
The era of education online means that your ability to obtain higher education is just a mouse click away. Online education is one of the best options for those who want to get a degree and work at the same time. Within the past ten years, online education and internet training has provided many people with a new incentive to learn.
Online education includes a full spectrum of possibilities starting with early childhood education and including college preparation, or complete learning programs for obtaining a college degree. Online courses open a world of possibilities to people who for any given reason were unable to attend regular school programs, or those whose actual activities and limited time, made it hard to stick to a full-time learning schedule.
Online education is spreading across the globe like a wildfire fueled by textbooks and periodic tables. Millions who previously thought that a college degree was firmly out of their reach have discovered that all it takes to attend college in today’s world are the combination of a few free hours each day and access to the Internet.
Online Education Equals Big Business
Originally conceived as a way for adults to earn a college degree later in life than usual, online education or “distance learning” has spread to the point that people of all ages are now involved. Children as young as the fourth grade level now have access to online education in many areas, using it as a supplement to or in place of traditional classes.
With Online Education Everybody Wins
Part of the appeal to online education is that it is literally good for everyone. Educators can enter a new job market in writing and implementing an online curriculum and can use this income to supplement the earnings that receive from classroom education. Students of all ages have an alternative to traditional classes in which they can learn without the interference of other students’ behavioral interruptions. Adults who may have missed out on their high school diplomas or college degrees now have the opportunity, through online education, to complete or further their studies without the scheduling problems that may have made this impossible in the past. Finally, online education offers businesses the chance to educate their workforce at a lower cost and the benefit of a generation of computer literate and more highly educated prospective employees entering the job market.
However, online education is not limited to school subjects. Demand for adult education and online courses are some of the most widely available educational resources on the Internet, intended for developing specific skills. Cooking and baking courses, mechanical reparations, interior decoration, are just a few of those quick courses available online.
Another motivation encouraging online education includes foreign languages learning, or just for broadening your culture. Online options are as many as everyone’s need; degree programs, online education courses, training certificates and more, including accredited formal education.
Online education saves time, money, and offers opportunity to those who may have never had it in the past. It may truly be the wave of the future. Helping students to succeed in both education and career aspirations, online education is fast becoming a convenient, but credible educational tool of the modern era.
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Global Education
Global Education asked:
About SAT
The SAT is an aptitude test. Like all aptitude tests, it must choose a medium in which to measure intellectual ability. The SAT has chosen Math and English. Most of the aspirants for undergraduate studies to US need to take it. NEW SAT takes about 3 hours and 45 minutes. It contains Critical Reading, Math and Writing Section. The NEW SAT is about 2400 marks, English section is for 1600 marks while Math section is 800 marks. The writing section is measured on a scale of (0 to 6 points). SAT is offered 6 times a year in India you can register for the exam online on www.collegeboard.com. The present fees for SAT is around $ 85 USD, You will select a test day, pay with an international credit card and complete the transaction entirely online. SAT scores are valid for a period of 5 years.
About SAT SUBJECT TEST
SAT subject test where formerly known as SAT II, subject tests are given to access your skills in specific areas subjects include Math, History, Physical Science, Literature and SAT Subject Tests are given to assess your skills in specific areas. Subjects include math, history, physical sciences, literature, and foreign languages. SAT Subject Tests are an hour long and consist entirely of multiple-choice questions.
The score is from 800 marks. It is taken as per direction of universities for the choice of programs mentioned.
About Graduate Record Exam
Graduate Record Exam (GRE) is taken by students interested in pursuing their Masters program in US but renowned universities across the globe accept GRE scores. GRE is essentially a computer adaptive test which is about 2 hours and 30 minutes. It consists of Verbal, Quantitative and Analytical Writing. The scoring pattern of GRE is on Verbal (800), Math (800) and Analytical Writing section is graded on a scale of (0 to 6 points). GRE is offered all year around you can register for GRE on www.gre.org. You need to pay $160 USD for registration. GRE scores are valid for a period of 5 years.
About GRE subject test:
The GRE Subject Tests are intended to measure your knowledge of specific subject matter. Subject Tests are available in eight disciplines: Biochemistry, Cell and Molecular Biology; Biology; Chemistry; Computer Science; Literature in English; Mathematics; Physics; and Psychology. These tests are given in paper-and-pencil format. These tests are given separately from the GRE General Test and require additional fees. Check with the universities to which you are applying to determine whether any of these extra tests are required.
About GMAT:
The Graduate Management Admission Test (GMAT) is taken by students interested in pursuing MBA program in the US. It is also accepted by major business schools world wide. It consists of 3 sections (Quantitative, Verbal, and Writing). It is a 4 hour computer-adaptive test (CAT). Scoring pattern is on a scale of 800. GMAT is offered all year around you can register for GMAT on www.mba.org . You need to pay $250 USD for registration. GMAT scores are valid for a period of 5 years.
Importance of SAT, GRE, GMAT:
As the admission process gets tougher every year. It is mandatory for
the students to prepare sincerely for the above exams. The preparation
time for these exams extends from three months to six months. On a
broad spectrum the ETS board the governing body for the exam evaluates
students on their knowledge in Math and English from grade eight to
degree level, but individual stress is given on basic writing skills
as far as Analytical writing is concerned.
Do’s and Don’t for Exam preparation.
The do’s
1. Be realistic in your expectations.
2. Do take the writing Analytical section seriously.
3. Take practice test with the sole aim of improving your endurance and timing.
4. Take mock test as far as possible it acts as a dress rehearsal.
5. Practice alone makes you perfect.
The Don’t
1. Don’t be too confident about your test taking abilities.
2. Don’t focus only on particular testing areas at the cost of other sections.
3. Don’t be obsessed about scores during practice.
4. Don’t burn the mid night oil without a proper back up plan.
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About SAT
The SAT is an aptitude test. Like all aptitude tests, it must choose a medium in which to measure intellectual ability. The SAT has chosen Math and English. Most of the aspirants for undergraduate studies to US need to take it. NEW SAT takes about 3 hours and 45 minutes. It contains Critical Reading, Math and Writing Section. The NEW SAT is about 2400 marks, English section is for 1600 marks while Math section is 800 marks. The writing section is measured on a scale of (0 to 6 points). SAT is offered 6 times a year in India you can register for the exam online on www.collegeboard.com. The present fees for SAT is around $ 85 USD, You will select a test day, pay with an international credit card and complete the transaction entirely online. SAT scores are valid for a period of 5 years.
About SAT SUBJECT TEST
SAT subject test where formerly known as SAT II, subject tests are given to access your skills in specific areas subjects include Math, History, Physical Science, Literature and SAT Subject Tests are given to assess your skills in specific areas. Subjects include math, history, physical sciences, literature, and foreign languages. SAT Subject Tests are an hour long and consist entirely of multiple-choice questions.
The score is from 800 marks. It is taken as per direction of universities for the choice of programs mentioned.
About Graduate Record Exam
Graduate Record Exam (GRE) is taken by students interested in pursuing their Masters program in US but renowned universities across the globe accept GRE scores. GRE is essentially a computer adaptive test which is about 2 hours and 30 minutes. It consists of Verbal, Quantitative and Analytical Writing. The scoring pattern of GRE is on Verbal (800), Math (800) and Analytical Writing section is graded on a scale of (0 to 6 points). GRE is offered all year around you can register for GRE on www.gre.org. You need to pay $160 USD for registration. GRE scores are valid for a period of 5 years.
About GRE subject test:
The GRE Subject Tests are intended to measure your knowledge of specific subject matter. Subject Tests are available in eight disciplines: Biochemistry, Cell and Molecular Biology; Biology; Chemistry; Computer Science; Literature in English; Mathematics; Physics; and Psychology. These tests are given in paper-and-pencil format. These tests are given separately from the GRE General Test and require additional fees. Check with the universities to which you are applying to determine whether any of these extra tests are required.
About GMAT:
The Graduate Management Admission Test (GMAT) is taken by students interested in pursuing MBA program in the US. It is also accepted by major business schools world wide. It consists of 3 sections (Quantitative, Verbal, and Writing). It is a 4 hour computer-adaptive test (CAT). Scoring pattern is on a scale of 800. GMAT is offered all year around you can register for GMAT on www.mba.org . You need to pay $250 USD for registration. GMAT scores are valid for a period of 5 years.
Importance of SAT, GRE, GMAT:
As the admission process gets tougher every year. It is mandatory for
the students to prepare sincerely for the above exams. The preparation
time for these exams extends from three months to six months. On a
broad spectrum the ETS board the governing body for the exam evaluates
students on their knowledge in Math and English from grade eight to
degree level, but individual stress is given on basic writing skills
as far as Analytical writing is concerned.
Do’s and Don’t for Exam preparation.
The do’s
1. Be realistic in your expectations.
2. Do take the writing Analytical section seriously.
3. Take practice test with the sole aim of improving your endurance and timing.
4. Take mock test as far as possible it acts as a dress rehearsal.
5. Practice alone makes you perfect.
The Don’t
1. Don’t be too confident about your test taking abilities.
2. Don’t focus only on particular testing areas at the cost of other sections.
3. Don’t be obsessed about scores during practice.
4. Don’t burn the mid night oil without a proper back up plan.
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Revitalizing Secondary Education Schemes in India
Sadaket Malik asked:
Revitalizing secondary education
By Sadaket Malik
With the central government lobbing its ball to the state governments for the implementation of the several schemes for the revitalization of the system of the secondary education in the country, the schemes of the access, equity, Mahila Samakhya, and quality in the field of secondary education has lost its very essence. Basic issues of quality, equity and access to secondary education in India still unresolved besides the central legislations by the Ministry of Human Resource development Govt of India. The expert committees were formulated by the Govt. to gauge the system and suggest the measures to universalize the whole system. The central governments own figures indicate that many as two-thirds of those eligible for secondary education remain outside the school system today. A Central Advisory Board of Education (CABE) committee estimates that 88,562 additional classrooms will be required in 2007-08 and over 1.3 lakh additional teachers. The CABE is the highest advisory body relating to policy making in education in India. Figures put out by the Ministry of Human Resource Development’s Department of School Education and Literacy indicate that as many as two-thirds of those eligible for secondary and senior secondary education remain outside the school system today. While noting that adequate number of elementary schools is to be found at a reasonable distance from habitations, the ministry admits in its website that this is not the case with regard to secondary schools and colleges. The gross enrolment rate for elementary education in 2003-04 was 85 percent, but for secondary education, the enrolment figure stood at 39 percent.
Pertinently, the CABE report also notes that the benefits of India’s reservation policy in higher education are unlikely to reach those it’s intended for in the absence of a strong secondary education system. A large majority of children and youth belonging to SC and ST community do not have access to secondary education; less than 10 percent of the girls among SCs and STs have access to the plus two stage. Without secondary or senior secondary education, benefits of reservation to SCs/STs will remain elusive,” the report says. These are questions that the CABE report tries to address. School systems, the report says, should strive for equality and social justice, transcending discrimination that may arise because of gender, economic disparity, societal norms on caste and community, location (urban area or rural), disabilities (physical and mental) and cultural or linguistic differences. However, these inequities seem bound to remain given the current circumstances, where the government involvement in secondary education is much less than what is expected of it. The Committee report says that almost 25 percent of the secondary schools today are private, unaided schools whose clientele comes only from the privileged sections of society. Expert opines that Private education has always played an important role we have different types of private secondary schools, such as private unrecognized, private recognized but unaided schools, and private, recognized and aided schools. In Kerala and West Bengal, it’s common to see private aided schools, which are schools run by private managements that receive government grants. Going by the Sixth All India Survey Data, the CABE report notes that private aided schools account for over 46 percent of all secondary school students. The overwhelming participation of the private sector in secondary education, however, in no way absolves the government of its many responsibilities. To improve access to secondary education, experts agree that the government should invest more money. Unfortunately, the Centre has baulked at involving itself even in primary education, more so when it has to be on a collision. course with private schools.
Similarly, though the CABE committee report advocates a common school system, the government seems to have already shown its disinterest.The CABE report was accepted in principle, but soon after, the Planning Commission diluted our recommendation that the typical secondary school should be like a Kendriya Vidyalaya. The Commission started saying that instead of Kendriya Vidyalaya norms, SSA norms could be extended to secondary schools. Such a move would result in parallel streams of education with poor quality being accepted as a part of secondary education. The CABE committee, incidentally, had worked out the expenditure that will be incurred if all secondary schools are managed like Kendriya Vidyalayas. The total costs in such a scenario do not exceed six percent of the GDP but that does not seem to have been enough to convince the government. The report does not mention how many additional schools will be needed to meet the future demand. However, it presents two estimates, one projection based on the 100 percent success of SSA and the other, the 75 percent success of the programme. In the case of the former, the report estimates that 88,562 additional classrooms will be required in 2007-08 and over 1.3 lakh additional teachers
A worrisome trend in government schools, undoubtedly a factor contributing to their poor performance, is the fact that almost 95 percent of the government grants go into paying staff salaries. There is no money for buying teaching learning materials, for cleaning or blackboards,” he explains. The ratio should be at least 80:20, with 20 percent of the grant being used for improving or creating infrastructure, he adds. To ensure that government schools are more efficiently managed, a committee comprising members from the neighborhood could be asked to take decisions concerning the school, suggests several experts of CABE Committee. Experts opines that there are several examples of successful private-public partnerships. “There have been initiatives like DPS Delhi Public School being given the responsibility to run two-three government schools in Gurgaon in Haryana In this way, the private schools can manage the schools for a while and use their expertise to train teachers.
The educationists have a consensus that the children are actually walking out because there is no quality education. Poor children can ill-afford to spend their time in classes that are taken badly, or in schools that have no infrastructure or teachers. Instead of looking for the reasons that are behind the problem, the government appears to be trying to implicate parents or children for the ‘drop-out’ rates. The CABE committee report has already set down comprehensive norms that secondary schools should follow, ranging from having one classroom for 30 students, ensuring safe drinking water facilities and separate toilets for girls and boys to computer labs. Experts also suggest granting free ships or scholarships to those from disadvantaged backgrounds to encourage enrolment in secondary and senior secondary schools. The CABE report notes that expansion of secondary education can be achieved by setting up new schools, upgrading existing elementary schools into high schools by providing more infrastructure and adding to the facilities in existing secondary schools to accommodate more students.
In view of this, the Central and the State/UT governments must jointly initiate planning to implement the agenda of universal and free secondary education in the first phase by the year 2015 and then extend it to senior secondary education in the second phase by the year 2020. The conventional expectation from secondary/senior secondary education lies in its role in creating the necessary base for generating technical person power, raising the potential of a society in contributing to the growth of knowledge and skills and thereby enhancing the nation’s capacity to face the challenge of global competitiveness.
The no of higher secondary schools has been raised to 50,273 with 1000112 teachers, and figure of secondary schools is 101,777 with 1082878 teachers. Official statistics reveal that the enrolment of secondary and higher secondary school level is 3.70 crore and the gross enrolment ratio is 39.91. The total dropout rate up to matric is 61.92 as on September 2004. The population of children in this age group has been estimated to be 88.5 million as per Census, 2001.Enrolment figures show that only 31 million of these children were attending schools in 2001-02,
However, Para 5.13 –5.15 of the National Policy on Education (NPE), 1986 (as modified in 1992) deal with Secondary Education. Para 5.13. of the NPE, inter alia states that access to Secondary Education will be widened with emphasis on enrolment of girls, SCs and STs, particularly in science, commerce and vocational streams. The disparity between boys’ and girls’ enrollment is particularly marked at the secondary stage. As per the latest data available, out of the total enrollment of 21.2 millions n 1991-92 (as on 30.9.91) at the secondary stage (Classes IX and above), the girls account for 7 millions only, i.e. mere 33 per cent of the total enrollment, whereas boy’s enrollment at this stage of education is 67 per cent of the total enrollment.
Nevertheless, a significant progress is also made in all spheres of secondary education. More than 84 per cent habitations in 1993-94 had a secondary school/section within a distance of 8 km as compared to 70 per cent within 5 km. The number of unserved habitations declined from 21 per cent in 1986-87 to 15 per cent in 1993-94. During 1950-51 to 1999-2000, number of secondary & higher secondary schools increased from 7 thousand to 117 thousand. The increase (16 times) is much more rapid than the corresponding increase in primary (3 times) and upper primary (14 times) schools. In the latest decade (1990 to 99), more than 37 thousand secondary & higher secondary schools were opened. The ratio of upper primary to secondary schools also improved from 1.83 in 1950-51 to 1.69 in 1999-2000.
Keeping in view the dismal statistics of secondary education in the country, Ministry of HRD launched several schemes, like scheme for strengthening of boarding and hostel facilities for girl students of secondary and higher secondary schools. The scheme is being implemented by NGOs and of the state governments. A one-time grant non recurring grant @Rs.1500/- per girl boarder for purchase of furniture (including beds)and utensils and provision of basic recreational aids, particularly material for sports and games, reading room equipments and books. And recurring Rs.5000/- per annum per girl boarder for food and salary of cook. Finally, The CABE Committee in June 2005 recommended that “there is no alternative acceptable to regular schooling of good quality to all the girls”. The Committee also felt that “incentives offered for promotion of girls education need to be revisited and measures taken need to be of such nature, force and magnitude that they are able to overcome the obstacles posed by factors such as poverty, domestic/sibling responsibilities, girl child labour, low preference to girl’s education, preference to marriage over the education of girl child, etc.” The key issues relating to secondary education highlighted in the Tenth Plan are: greater focus on improving access; reducing disparities by emphasizing the Common School System; renewal of curricula with emphasis on vocationalisation and employment-oriented courses; expansion and diversification of the Open Learning System; reorganization of teacher training and greater use of ICT. After merging several schemes like ET & CLASS scheme, a new Scheme called ICT Schools was launched for which the Annual Plan Outlay for 2006-07 was Rs. 67 crore. The intervention of the Central Government in Secondary Education has primarily been in two areas, (i) through apex level bodies and (ii) through various Centrally Sponsored Schemes. Central Government supports autonomous organizations like NCERT, CBSE, KVS and NVS and CTSA, the first named body for providing research and policy support to the Central and State Governments; CBSE for affiliating Secondary Schools and the remaining three for their own school systems. There are 929 Kendriya Vidyalayas (KVS) and 507 Navodaya Vidyalayas (NVS), and 69 Central Schools for Tibetans (CTSA). Scheme of Vocationalistion of Secondary Education at secondary level to enhance individual Employability. Rashtriya Madhyamik Shiksha Abhiyan (RMSA) launched in 2007 is a mission-mode exercise to universalize secondary education in which the centre is all set to universalize the secondary education till 2020.
The irony is that the arguments on the part of HRD ministry on community participation in implementing such schemes are not encouraging. Government should initiate evaluation mechanism and core commission to evaluate the progress of the schemes and policies to support the education sector by community mobilization to revitalize the schemes and put the policies into practice.
The author can be contacted at sadaketmalik@rediffmail.com
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Revitalizing secondary education
By Sadaket Malik
With the central government lobbing its ball to the state governments for the implementation of the several schemes for the revitalization of the system of the secondary education in the country, the schemes of the access, equity, Mahila Samakhya, and quality in the field of secondary education has lost its very essence. Basic issues of quality, equity and access to secondary education in India still unresolved besides the central legislations by the Ministry of Human Resource development Govt of India. The expert committees were formulated by the Govt. to gauge the system and suggest the measures to universalize the whole system. The central governments own figures indicate that many as two-thirds of those eligible for secondary education remain outside the school system today. A Central Advisory Board of Education (CABE) committee estimates that 88,562 additional classrooms will be required in 2007-08 and over 1.3 lakh additional teachers. The CABE is the highest advisory body relating to policy making in education in India. Figures put out by the Ministry of Human Resource Development’s Department of School Education and Literacy indicate that as many as two-thirds of those eligible for secondary and senior secondary education remain outside the school system today. While noting that adequate number of elementary schools is to be found at a reasonable distance from habitations, the ministry admits in its website that this is not the case with regard to secondary schools and colleges. The gross enrolment rate for elementary education in 2003-04 was 85 percent, but for secondary education, the enrolment figure stood at 39 percent.
Pertinently, the CABE report also notes that the benefits of India’s reservation policy in higher education are unlikely to reach those it’s intended for in the absence of a strong secondary education system. A large majority of children and youth belonging to SC and ST community do not have access to secondary education; less than 10 percent of the girls among SCs and STs have access to the plus two stage. Without secondary or senior secondary education, benefits of reservation to SCs/STs will remain elusive,” the report says. These are questions that the CABE report tries to address. School systems, the report says, should strive for equality and social justice, transcending discrimination that may arise because of gender, economic disparity, societal norms on caste and community, location (urban area or rural), disabilities (physical and mental) and cultural or linguistic differences. However, these inequities seem bound to remain given the current circumstances, where the government involvement in secondary education is much less than what is expected of it. The Committee report says that almost 25 percent of the secondary schools today are private, unaided schools whose clientele comes only from the privileged sections of society. Expert opines that Private education has always played an important role we have different types of private secondary schools, such as private unrecognized, private recognized but unaided schools, and private, recognized and aided schools. In Kerala and West Bengal, it’s common to see private aided schools, which are schools run by private managements that receive government grants. Going by the Sixth All India Survey Data, the CABE report notes that private aided schools account for over 46 percent of all secondary school students. The overwhelming participation of the private sector in secondary education, however, in no way absolves the government of its many responsibilities. To improve access to secondary education, experts agree that the government should invest more money. Unfortunately, the Centre has baulked at involving itself even in primary education, more so when it has to be on a collision. course with private schools.
Similarly, though the CABE committee report advocates a common school system, the government seems to have already shown its disinterest.The CABE report was accepted in principle, but soon after, the Planning Commission diluted our recommendation that the typical secondary school should be like a Kendriya Vidyalaya. The Commission started saying that instead of Kendriya Vidyalaya norms, SSA norms could be extended to secondary schools. Such a move would result in parallel streams of education with poor quality being accepted as a part of secondary education. The CABE committee, incidentally, had worked out the expenditure that will be incurred if all secondary schools are managed like Kendriya Vidyalayas. The total costs in such a scenario do not exceed six percent of the GDP but that does not seem to have been enough to convince the government. The report does not mention how many additional schools will be needed to meet the future demand. However, it presents two estimates, one projection based on the 100 percent success of SSA and the other, the 75 percent success of the programme. In the case of the former, the report estimates that 88,562 additional classrooms will be required in 2007-08 and over 1.3 lakh additional teachers
A worrisome trend in government schools, undoubtedly a factor contributing to their poor performance, is the fact that almost 95 percent of the government grants go into paying staff salaries. There is no money for buying teaching learning materials, for cleaning or blackboards,” he explains. The ratio should be at least 80:20, with 20 percent of the grant being used for improving or creating infrastructure, he adds. To ensure that government schools are more efficiently managed, a committee comprising members from the neighborhood could be asked to take decisions concerning the school, suggests several experts of CABE Committee. Experts opines that there are several examples of successful private-public partnerships. “There have been initiatives like DPS Delhi Public School being given the responsibility to run two-three government schools in Gurgaon in Haryana In this way, the private schools can manage the schools for a while and use their expertise to train teachers.
The educationists have a consensus that the children are actually walking out because there is no quality education. Poor children can ill-afford to spend their time in classes that are taken badly, or in schools that have no infrastructure or teachers. Instead of looking for the reasons that are behind the problem, the government appears to be trying to implicate parents or children for the ‘drop-out’ rates. The CABE committee report has already set down comprehensive norms that secondary schools should follow, ranging from having one classroom for 30 students, ensuring safe drinking water facilities and separate toilets for girls and boys to computer labs. Experts also suggest granting free ships or scholarships to those from disadvantaged backgrounds to encourage enrolment in secondary and senior secondary schools. The CABE report notes that expansion of secondary education can be achieved by setting up new schools, upgrading existing elementary schools into high schools by providing more infrastructure and adding to the facilities in existing secondary schools to accommodate more students.
In view of this, the Central and the State/UT governments must jointly initiate planning to implement the agenda of universal and free secondary education in the first phase by the year 2015 and then extend it to senior secondary education in the second phase by the year 2020. The conventional expectation from secondary/senior secondary education lies in its role in creating the necessary base for generating technical person power, raising the potential of a society in contributing to the growth of knowledge and skills and thereby enhancing the nation’s capacity to face the challenge of global competitiveness.
The no of higher secondary schools has been raised to 50,273 with 1000112 teachers, and figure of secondary schools is 101,777 with 1082878 teachers. Official statistics reveal that the enrolment of secondary and higher secondary school level is 3.70 crore and the gross enrolment ratio is 39.91. The total dropout rate up to matric is 61.92 as on September 2004. The population of children in this age group has been estimated to be 88.5 million as per Census, 2001.Enrolment figures show that only 31 million of these children were attending schools in 2001-02,
However, Para 5.13 –5.15 of the National Policy on Education (NPE), 1986 (as modified in 1992) deal with Secondary Education. Para 5.13. of the NPE, inter alia states that access to Secondary Education will be widened with emphasis on enrolment of girls, SCs and STs, particularly in science, commerce and vocational streams. The disparity between boys’ and girls’ enrollment is particularly marked at the secondary stage. As per the latest data available, out of the total enrollment of 21.2 millions n 1991-92 (as on 30.9.91) at the secondary stage (Classes IX and above), the girls account for 7 millions only, i.e. mere 33 per cent of the total enrollment, whereas boy’s enrollment at this stage of education is 67 per cent of the total enrollment.
Nevertheless, a significant progress is also made in all spheres of secondary education. More than 84 per cent habitations in 1993-94 had a secondary school/section within a distance of 8 km as compared to 70 per cent within 5 km. The number of unserved habitations declined from 21 per cent in 1986-87 to 15 per cent in 1993-94. During 1950-51 to 1999-2000, number of secondary & higher secondary schools increased from 7 thousand to 117 thousand. The increase (16 times) is much more rapid than the corresponding increase in primary (3 times) and upper primary (14 times) schools. In the latest decade (1990 to 99), more than 37 thousand secondary & higher secondary schools were opened. The ratio of upper primary to secondary schools also improved from 1.83 in 1950-51 to 1.69 in 1999-2000.
Keeping in view the dismal statistics of secondary education in the country, Ministry of HRD launched several schemes, like scheme for strengthening of boarding and hostel facilities for girl students of secondary and higher secondary schools. The scheme is being implemented by NGOs and of the state governments. A one-time grant non recurring grant @Rs.1500/- per girl boarder for purchase of furniture (including beds)and utensils and provision of basic recreational aids, particularly material for sports and games, reading room equipments and books. And recurring Rs.5000/- per annum per girl boarder for food and salary of cook. Finally, The CABE Committee in June 2005 recommended that “there is no alternative acceptable to regular schooling of good quality to all the girls”. The Committee also felt that “incentives offered for promotion of girls education need to be revisited and measures taken need to be of such nature, force and magnitude that they are able to overcome the obstacles posed by factors such as poverty, domestic/sibling responsibilities, girl child labour, low preference to girl’s education, preference to marriage over the education of girl child, etc.” The key issues relating to secondary education highlighted in the Tenth Plan are: greater focus on improving access; reducing disparities by emphasizing the Common School System; renewal of curricula with emphasis on vocationalisation and employment-oriented courses; expansion and diversification of the Open Learning System; reorganization of teacher training and greater use of ICT. After merging several schemes like ET & CLASS scheme, a new Scheme called ICT Schools was launched for which the Annual Plan Outlay for 2006-07 was Rs. 67 crore. The intervention of the Central Government in Secondary Education has primarily been in two areas, (i) through apex level bodies and (ii) through various Centrally Sponsored Schemes. Central Government supports autonomous organizations like NCERT, CBSE, KVS and NVS and CTSA, the first named body for providing research and policy support to the Central and State Governments; CBSE for affiliating Secondary Schools and the remaining three for their own school systems. There are 929 Kendriya Vidyalayas (KVS) and 507 Navodaya Vidyalayas (NVS), and 69 Central Schools for Tibetans (CTSA). Scheme of Vocationalistion of Secondary Education at secondary level to enhance individual Employability. Rashtriya Madhyamik Shiksha Abhiyan (RMSA) launched in 2007 is a mission-mode exercise to universalize secondary education in which the centre is all set to universalize the secondary education till 2020.
The irony is that the arguments on the part of HRD ministry on community participation in implementing such schemes are not encouraging. Government should initiate evaluation mechanism and core commission to evaluate the progress of the schemes and policies to support the education sector by community mobilization to revitalize the schemes and put the policies into practice.
The author can be contacted at sadaketmalik@rediffmail.com
Potential Opportunities in Indian Education Market
Aarkstore Enterprise asked:
The Indian education industry is in its development stage. With economic growth and enhanced technology it has become necessary to develop the structure of the Indian education sector. Funds are a major concern in the market though government has taken many initiatives for the development of education infrastructure which can be fulfilled by private players. The government has opened the doors for foreign universities which will help in shaping the education industry structure.
The numbers of junior basic schools are highest in the country and there is a strong need to set up higher secondary schools as well as colleges with a focus on IT education. Government has set up many ICT schools but still more than fifty percent of the market is untapped which shows an opportunity for private players. In respect to the country’s population and number of students, trained teacher’s ratio is low which emphasizes the need of training institutes. The growing IT industry in India is driving IT education and training market as well as enhanced teaching techniques.
The report highlights opportunities prevailing in the Indian education industry. It focuses on market size of all the segments like schools, colleges, other institutes and ICT schools. The number of professional colleges highlights the need of new teaching techniques and bright future of vocational training market. Scope of foreign universities is a part of the report and it also gives an overview of issues in regard to the foreign universities entering in India. Competitive landscape is also a part of the report which tells the level of competition and major players in the market. The report profiles major players with focus on key strategies adopted by them.
Elementary School Career Education – The Need, Basics, Examples, and Guidelines
According Ediger (2000), elementary school career education is important. Ediger stated that “the elementary school years are not too early to begin to achieve a vision of what one desires to do in life contributing to the world of work”. Without career education, students have unrealistic perceptions of careers due to a lack of knowledge and poor decision making. Students have limited knowledge and exposure to careers. (2,3) When students look at the different industries e.g. sports, media and entertainment, most students underestimate the skills and time required to have successful careers. (3)
The Basics for Elementary School Career Education Programs
In career awareness programs, students do not make premature career choices. Elementary school career education is not career exploration or career preparation. Elementary students remain open to new career ideas and possibilities. (7,8,13,15) Elementary students build awareness of self, personal interactions, school, and the workforce. (2,15) Elementary school counselors and teachers build self-awareness, family awareness, school awareness, community awareness, career/ work awareness, attitude development, skill development, decision making strategies, and self-worth. (2,4,11)
