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Education With Its Pivotal Scenario

admin — Fri, 25 Jun 2010 06:41:37 +0000

“Education means bringing out of the ideas of universal validity which are latent in the mind of everyman”.

–Socrates–

In every civilized society men and women believe that education is comprehensive, compulsory and necessary for every individual. Education is an important human activity. The very concept if education is like a diamond which appears to be of a different colour when seen from different angles.

Etymological Definition:

The word ‘Education’ had its origin in the Latin word ‘Educatum’, itself composed of two words, ‘E’ and ‘Duco’, means developing and progressing. Hence, in its literal scenario, education means becoming develop or progressing from inside to outside. In other words, education implies some of the change for the better and greater in a person.

Different educational theorists has given different derivations of the concept ‘Education’.

1. According to Forebel, “Education is a process through which child makes its internal external”.

2. According to Eddisoan, “When education works on noble mind it draws out to view every latent virtue and perfection.

3. According to Pestalozzi, “Education is defined as natural, harmonious and progressive development of men’s innate powers”.

4. According to M. K. Gandhi, “I mean an all around drawing out of the best in child and man body, mind and spirit”.

Education is aggregate of all the processes by which a person develops ability, attitudes and behaviour of practical values in the society in which he lives.

Narrow Sense of Education: In large majority of people use the concept of education to mean the training undertaken for some years in some educational institutions. This is the narrow meaning of the concept of education. In other words, it implies education provided according to a fixed curriculum by a particular set of people in a specific place.

Wider Sense of Education: The very betterment of an adjusted pattern of life is the product of that educational system. The very educative system is going on every moment in the life of a person. Here, each day’s activities has an effect upon him. The educant may perceive or not perceive that effect.

Liberal Sense of Education: When the word ‘Education’ is accepted in its more literal meaning it is granted that all the times and places and individuals is imbibing some of its areas. Here, it is not limited merrily to the classroom. It can be obtained all kinds of social organizations, associations, individuals, nature, etc. It is mention may be made that a child gets his education not only from his teacher, but also from the entire environment of his life.

A Sense of Individual Development: Education is the complete development of the individuality of the child. According to some thinkers and philosophers, education is nothing but a process which a child can have free, spontaneous and individual betterment. Basically, the main achievement of ‘education’ lies in ability to arouse interest towards the subject of inspiring him.

As a Product: Education is the product of learning process. It implies growth and development. Education is a process or system through which date, experience, information is achieved of course it is a continuous and comprehensive process of training and guidance.

A bi-polar System: Education of course is a bi-polar system. Here it involves the interplay of the educator and the educant. In this process of education the teacher and the taught are the active participants. So education is nothing but bi-polar process by which the natural spontaneous and progressive betterment of the child is justified.

A tri-polar System: Education is also a tri-polar system. It involves the interaction of the personality of the educator and the educant in a social setting. In other words it effects the modification of the behaviour of the educant.

Education in the West: Educational training like every other branch of knowledge started in the philosophical deliberation of the ancient Greek philosophers. Here, it is mention may be made of Plato’s name. He termed education as a “Life long process starting from the first years of childhood and lasting to the very end of the life”.

Education in India: In Indian approach, it becomes necessary to cover the spiritual area. Here, it is accepted as a part of betterment by education. In other words, Indian philosophers have placed special importance upon this. According to Shankaracharya, “Education is that which leads salvation”. Yajuavalkya said that, only that is education which gives a sterling character to an individual and renders him useful for the world.

A modern developed society cannot survive without education. It is an old as humanity. It helps people adjust to change. Succinctly, it is only education which can help a person understand to all the Social changes and provide the skills and technology for adjusting to them.

Pros and Cons of Online Education for the World Citizen

admin — Fri, 04 Jun 2010 06:41:31 +0000

More and more young people are choosing non-traditional education to start and advance in their careers while completing and furthering their formal education. “Typical distance learners are those who don’t have access to programs, employees who work during scheduled class hours, homebound individuals, self-motivated individuals who want to take courses for self-knowledge or advancement, or those who are unable or unwilling to attend class” (Charp, 2000, p. 10). Three key elements surround the online learner: technology, curriculum, and instructor (Bedore, Bedore, & Bedore, 1997). These elements must be keenly integrated into one smoothly and operationally functional delivery tool.

While an online method of education can be a highly effective alternative medium of education for the mature, self-disciplined student, it is an inappropriate learning environment for more dependent learners. In order to successfully participate in an online program, student must be well organized, self-motivated, and possess a high degree of time management skills in order to keep up with the pace of the course. For these reasons, online education or e-learning is not appropriate for younger students (i.e. elementary or secondary school age), and other students who are dependent learners and have difficulty assuming responsibilities required by the online paradigm.

Millions of students use e-learning solutions in over 140 countries: corporations such as Kodak and Toyota and education providers like ExecuTrain, New Horizons, the Enoch Olinga College (ENOCIS), Phoenix University amongst the hundreds of schools and colleges.

Studies have shown student retention to be up to 250% better with online learning than with classroom courses. Several recent ones have helped frame the debate. The Sloan Consortium published a widely distributed report titled “Growing by Degrees: Online Education in the United States in 2005” that examined the growing prevalence of online education across U.S. institutions.

In addition, a study conducted by the Boston-based consulting firm Eduventures found that, while about half of institutions and more than 60 percent of employers generally accept the high quality of online learning, students’ perceptions differ. Only about 33 percent of prospective online students said that they perceive the quality of online education to be “as good as or better than” face-to-face education. Ironically, 36 percent of prospective students surveyed cited concern about employers’ acceptance of online education as a reason for their reluctance to enroll in online courses.

But what actually drives quality? A March 2006 report released by the U.S. Department of Education’s Office of Postsecondary Education identifies six quality indicators: mission, curriculum and instruction, faculty support, student and academic services, planning for sustainability and growth, and evaluation and assessment.

The debate rages on while the Pros and Cons of Online Adult Education for today’s international students are constantly analyzed to determine if this type of education platform can deliver predictable and measurable results.

The Enoch Olinga College (ENOCIS) is one institution which uses this type of delivery system. ENOCIS enhances their learning experience by offering many other “value added”, cost reducing benefits to students. Online pupils can apply for scholarships available to students of excellence and other financial aid programs like the Parent Loan for Undergraduate Students (PLUS), with attractive interest rates. They also provide convenient payment facilities, on line banking, Western Union Quick Collect, bank cards and a student who is granted a loan can start repaying it after two months if they have a corporate guarantor.

Pros of Online Education:

The key advantages of the online education experience are briefly explained below:

1. Cheaper: Online courses may be more affordable than those offered at colleges or trade schools. You may also save on transportation costs like gas, bus passes, and parking permits because you don’t need to commute to school and there are no housing or meals plans to worry about since you do not need to live on or near a college campus. Housing expenses and other costs associated with living expenses are usually the most expensive aspects of a college education, so by taking an online course you could save quite a bit of money. The best part of online education is the absence of travel and immigration problems.

2. More Convenient: By taking courses online, you’re able to decide when you study and for how long. You are also able to schedule your studying around your work or social schedule.

Since you’re not bound to a classroom, you may do your work wherever you have access to a computer and the internet. You’ll be able to set your own pace and decide exactly how fast you want to go over the material. Take online courses when you need them, not based on some college’s annual or semester schedule. You can learn when you need it (Just-In-Time)

3. Flexibility: with no set class times, you decide when to complete your assignments and readings. You set the pace. In some programs, you can even design your own degree plan. The online students can carry out their private or official work, along with the online education. They can allot more time in the topics, which they feel comparatively hard and vice versa. The speed of learning depends solely upon the students.

4. Technology: With the help of the scientific technology, students can do their online education at any place. The only mandatory pre-requisite is the availability of computer along with an internet amenity.

5. Availability: distance-learning opportunities have exploded over the past few years, with many accredited and reputable programs.

6. Accessibility: with an online course, you can work on the course just about anywhere you have computer access. Your learning options are not constrained by your geographic location. The new virtual classrooms have created a myriad of learning opportunities for global learning and education center. On line education is a new era experience adapting to the needs of the world citizen.

7. Self-Directed: you set your own pace and schedule, so you control the learning environment.

8. Time Spent in Classroom: now you can take a course on just about any subject without ever having to be in, or travel to, a classroom so you have very little wasted time. Note, however, that some distance-education programs still do have an in-class component and normally to receive a fully accredited US university degree an international student must spend one or two semesters on campus.

9. High Quality Dialog: Within an online asynchronous discussion structure, the learner is able to carefully reflect on each comment from others before responding or moving on to the next item. This structure allows students time to articulate responses with much more depth and forethought than in a traditional face-to-face discussion situation where the participant must analyze the comment of another on the spot and formulate a response or otherwise loose the chance to contribute to the discussion.

10. Student Centered: Within an online discussion, the individual student responds to the course material (lectures and course books, for example) and to comments from other students. Students usually respond to those topics within the broader conversation that most clearly speak to their individual concerns and situations resulting in several smaller conversations taking place simultaneously within the group. While students are expected to read all of their classmates’ contributions, they will become actively engaged only in those parts of the dialog most relevant to their needs. In this way, students take control of their own learning experience and tailor the class discussions to meet their own specific needs. Ideally, students make their own individual contributions to the course while at the same time take away a unique mix of information directly relevant to their needs.

11. Level Playing Field: In the online environment learners retain a considerable level of anonymity. Discriminating factors such as age, dress, physical appearance, disabilities, race and gender are largely absent. Instead, the focus of attention is clearly on the content of the discussion and the individual’s ability to respond and contribute thoughtfully and intelligently to the material at hand.

12. Synergy: The online format allows for a high level of dynamic interaction between the instructor and students and among the students themselves. Resources and ideas are shared, and continuous synergy will be generated through the learning process as each individual contributes to the course discussions and comments on the work of others. The synergy that exists in the student-centred virtual classroom is one of the unique and vital traits that the online learning format posses..

13. Access to Resources: It is easy to include distinguished guest experts or students from other institutions in an online class as well as allow students to access resources and information anywhere in the world. An instructor can compile a resource section online with links to scholarly articles, institutions, and other materials relevant to the course topic for students to access for research, extension, or in depth analysis of course content material in the global classroom.

14. Creative Teaching: The literature of adult education supports the use of interactive learning environments as contributing to self-direction and critical thinking. Some educators have made great strides in applying these concepts to their on ground teaching. The nature of the semi-autonomous and self-directed world of the virtual classroom makes innovative and creative approaches to instruction even more important. In the online environment, the facilitator and student collaborate to create a dynamic learning experience.

Cons of Online Education:

Briefly explained are some factors that could negatively affect your success with distance learning courses:

1. The Technology:

a. Equity and Accessibility to Technology: Before any online program can hope to succeed, it must have students who are able to access the online learning environment. Lack of access, whether it be for economical or logistics reasons, will exclude otherwise eligible students from the course. This is a significant issue in rural and lower socioeconomic neighbourhoods and educating the underserved peoples of the world. As far as Internet accessibility is concerned, it is not universal, and in some areas of the United States and other countries, Internet access poses a significant cost to the user. Some users pay a fixed monthly rate for their Internet connection, while others are charged for the time they spend online. If the participants’ time online is limited by the amount of Internet access they can afford, then instruction and participation in the online program will not be equitable for all students in the course. This is a limitation of online programs that rely on Internet access. Equity of access to learners of all backgrounds and parts of society

b. Requires New Skills/Technologies: if you’re not computer-savvy or are afraid of change or new technologies, then online education will probably not work for you. The online students are required to learn new skills, such as researching and reviewing the internet.

c. Computer Literacy: Both students and facilitators must possess a minimum level of computer knowledge in order to function successfully in an online environment. For example, they must be able to use a variety of search engines and be comfortable navigating on the World Wide Web, as well as be familiar with Newsgroups, FTP procedures and email. If they do not possess these technology tools, they will not succeed in an online program.

d. Limitations of Technology: User friendly and reliable technology is critical to a successful online program. However, even the most sophisticated technology is not 100% reliable. Unfortunately, it is not a question of if the equipment used in an online program will fail, but when. When everything is running smoothly, technology is intended to be low profile and is used as a tool in the learning process. In downtime situations of broken systems the technology is neither seamless nor reliable and it can detract from the learning experience.

2. The Institution: Many online education facilities are relatively new with many courses and hence, lack in modern instructors for instructing the new curriculum. Estimates show that there is still a need for an increase of more 50% of qualified instructors for online education.

b. The Administration and Faculty: Some environments are disruptive to the successful implementation of an online program. Administrators and/or faculty members who are uncomfortable with change and working with technology or feel that online programs cannot offer quality education often inhibit the process of implementation.

3. The Facilitator: Lack of Essential Online Qualities: Successful on-ground instruction does not always translate to successful online instruction. If facilitators are not properly trained in online delivery and methodologies, the success of the online program will be compromised. An instructor must be able to communicate well in writing and in the language in which the course is offered.

4. Perceptions/Reputation: while slowly changing as more and more mainstream colleges and universities embrace distance learning, there still is a stigma attached to distance education to the student’s interaction in the online education. Some of the students believe that, there are few opportunities with regards to face-to-face interactions and feedbacks.

5. No Instructor Face Time: If your learning style is one where you like personalized attention from your teachers, then online education will probably not work for you.

6. Little Support: students are expected to find their own resources for completing assignments and exams, which is empowering for some, but daunting for others. There is little support and limited guidelines provided in on line education system.

7. Lacking Social Interaction: while you often interact with classmates via email, chat rooms, or discussion groups, there are no parties or off line get-togethers.

8. No Campus Atmosphere: part of the traditional college experience, of course, is the beauty of the campus, the college spirit, but you have none of that with distance-education courses. Since you’re not on campus or in classes, you may lack opportunities to meet other students.

9. Making Time: if you are a procrastinator or one of those people who always needs an extra push to complete work, you may have a hard time making time for your online classes. On line learning requires new skills and responsibilities from learners

10. Academic honesty of online students: requires a new mindset to online assessment. Most education experts agree that rote memory testing is not the best measure of learning in any environment and new measurement and evaluation tools are evolving.

11. Types and effectiveness of assessments: The importance of outcomes in online learning cannot be over emphasized. Does the program have measurable results? Are students learning what you say they should be learning? Then there are institutional outputs: course completion rates, job placement rates (if that’s the goal of the institution), graduation rates, student success on third-party tests, and student satisfaction scores.

These factors, both the pros and cons, contribute greatly to making an informed decision about the direction of your career path and how you are going to accomplish your goals: on line, in the classroom or a combination of both.

Institutions and companies that use continuing education to meet their needs also face similar decisions. Institutions that deliver online education are confronted with a series of challenges, including the search for good faculty, use of technology, and provision of adequate student services.

The Sloan Consortium report “Growing by Degrees: Online Education in the United States in 2005” found that 64 percent of chief academic officers and faculty believe that it takes more discipline for a student to succeed in an online course than it does in a face-to-face course.

More and more major business and industry is turning to on line continuing education as a viable and cost effective resource for training its personnel. Hilton Hotel has 380 hotels worldwide and is represented in 66 countries.

When you weigh the benefits and advantages of on line adult continuing education the cost of study and flexibility of scheduling tip the scales of programs like the Enoch Olinga College, Capella and Phoenix University’s distance learning program on line adult continuing education is becoming a world wide respected form of education.

However, as with any situation, there are both pros and cons with the concept of online education and the benefits of the virtual or global classroom. You may want to evaluate both before you decide on an online education program. By examining the advantages and disadvantages, you will be able to make a more informed decision. But, at the end of the day, online learning is independent learning. A lot of structure has been put into online programs, but it still comes down to a learner sitting in front of a computer by him or herself. The knowledge you receive or the benefits it will generate either in development of self esteem or increasing earning capacity will depend sole upon you the student.

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

admin — Fri, 12 Feb 2010 06:41:43 +0000

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

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University in Rajasthan – Get Details About Education in Rajasthan, Singhania University

admin — Sun, 03 Jan 2010 06:41:53 +0000

The University of Rajasthan is considered one of the oldest institutions of higher learning in Rajasthan. . It was established on 8th January, 1947, in the name of ‘University of Rajputana’ with the main objective of distributing knowledge and catering to the needs of the students of whole Rajasthan. It had jurisdiction over the entire state.
In the year 1956, the Rajputana University was renamed as the University of Rajasthan, keeping in one piece its enveloping jurisdiction. With the successive creation of other universities, its affiliating jurisdiction has come down but it is regarded as the hub of Higher Education in Rajasthan paving the way for the other universities. It attracts students from all over Rajasthan and other parts of India and abroad.

‘University of Rajasthan’ is a multi-faculty University and is recognized under 2F and 12B of University Grant Commission (U.G.C) .
It contains 36 Post Graduate Departments, 15 recognized Research Centers, 6 Constituent Colleges and 500 Affiliated Colleges spanning 6 districts.
Not a single Indian university was in the top 300 of Academic Ranking of World Universities in 2006. However, six Indian Institutes of Technology and Birla Institute of Technology and Science – Pilani, were listed among the top 20 science and technology schools in Asia by Asiaweek.[The Indian School of Business was ranked number 15 in global MBA rankings by the Financial Times of London in 2009 while the All India Institute of Medical Sciences has been recognized as a global leader in medical research and treatment.Similarly, the National Law School of India University situated in Bangalore is often considered to be the best law school in South Asia and a pioneer in legal education in India.
The University has been established by the Singhania University, Pacheri Bari, Distt. Jhunjhunu (Rajasthan) Ordinance 2007. It is a fully recognized university as per Sec. 2f of the UGC Act 1956.

Singhania University is situated at Pacheri Bari, Distt. Jhunjhunu (Rajasthan) on the Delhi-Narnaul Singhana – Pilani Road. It is about 160 kms. west of Delhi and about 165 kms. north of Jaipur. The University can be reached either by rail or by road. The nearest railway stations are Narnaul (19 kms.) and Chirawa (45 kms.)
Singhania University offers world-class infrastructure, highly qualified and dedicated faculties and excellent environment for academic and intellectual growth.

The Institute focuses on comprehensive growth of the students, working on their hearts and minds by addressing to their academic, cultural, physical and social needs in an environment of continuous interaction and growth, conducive for the enrichment of mind and body. The faculty is fully committed to impart quality education by investing all its skills and knowledge. The University endeavours not only to produce excellent academic results but also to produce excellent and successful professionals. Singhania University is top university in the list of universities of Rajasthan, located at Pacheri Bari Jhunjhunu.Rajasthan India. It offers all bachelor and master degree courses in Science and Technology, for more information call +91-1494513030, +91-9251604020 or +91-9416903103.

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Online Education Degree – a Booming Sector That Bring you to a Brighter Future

admin — Fri, 25 Dec 2009 06:41:48 +0000

Are you kind of person who likes to work with children? Are you loves to giving training and teaching to young people? Are you a good communicator especially with children? If you answered yes to the questions above, then online education degree will help you to gain the skills and enhanced you knowledge in education field. Hence, help you to advance your career working in education fields.

The booming education and health sector offers many jobs that involve working with children and youths. According to the U.S. Bureau of Labor, the education and health sector is going to grow by 30.6 percent between now and 2014-faster than any other industries. Seeing the encouraging growth in education section, earn an online education degree will bring you to a brighter future.

In order start or advance your career in education related fields, you need to look for a related online degrees; there are many prestigious online colleges and universities offer degree in education and teaching. Among the featured online universities which offer various online education degree programs include:

Capella University
Master of Science in Education focus on area in elementary classroom teaching, secondary classroom teaching, advanced instruction in mathematics, advanced instruction in science, teacher leadership, and virtual school teaching.

Master of Science in Education with concentration in Curriculum and Instruction is a specialized master degree offers to those licensed K12 teachers who looking to gain key competencies through theoretical study and collaboration with seasoned practitioners. You will acquire tools and techniques to help your district design instructional models and assessments that focus on increasing student achievement.

Master of Science in Education with concentration in Leadership in Educational Administration, offer to those K12 teachers who are looking for education career advancement in school administration.
Walden University
Online master education degrees offered by Walden University include area in education leadership, Grades K-6 Elementary Reading & Mathematics, Grades 6-8 and K-5 mathematics which provide you with the key skills and knowledge to success in educational field.

University of Phoenix
University of Phoenix’s education master degrees are mainly focus on education leadership and administration, education technology specialized in computer education.

If you are interested in early childhood education, then you should look for online education programs offer by Lehigh Valley College, Sullivan University, Rasmussen College, Hesser College. Since the introduction of concept “Education Start from Age 0″; the childhood education and child care management related careers are in a booming trend. Students who graduate with a childhood education degree usually go to work immediately after graduation due to high demand in this field.

If you are gaga for education, opportunities for meaningful and well-paid work abound. Some other career possibilities include: Child Psychiatrist, Children Youth and Family Counselor, Doula, Pediatric Rehabilitation Counselor, and Play Therapist.

In short, the statistics show that the education section is in the booming trend and educational experts are always in demand. Online education degrees will prepare you with the necessary skills and get you success in this highly demand job marketplace.

Take a visit to http://www.studykiosk.com for more information on all online degrees available. Earning your education is one of the biggest and most important investments in your life. Our goal is to help you quickly find online degrees and online degree programs. We feature over 1,000 online degrees and accredited online degree programs.

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Womens Higher Education in India

admin — Wed, 09 Dec 2009 06:37:33 +0000

WOMENS EDUCATION

A STUDY OF FACTORS INFLUENCING WOMEN’S ENTRY INTO HIGHER EDUCATION.

INTRODUCTION

Inducement of social change as one of the fundamental functions of education has been spelt out in the report of the Indian Education Commission (1964-66) thus:

“The realization of the country’s aspirations involves changes in the knowledge, skills and values of the people as a whole. If this ‘change in a grand scale’ is to be achieved without a violent revolution there is one and only instrument that can be used – Education”.

EDUCATION :-

Education is the nourishment of the mind with knowledge this is practiced purposefully and productively.

Education disciplines the mind, sharpens the intellect and refines the spirit. It shapes and polishes a rough unknown diamond into a multifaceted kohinoor sparkling with scintillating brilliance. Its the development of integrated personality that unfolds itself to the highest wisdom. Its a continuous process.

The philosopher President Dr.Radhakrishnan (1948) said, “There cannot be educated people without educated women. If general education has to be limited to men or women, that opportunity should be given to women from them it would most surely be passed on to the next generation”.

HIGHER EDUCATION OF WOMEN :-

Higher education is defined as the education attained after the completion of 12 years of schooling. Higher education for women has gained a wider role and responsibility all over the world. Today, in the 21st century, we cannot afford to ignore the importance of higher education for women any longer. The reason for its need and urgency is that there is no biological difference in the systems of males and females. Unfortunately, this important task of higher education of women has remain neglected for centuries. Need for higher education among women assumes all the more importance or the 3rd world countries, where colonialism has remained a great force hindering education for the general masses and for the women in particular.

OBJECTIVES OF HIGHER EDUCATION FOR WOMEN:-

To provide society with competent men and women trained in agriculture, arts, medicine, science and technology and various other professions, who will also be cultivated individuals in built with a sense of social purpose.

To strive to promote equality an social justice and to reduce social and cultural differences through diffusion of education.

NEED FOR HIGHER EDUCATION FOR WOMEN : MALE AND FEMALE :-

Higher Education may also be viewed in terms of the needs of its consumers. The term consumer is very wide and heterogeneous. It includes young and old of both sexes. Theoretically the need for Higher Education for both males and females is the same. But its sometime argued that males and females are different in their social and cultural needs.

The basic argument which is given for women Higher Education is not that Higher Education for women is different from that of men. Our main thrust is that in the field of Higher Education, women should also be equal partners. Our past experience shows that so far Higher Education has remained restricted only to men. It should now widen its horizon and include women also. The commission on the Higher Education for women, University of Madras in 1979 rightly observed: “for Women and men college education is necessary for character formation, ability to earn, creative self expression and personal development”.

MAIN FACTORS INFLUENCING WOMEN’S SUCCESS / FAILURE IN COMPLETING HIGHER EDUCATION :-

Success :

a) Women are strongly motivated to succeed in the education stream.

b) The merit basis of the education system permits females to excel.

c) Prejudice against women’s education has been reduced. Higher Education has come to be considered equivalent to a bride’s “dowry”.

d) Women’s universities promote women’s Higher Education.

e) Women’s expectations for education based employment are high.

f) Some Higher Education courses provide scholarship facilities for women.

g) Female students have been provided with residential facilities in some areas.

Failure :

a) Female students have difficulties in access to transport facilities in general.

b) Sexual harassment as well as occasional student violence hinder female students completion of higher education.

c) Marriage in many cases leads to early withdraw.

d) Gender stereotyping inhibits completion of studies.

e) Financial constraints can cause withdrawal from the education stream.

f) Part-time work to earn living interferes with studies.

SIGNIFICANCE OF PRESENT STUDY :-

The objective of the Indian Society as has been laid down in the constitution is to achieve a democratic, socialistic and egalitarian society. In such a society women are supposed to perform their roles at par with men. Their status structurally needs to be equal with men.

Broadly speaking, knowledge which is imparted through Higher Education provides skills to its practitioners. Our understanding is that by acquiring skills the women raise their status in comparison with men and also the status of the group to which they belong.

In order to understand the status of women, or for that matter to understand any social issues, it is necessary to combine at least 3 perspectives viz. the perspective from policy, the perspective from statistics and the perspective from culture.

· The present study is aimed at finding the various reasons for women seeking entry into higher education.

· It aims at looking at the reasons for seeking entry into higher education by women from the perspective of men, teachers, parents and the women themselves.

· It bring about an awareness among women as to the various avenues open to them in Higher Education and thus mark the beginning of a major process of empowering women.

· To find out the problems hindering the pursuit of Higher Education by women.

· Make suggestions for finding solutions to the above problems in a rational and free manner.

· To suggest ways of enhancing women’s entry into colleges, including professional course.

· To explore areas of Higher Education where women have not yet stepped in or are a monopoly of men.

· To suggest suitable measures to make higher education for women universal i.e. free of cost, time and distance effective.

PROMOTING HIGHER EDUCATION FOR WOMEN

The social context of educational policy has to be improved.

Family and personal counseling at the secondary education stage can be provided.

Higher education can be made skill oriented.

Nontraditional curricula for women can be established.

Recent declines in state support for non-traditional higher education has to be reversed.

Institutions can be made physically accessible i.e. Locate them near the potential clientele, improve transport system etc.

Higher Education Institutions have to be made more women-friendly i.e. Physical Changes, curricula changes, social changes.

Women’s representation on institutions decision-making bodies can be increased.

Equal opportunity commissions for higher education institutions should be established.

The number of women teachers in co-educational institutions of higher education should be increased.

Stipends, Scholarships and fellowships can be linked to affirmative action programmes.

Women need to be recruited into administrative training programmes for institutions of higher education.

A large role for women’s study centres can be provided.

Institutions of higher education should provide placement services.

Barriers to women’s career entry should be removed, example: employers should be sensitized to the value of flexitime, day-care centres etc.

Sexual harassment in the educational environment should be addressed.

A large number of female secondary education graduates usually are not able to enter university. To accommodate that population it would be benefited to strengthen the role of vocational training institutions. Post secondary vocational training institutions should take action to promote entry of women into vocational training lines traditionally considered male preserves.

Affirmative action quotas has to be provided to promote women’s admission into higher institutions, where such quotas exist, should be reviewed periodically to ensure their continuing relevance.

Where quotas are provides for specific disadvantaged groups like disabled persons, people from remote or rural areas, members of indigenous minorities, a minimum share should be reserved for female members of those groups.

Distance education and open learning institutions and techniques should be promoted, particularly to extend higher education opportunities to women in rural and remote areas, which will take into account their needs.

SUGGESTIONS FOR FURTHER RESEARCH :-

The present study is limited only to women students seeking higher education up to undergraduate level in a few professional and non-professional colleges of Chennai city. The following suggestions are given for further investigation.

1. A similar study may be conducted among the postgraduate level or research level students.

2. A similar study may be undertaken throughout Tamil Nadu State.

3. A comparative study of factors influencing entry of women in higher education can be made between a developing and developed country.

4. A similar study may be attempted for various issues relating higher education of women.

S. Bharathi M.A., M.Ed.,M.Phil.,

Headmistress ( Ph.D. Scholar)

DDV Higher Secondary School,

Ramanathapuram-623504

TamilNadu.

My contact No : 09443125668 / 04567 229407/ 04567 221758

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Hiv/aids and Education

admin — Tue, 17 Nov 2009 06:37:43 +0000

HIV/AIDS is the global issue of new era of science and technology and we should know that the problem of widespread AIDS is challenge for human survival. Children and young people need to be equipped with the knowledge, attitudes, values and skills that will help them face these challenges and assist them in making healthy life-style choices as they grow. Education delivered through schools is one of the ways through which children can be helped to face these challenges and make such choices.

Providing information about HIV (transmission, risk factors, how to avoid infection) is necessary, but not sufficient, to lead to healthy behavioral change. Programs that provide accurate information, to counteract the myths and misinformation, frequently report improvements in knowledge and attitudes, but this is poorly correlated with behavioral change related to risk taking and desirable behavioral outcomes. Education can be effective in the more difficult task of achieving and sustaining behavior change about HIV/AIDS. The schools can either be a place that practices discrimination, prejudice and undue fear or one that demonstrates society’s commitment to equity.School policies need to ensure that every child and adolescent has the right to life education; particularly when that education is necessary for survival and avoidance of HIV infection.

HIV infection is one of the major problems facing school-age children today. They face fear if they are ignorant, discrimination if they or a family member or friend is infected, and suffering and death if they are not able to protect themselves from this preventable disease.

It is estimated that 40 million people, worldwide, are living with HIV or have AIDS, at least a third of these are young people aged 15-24. In 1998 more than 3 million young people worldwide became infected including 590,000 children under 15. More than 8,500 children and young people become infected with HIV each day. In many countries over 50% of all infections are among 15-24 years old, who will likely develop AIDS in a period ranging from several months to more than 10 years.

Studies have shown the enormous impact HIV and AIDS have on the education sector and the quality of education provided, particularly in certain regions of the world such as Sub Saharan Africa. Consequences of the AIDS epidemic include a probable decrease in the demand for education, coupled with absenteeism and an increase in the number of orphans and school drop out, especially among girls. Girls are socially and economically more vulnerable to conditions that force people to accept risk of HIV infection in order to survive. A decrease in education for girls will have serious negative effects on progress made over the past decade toward providing an adequate education for girls and women. Reduced numbers of classes or schools, a shortage of teachers and other personnel, and shrinking resources for educational systems all impair the prospects for education.

Effective HIV/AIDS education and prevention is needed in all schools for all children so that no one is left ignorant. Yet in many places schools are apprehensive about providing sex education or discussions of sexuality because of cultural demands to protect adolescents from sexual experience. Women often lack skills needed to communicate their concerns with their sexual partners and to practice behaviors that reduce their risk of infection, such as condom use, which is often controlled by men.

The school can either be a place that practices discrimination, prejudice and undue fear or one that demonstrates society’s commitment to equity. School policies need to ensure that every child and adolescent has the right to HIV/AIDS education; particularly when that education is necessary for survival and avoidance of HIV infection.

A UNAIDS review (1997) of 53 studies which assessed the effectiveness of programs to prevent HIV infection and related health problems among young people concluded that sex education programs do not lead to earlier or increased sexual activity among young people, in fact the opposite seems to be true. 22 reported that HIV and/or sexual health education either delayed the onset of sexual activity, reduced the number of sexual partners or reduced unplanned pregnancies and STD rates. 27 studies reported that HIV/AIDS and sexual health neither increased nor decreased sexual activity, pregnancy or STD.

The review concluded that school based interventions are an effective way to reduce risk behaviors associated with HIV/AIDS/STD among children and adolescents.

There are three main objectives for this paper to integrate the education effectively with the HIV/AIDS preventions and other health aspects related with it.

These are as follows:

Objectives:

1) Health education focusing on HIV/AIDS prevention.

2) Raising awareness about HIV/AIDS among educators and learners.

3) Stimulate peer support and HIV/AIDS counseling in schools.

The main focus of the paper is to give the importance to the HIV/AIDS precaution with the health education raising the awareness about it among all the students as well as their teachers also and provide the supportive environment for the HIV/AIDS education for all.

Need of HIV/AIDS education:

In area such as HIV/AIDS prevention individual behavior, social and peer pressure, cultural norms and abusive relationships may all contribute to the health and lifestyle problems of children and adolescents. There is now increasing evidence that in tackling these issues and health problems, a healthy approach to HIV/AIDS and sex education works, and is more effective than teaching knowledge alone. T

here are numerous studies indicating that providing information about issues such as sex, STDs (Sexually Transmitted Diseases) and HIV (transmission, risk factors, how to avoid infection) is necessary, but not sufficient, to lead to healthy behavioral change (Hubley, 2000). Programs that provide accurate information, to counteract the myths and misinformation, frequently report improvements in knowledge and attitudes, but this is poorly correlated with behavioral change related to risk taking and desirable behavioral outcomes (Gatawa 1995, UNAIDS 1997a). HIV/AIDS with health education can be effective in the more difficult task of achieving and sustaining behavior change.

Health education with HIV/AIDS is widely applicable:

This problems largely affecting men and women as well as older children and adolescents, both this age group and younger children also face a wider range of health problems where education can play a vital role in sustainable prevention and management. Health education with HIV/AIDS programs plays a vital role in preventing infections. This is done through promoting knowledge of areas such as symptoms, transmission, and behaviors that are specifically relevant to many infection in each community; attitudes such as responsibility for personal, family and community health, confidence to change unhealthy habits; skills such as avoiding behaviors that are likely to cause infection, encourage others to change unhealthy habits, communicate messages about infection to families, peers and members of the community (WHO, 1996).

This kind of health education with HIV/AIDS prevention focuses upon the development of Knowledge, Attitudes, Values, and Skills (including life skills such as inter-personal skills, critical and creative thinking, decision making and self awareness) needed to make and act on the most appropriate and positive health-related decisions. Health in this context extends beyond physical health to include psycho-social and environmental health issues.

This approach utilizes student centered and participatory methodologies, giving participants the opportunity to explore and acquire health promoting knowledge, attitudes and values and to practice the skills they need to avoid risky and unhealthy situations and adopt and sustain healthier life styles.

HIV/AIDS – a critical need for health education:

HIV/AIDS is an area where the scale and impact of the problem is such that the urgency of implementing preventative measures, including health education, is critical. Health education programs are being increasingly adopted as means of reaching children and young people to help halt the spread of this crippling epidemic. Studies from African countries show that children between the ages of 5 and 14 have the lowest prevalence of HIV infection. Below the age of 5 they are susceptible to mother to child transmission and after they become sexually active, the rate of infection increases rapidly – especially for girls (Kelly, 2000). Children aged 5-14 need to be reached at this critical stage in their lives and offer the ‘window of hope’ in stopping the spread of HIV/AIDS.

Health Education with HIV/AIDS prevention Does Change Behavior:

There is now strong evidence from an increasing number of studies that health education HIV/AIDS prevention applied in an appropriate context, changes behavior – including behavior in sensitive and difficult areas where knowledge based health education has failed.

For example: Sexuality and HIV education –USA:

This study was implemented in 4 schools in New York City with 9th and 11th grade students (867 students), in intervention (AIDS prevention program) and control classes (no AIDS prevention program). The program focused on correcting facts about AIDS, teaching cognitive skills to appraise risk of transmission, increasing knowledge of AIDS-prevention resources, changing perceptions of risk-taking behavior, clarifying personal values, understanding external influences and teaching skills to delay intercourse and/or consistently use condoms. An evaluation carried out three months after the end of the program found that the intervention group showed the following positive behavioral outcomes when compared with the control group: decrease in intercourse with high risk partners, increase in monogamous relationships and an increase in consistent condom use. (Walter & Vaughan, 1993).

HIV/AIDS prevention-Nigeria:

Health education programs are being implemented in many schools in Nigeria to increase levels of knowledge, influence attitudes and encourage safe sexual practices among secondary school students. A study to evaluate one such program was conducted comparing 223 students who received comprehensive sexual health education with 217 controls. Students in the intervention group received 6 weekly sessions lasting 2-6 hours, with activities including lectures, film shows, role-play stories, songs, debates, essays and a demonstration of the correct use of condoms. Following the intervention, students in the intervention group showed a greater knowledge and increased tolerance of people with AIDS compared to the control. The mean number of sexual partners also decreased in the intervention group, while the control group showed a slight increase. The program was also successful in increasing condom use (Fawole et al., 1999) Above mentioned studies shows that health education with HIV/AIDS prevention does change the behavior of students especially adolescents.

Method for implementing Health Education with HIV/AIDS prevention:

Although there is strong evidence that HIV/AIDS prevention is effective when properly applied and supported, implementing this approach and achieving this success on a larger, countrywide scale is one of the greatest challenges to be faced.

To be effective, HIV/AIDS prevention programs must address the following areas:

•Reassure stakeholders that these messages are beneficial:

Talking and teaching about reproductive health and HIV/AIDS issues does not result in earlier initiation of sex or promiscuity. The evidence suggests that well implemented skills-based programs, conducted in an atmosphere of free discussion of all the issues, is likely to lead to young people delaying the initiation of intercourse and reducing the frequency of intercourse and number of sexual partners (Kirby et al. 1994, UNAIDS 1997a).

•Provide support to teachers: The lack of support for implementation of new programs is one of the most important factors affecting success. For most teachers both the content and methods of HIV/AIDS prevention programs are new and perhaps sensitive, and yet the approach has great potential to assist teachers both in their work and also their personal lives since HIV/AIDS is, of course, also affecting teachers. Sufficient support, training, practice and time needs to be available to teachers, in both pre- and in-service training sessions and workshops, to facilitate reflection and development of their own attitudes, and to motivate them to apply their new knowledge and skills, rather than continue with the more didactic, traditional teaching methods, which are often focused on information alone (Gatawa 1995, Gachuhi 1999). In addition, sufficient time and an appropriate place must also be given in the curriculum so that all students have access to HIV/AIDS prevention.

•Start early: As well as targeting adolescents, programs need to be targeted at children at an early age, with developmentally appropriate messages, before they leave school (Gachuhi 1999, Partnership for Child Development 1998). Because younger children are generally not sexually active, these programs will address the building blocks for healthy living and avoiding risk, rather than the very specific issues related to sexual relationships and HIV/AIDS which are progressively introduced to programs for older ages. However, the large number and diverse age range of children within primary schools is an enduring challenge, especially when addressing sensitive issues. Active and self-directed learning methods which are commonly used in education can be helpful in overcoming these classroom management issues to some extent.

•Provide a supportive environment: Schools need to have strong policies and a healthy supportive environment in terms of behavior of students towards each other, teachers and school personnel. Sexual abuse can occur in schools, with both boys and girls reporting abuse by school staff (Kinsman et al. 1999, Lowensen et al. 1996). Programs need to address this potential problem by training and supporting teachers, so that they can become role models rather than neutral or adverse figures in relation to sexual behavior.

•Respond to local needs: Many of the models for HIV/AIDS prevention have been developed in western, developed countries. The available evidence from developing countries, although more limited in scope than the studies from non-developing countries, supports skills-based health education for HIV/AIDS and reproductive health (Hubley, 2000). The main issue is that wherever programs are to be implemented they must be shaped to meet the local socio-cultural norms, values and religious beliefs, and need to include ongoing monitoring (Kirby et al 1994, UNAIDS 1999, Kinsman et al.1999).

Elements of a Health Education for HIV/AIDS prevention:

Reviews of school-based HIV/AIDS prevention programs (23 studies in the USA (Kirby et al. 1994), 37 other countries (reported in UNAIDS 1999) and 53 studies in USA, Europe and elsewhere (UNAIDS 1997a) have identified the following common characteristics of successful programs:

1.Focus on a few specific behavioral goals, (such as delaying initiation of intercourse or using protection), which requires knowledge, attitude and skill objectives.

2.Provision of basic, accurate information that is relevant to behavior change, especially the risks of unprotected intercourse and methods of avoiding unprotected intercourse. 3.Reinforcement of clear and appropriate values to strengthen individual values and group norms against unprotected sex.

4.Modeling and practice in communication and negotiation skills particularly, as well as other related “life skills”.

5.Use of Social Learning theories as a foundation for program development.

6.Addressing social influences on sexual behaviors, including the important role of media and peers.

7.Use of participatory activities (games, role playing, group discussions etc.) to achieve the objectives of personalizing information, exploring attitudes and values, and practicing skills.

8.Extensive training for teachers/implementers to allow them to master the basic information about HIV/AIDS and to practice and become confident with life skills training methods.

9.Support for reproductive health and HIV/STD prevention programs by school authorities, decision and policy makers, as well as the wider community.

10.Evaluation (e.g. of outcomes, design, implementation, sustainability, school, student and community support) so that programs can be improved and successful practices encouraged.

11.Age-appropriateness, targeting students in different age groups and developmental stages with appropriate messages that are relevant to young people. For example one goal of targeting younger students, who are not yet sexually active, might be to delay the initiation of intercourse, whereas for sexually active students the emphasis might be to reduce the number of sexual partners and use condoms.

12.Gender sensitive, for both boys and girls.

Conclusions:

Health Education with HIV/AIDS prevention offers an effective approach to equipping children and young people with the knowledge, attitudes and skills that they need to help them avoid risk taking behavior and adopt healthier life styles. The scope of health education means that it can be applied to a wide range of areas, especially STDs and HIV/AIDS prevention, but also including violence, substance abuse, unwanted situations such as early pregnancy and all areas where knowledge and attitudes play a critical role in promoting a healthy lifestyle for children and young people growing up in the 21st century. We can sum it in following points- •The constitutional rights of learners and educators must be protected equally.

•There should not be compulsory disclosure of HIV/AIDS status.

•No HIV positive learner or educator may be discriminated against.

•Learners must receive education about HIV/AIDS and abstinence in the context of life- skills education as part of the integrated curriculum.

•Educational institutions should ensure that learners acquire age and context appropriate knowledge and skills to enable them to behave in ways that will protect them from infection.

•Educators need more knowledge of, and skills to deal with HIV/AIDS and should be trained to give guidance on HIV/AIDS.

Suggestions for implications for policies and programmes:

•Male and female condom promotion efforts need to recognize, identify and address gender issues including sexual and other forms of violence, that inhibit condom use.

•HIV/AIDS, peer education, and sex education programmes for adolescents that incorporate gender equality issues into their framework should be fostered. Such programmes should enable a better understanding of how norms related to masculinity and femininity may increase risky sexual behaviour, and help young people begin thinking about how to work towards equal and responsible relationships.

•Voluntary Counselling and Testing (VCT) services should take into account the risk of violence and other adverse consequences when evaluating different approaches to disclosure. For example, patients can be given the choice of counsellor-mediated disclosure if that would help minimise adverse consequences.

•Both men and women should be involved in Prevention of Mother to Child Transmission (PMtCT) programmes. Antenatal services can educate men about sexuality, fertility and HIV prevalence to raise their awareness and sense of responsibility. This would avoid reinforcing the belief that women alone are responsible for pregnancy and for HIV transmission to the infant.

•Community Home Based Care (CBBC) approaches need to include a special effort to promote the role of men as care-givers in the family and community, and to provide adequate support and guidance to enable male participation. At the very least, such programmes should acknowledge that reliance on “home care” is, at present, largely reliance on “women’s care”.

References:

1.Fawole, I.O., Asuzu, M.C., Oduntan, S.O., Brieger, W.R. (1999). A school-based AIDS education program for secondary school students in Nigeria: a review of effectiveness. Health Education Research – Theory & Practice, 14: 675-683.

2.Gachuhi, D. (1999). The impact of HIV/AIDS on education systems in the Eastern and Southern Africa region and the response of education systems to HIV/AIDS: Life Skills Programs.

3.Gatawa, B.G. (1995). Zimbabwe: AIDS Education for schools. Case Study. UNICEF Harare Zimbabwe.

4.Hubley, J. (2000). Interventions targeted at youth aimed at influencing sexual behavior and AIDS/STDs. Leeds Health Education Database, April 2000.

5.Kelly, M.J. (2000). Standing education on its head: Aspects of schooling in a world with HIV/AIDS. Current Issues in Comparative Education. 3(1).

6.Kinsman, J., Harrison, S., Kengeya-Kayondo, J., Kanyesigye, E., Musoke, S. & Whitworth, J. (1999). Implementation of a comprehensive AIDS education program for schools in Masaka District, Uganda. AIDS CARE, 11(5): 591-601.

7.Kirby, D., Short, L., Collins, J., Rugg, D. et al. (1994). School-based programs to reduce sexual risk behaviors: a review of effectiveness. Public Health Reports, 109(3): 339-361.

8.Lowensen, R., Edwards, L. & Ndlovu-Hove, P. (1996). Reproductive health rights in Zimbabwe. Training and Research Support Centre (TARSC).

9.UNAIDS (1997a). Impact of HIV and sexual health education on the sexual behavior of young people: a review update.

10.UNAIDS (1997b). Learning and teaching about AIDS at school. UNAIDS technical update, October 1997.

11.Walter, H. & Vaughan, R. (1993). AIDS risk reduction among a multiethnic sample of urban high school students. JAMA, 270(6): 725-730.

12.WHO (1996). Preventing HIV/AIDS/STI and related discrimination: an important responsibility of health promoting schools. WHO series on school health, document six.

Sarita

Research Fellow (UGC-JRF)

Faculty of Education

Mahatma Gandhi Kashi Vidyapith

Varanasi,U.P., India

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Chinese Medicine Doctors: Education and Credentials

admin — Sun, 01 Nov 2009 06:37:51 +0000

Find Chinese medicine doctor programs in the United States and Canada. Chinese medicine doctors offer health and wellness services that are often used as an alternative or complementary medicine. In order to practice in the field, Chinese medicine doctors must have received adequate training and education to fulfill necessary requirements in becoming a professional practitioner. Preferably, qualified Chinese medicine doctors will have graduated from one of several accredited oriental medicine schools, and will have become certified by the National Certification Commission for Acupuncture and Oriental Medicine (NCCAOM) and licensed* in the state where they reside. *(Licensure depends on individual state requirements for practice.)

In addition to acupuncture, Chinese medicine doctors will often provide services in physical therapy (Tuina), shiatsu, nutritional advice, Chinese herbology, and other associated practices. Chinese medicine doctors in America must be either licensed or certified, and may be considered a primary care physician if they are licensed as acupuncture physicians. Common titles that are often noted for this profession, include D.O.M. (Doctor of Oriental Medicine), L.Ac.,C.Ac.,R.Ac., or O.M.D.

Generally speaking, Chinese medicine doctors, much like that of conventional medicine practitioners, have dedicated a fair amount of time and energy toward educational training in becoming a professional healthcare provider. Chinese medicine doctors will have attained much knowledge and essential skills in TCM theories (Traditional Chinese Medicine) and history. Other comprehensive education and preparation in becoming Chinese medicine doctors will include clinical and practical training in acupuncture points, needling techniques, herbal medicine, moxibustion, Qigong, Tai Chi, pathology, botanical medicine, Western medicine, physiology and anatomy.

In addition to ethical and business practices, Chinese medicine doctors are gaining lead way in modern America: for example, did you know that acupuncture (as a complementary medicine) has grown tremendously over the last two decades? According to the National Center for Complementary and Alternative Medicine (NCCAM); an “estimated 8.2 million U.S. adults have used acupuncture.” That’s promising news for prospective Chinese medicine doctors. And for candidates that are working toward becoming Chinese medicine doctors, it is even more promising knowing that there are several Chinese medicine and acupuncture schools from which to choose.

If you (or someone you know) are interested in finding programs to become Chinese medicine doctors, let education within fast-growing industries like massage therapy, cosmetology, acupuncture, oriental medicine, Reiki, and others get you started! Explore career school programs near you.

The CollegeBound Network

NOTICE: Article(s) may be republished free of charge to relevant websites, as long as Copyright and Author Resource Box are included; and ALL Hyperlinks REMAIN intact and active.

Resource Box: CarolAnn Bailey-Lloyd – Freelance Writer and Web Consultant for HolisticJunction.com, in association with CollegeSurfing.com – Educational Resources for Oriental Medicine Schools, Chinese Medicine Doctor programs, and other Alternative Healing Schools.

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UAE Education â?? List of Universities And Colleges In UAE

admin — Wed, 28 Oct 2009 06:37:51 +0000

To become great human being there is requirement of education. The best educations are given to students in universities that are so famous and worldwide recognized. UAE is developed emirates and have lots of universities and colleges there in major cities like Dubai, Abu Dhabi. Universities of UAE are well known recognized by world wide. These universities give good facilities to their students. And have positive response in result and appreciated by worldwide. There are some universities in UAE along with colleges, described below:

Abu Dhabi University: This is founded at date of 13 of September and owned by University of Abu Dhabi Board of Trustees and Governors. This is private university and located in Khafila city with PO Box 59911, Abu Dhabi, UAE along with telephone number +971-2-5015555 and fax +971-2-5015990. The website for university is www.adu.ac.ae.

Ajman University of Science and Technology: This is founded at 1988 year and directed by Dr Saeed Abdalla Salman (President). Approximate students number are 11,000 with type of university and Ministry of Higher Education license. The location for this is university is PO Box 346, Ajman, UAE along with phone number +971-6-7466666 and fax +971-6-7482277. Website for this university is www.ajman.ac.ae .

Al Ghurair University: This is founded at 1999 and directed by Abdurahim Mohammed Al Ameen (President). This is private university and Ministry of Higher Education licensed. Location of this university is PO Box 37374, Dubai, UAE along with +971-4-4200223 and fax +971-4-4200224. website for this university is www.agu.ae .

Al Hosn University: This is founded at September 2005 and directed by Professor Abdul Rahim Sabouni and owned by Abu Dhabi Holding Company / Board of Trustees. Number of students approximate is 500 and this is private type of university. Location for this university is PO Box 38772, Abu Dhabi, UAE along with telephone number +971-2-4070700 and fax number +971-2-4070799. Website for this university is www.alhosnu.ae

Dubai Aerospace University: This is founded at 2006, directed by Dr George H Ebbs (CEO) and owned by Dubai Aerospace Enterprise DAE. This is one of private company. Location of this university is PO Box 506591, Dubai, UAE along with fax number +971-4-4038189.

French Fashion University: This is founded at 2006 and directed by Denis Ravizza (Director). This is one of private universities. Location of university is Block 4, Dubai Academic City, PO Box 211021, Dubai, UAE along with phone number +971-4-4291228 and fax number +971-4-3604833. Website for this university is www.french-fashion-university.com .

Hamdan eTQM University: This is founded at September 2002, directed by Dr Mansoor Al Awar (Vice-President & CEO) and owned by Board of Governors. This is one of Ministry of Higher Education licensed universities. Location of this university is 1st Floor, Bur Dubai Traffic Department, Sheikh Zayed Road, Al Barsha, PO Box 71400, Dubai, UAE along with +971-4-4088405 and fax number +971-4-4088555. Website for university is www.hbmeu.ae.

Murdoch University Dubai: This is founded at September 2008, directed by Professor J Michael Innes (Dean / Pro-Vice Chancellor). This is one of private university. Location of this university is Block 10, 4th floor, Dubai International Academic City, PO Box 502971, Dubai, UAE along with +971-4-4355700 and fax number +971-4-4264708. Website for this university is www.murdochdubai.com .

visit website for dubai universities , uae universities

Justin mark has 10 years experience in industry field. they are giving his valuable time to falconsearch, tasweek and uaebusinessdirectory in field of seo, internet marketing.

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History of Education, Teacher Training, Teaching, Teachers

admin — Fri, 09 Oct 2009 06:37:12 +0000

A Concise History of Education of Teachers, of Teacher Training and Teaching

(ptint version of author’s site www.geocities.com/histedu

Western history of teacher training, education history, teaching theories, education of teachers, modern history od education, began in early 18th century Germany: teaching seminaries educating teachers were the first formal teacher training in Western history of education and teaching.

(History of education had 2nd century-BC Greek Spartan free public education, Athenian Academy until age 18 and higher Academy and Lyceum; Roman private formal schooling in tiers; China’s 1st century-BC administrator examinations; 1st century Jewish informal Cul’ Tura general education; Islam’s 9th century universities madrasahs; 16th century Aztec mandatory teen education; 18th century Russian nation-wide education, Poland’s Education Ministry, Chez ‘teacher of nations’ Comenius’s ‘Didactica Magna’ on universal education tests; leading later Western history of education –17th century Scotland’s free education, 18th’s Norway’s mandatory literacy and New Zealand’s standard education, 21st’s Europe’s Bologna process equalising educational qualifications.)

Teacher education and training, first teacher training college in French history of education and history of teaching, Jean Babtiste de la Salle’s 18th century Brothers of the Christian schools, had non-clerical male teachers teaching poor and middle class children. Based on Greek philosophers’ philosophy of education and teaching, re-introduced by Islam, spirituality was not its only reason, basis of education. Teacher education and training had been clerical –this was Western history of education’s first secular teacher training college.

This philosophy of education changed educational history’s attitude to education. It reformed education, educational theory, learning, enabled further education reforms and educational theories of teaching in history of education. With education reforms in education history, educational theory of teacher education required of teachers an understanding of the human mind and the theory of education, knowledge of sciences and arts, principles and educational methods of teaching. This need in educational history for a teaching method, method of education, necessitated theories of education -in Western history of education educational theories on teacher education interested educators.

These educational philosophies and theories of education on teacher education became the norm in Western history of education, teacher training establishments first Normal Schools in the history of education and training of teachers.

Teacher education progressed educational history: in history of education and history of teaching the system of education required and enabled knowledge, in-service experience, certification for teachers, continuing professional development for teachers in teaching. This non-uniform system of teacher education and training enabled teachers, while teaching, at teacher seminars to refresh and increase their knowledge of theory of education and method of teaching -exchanging ideas among teachers.

Napoleon, in history of education and teacher training, uniformed professional teaching. Adopting Germany’s teacher seminars, in French history of education and in Western history of education and training of teachers, established the first uniform teacher education system.

Neither the USA’s educational history nor British history of education did in educational philosophies, systems of education, include formal teacher education and training, although Elizabeth-I had introduced teachers’ moral teaching fitness certification in teacher education .

In England’s history of education and teaching, in early 19th century Joseph Lancaster and Andrew Bell founded the Lancastarian teaching method of teacher training: in a monitorial system of teacher education and training senior students (‘monitors’) receiving teaching from tutors were teaching junior students, acting as teachers.

In Scotland’s history of education and teaching, 17th century free education compulsory in late 19th, Germany’s teacher education and training influenced David Stowe’s founding the Glasgow Normal Seminary for teachers.

Progress in teaching and teacher training began with Horace Mann’s Massachusetts Normal Schools in the USA’s educational history, and in Britain’s history of education by the churches’ and voluntary organisations’ teacher training colleges and teaching the colonials.

In philosophies of education arguments followed on teacher education in educational history: should persons of lower English social class attend teacher training colleges and give teaching to children of higher social class!? Might teachers’ teaching not influence young French minds with liberal ideas?!

(Japan’s educational philosophy perhaps influencing the USA's educational philosophy emphasised patriotic teacher education and teaching.)

In Europe’s history of teacher education and training, Rosencrantz’s 19th century ‘Philosophy of Education’ emphasised ‘philosophical and psychological data’; this, resembling Islam’s university faculties, developed into separate teaching disciplines.

In Sweden’s history of education and teaching, Pestalozzi furthered the progress of systems of education, advocating formal teacher training colleges.

(Pestalozzi, except theologically, was self-educated, did not leave a written account of teaching and of teacher training colleges; his place in the history of education and teaching is deducible in outline from his various writings, loving sincere deeds, the example he set.)

Germany’s Froebel, and Alexander Bain’s ‘Education as a Science’, favoured education of teachers through teacher training colleges; teacher education adopted what philosophies of education in Western educational history and teaching had lacked -Herbart’s pedagogical emphasis in teaching on five formal steps: preparation, presentation, comparison, generalisation, application.

Germany’s teacher education and training became the basis of developments in the history of education and teacher training; Derwent Coleridge and James Kay Shuttleworth in Britain, Mann in the USA broadly agreed: teacher education and training should emphasise techniques of teaching -”not only the subjects of instructions, but also the method of teaching”.

Jules Ferry laws’ compulsory education established teacher education and training in late 19th century French history of education: teacher education and training, by law, should be through formal teacher training colleges.

English speaking countries’ history of education and teaching, formal teacher education and training, began with the University of Edinburgh’s creating a chair in education, with St. Andrews; in the USA’s history of education, e.g., Henry Bernard, Nicholas Murray Butler, followed.

In Western history of education, England’s progress involved pedagogy and Herbart Sepencer’s teaching techniques in teacher education and training, the USA’s e.g., Francis W. Parker’s, studying Germany’s pedagogical teacher education developments.

In the USA’s history of education and teaching the Darwinian hypothesis (as before later scientific evaluation) influenced John Dewey at the University of Chicago Laboratory Schools; taking into account from other disciplines what were considered relevant in teaching to child development, Brown University founded an education department.

(The La Salle College in Philadelphia, had been teaching education.)

New York’s Teachers College, founded 1888, was incorporated into the Columbia University, 1893, establishing its teacher training college, announcing: “The purpose of the Teacher Training College is to afford opportunity, both theoretical and practical, for the training of teachers, of both sexes, for kindergartens and elementary schools and secondary schools, of principals, supervisors, and superintendents of schools, and of specialists in various branches of school work, involving normal schools and colleges” -it became the basis, in Western history of education and teaching, of teacher education and training and Teacher Colleges.

(The USA’s educational history experts’ versions vary on it history of education.)

In most of British Commonwealth’s history of education and system of teacher training, entry into teacher training came to require senior secondary education at High School level or British Grammar School education with national Matriculation or Ordinary and Advanced General Certificate of Education (GCE) examinations –or equivalent.

In Europe’s history of education and teacher training, education with similar Gymnasium(/Abitur) or General Lycè e Diploma, or equivalent education, became professional teacher education and training entry qualification.

(In British history of education, until early 20th century, holders of those qualifications, by selection examination, could become temporary teachers. Oxbridge graduates could register ‘master’ and be syndicated teachers. Other universities’ graduates, to become teachers, attended teacher training colleges if Bachelor of Education.)

In British Commonwealth’s history of education greater importance was attached to professionalism in teacher education and training: academic qualifications did not suffice for teaching; teacher examinations required specific periods of specifically professional study in teaching. Professional teaching involved two years’ professional study in teaching and additional in-house teacher training before professional teacher status. Professional teachers could, with another educational year at the teacher training college, specialise in a subject, e.g., geography or history (in farming colonies, e.g., Cyprus where Agriculture became a secondary school examination subject, with one or two more educational years’ through the Teacher Training College’s Rural Agricultural School). Science graduates without professional teaching training and education qualified for permanent teaching after a year’s classroom teaching experience approved by professionally qualified headmasters, as teachers of their subjects. Teachers were expected to attend teachers’ seminars as continuing professional development.

While professional qualifications are regarded for professional reasons equivalent to doctorates in their counterparts and what qualify for teaching, teacher education and training (school age becoming lower and years less, to enable maturer teachers and teaching), for professional teaching knowledge and skills acquired at teacher training colleges, favoured bachelor degrees with teaching content emphasising skills over theory and, e.g., the USA’s academic ‘first professional degree’ –more for research than professional practice.

(British history of education desired teaching with Post-graduate Certificate in Education PGCE -for English state school teaching Qualified Teacher Status QTS skills test, and also if Bachelor of Education successfully completing an induction year in Scotland two in school teaching as Newly Qualified Teacher NQT, with continuing professional development; alternatively a specific teaching degree or on-the-job teacher training. Teachers trained at Teacher Training Colleges in former colonies –and similarly trained teachers with GCSE grade C or equivalent in English and Mathematics also Physics enjoy Qualified Teacher Status.)

(Canada’s provinces or schools certify teachers; Australia requires none for federally funded private schools; France’s is college/bachelor and Teacher Institute master’s -2010.)

{In the USA’s history of education, until 1960s, one year’s teacher training college education was required for teacher certification. In 1984 an alternate teaching route was introduced: bachelor’s with teaching preparation and within a specified number of years completing a teaching or content based master’s. (Some universities award with summer study bachelor degrees in two years, some two bachelor degrees simultaneously e.g.; the doctoral JD is pre-requisite to master’s LL.M which not all tenured professors need posses.) The ‘Master of Professional Studies’ (MPS) First Professional Degree is academic, not professional. Many states require of teachers, for permanent teaching, examinations in pedagogy and a content area or general knowledge accredited by many private associations’ varying standards; in early 21st century Marlboro-Carolina 20% of teachers had no certification.}

In educational history post general education having been academic for career advancement and scholarly activity or research, or professional for actual practice in the filed, the professional qualification is normally the terminating qualification; in professional teaching, advanced professional degrees enabling specialised teaching, e.g., at universities, are not regarded as part of professional teacher education and training for general education teaching; the USA’s main master’s area is for Ed.D or Ph.D. –research.)

In European history of education, teaching related educational leadership gained importance at the end of 20th century. Desiring the benefits of learnable leadership skills and inherent personal leadership qualities, teachers’ educational leadership skills in teaching leadership are remunerated according to national teacher pay scales.

The USA’s educational leadership teachers’ pay is non-uniform; educational leadership skills standards vary. Graduate educational leadership programs are in, e.g., community issues and educational law. Private Teacher Advancement Programmes (TAP) subscribed by some schools encourage teachers in administrative or teaching development: a teacher prepares an individual growth plan (IGP) with an educational goal or teaching activity, or a cluster group of teachers identify a student learning need, becoming ‘mentor’ or ‘master teacher’/‘teacher of teachers’.

As others’, USA’s teacher training colleges’ comparable teaching qualifications enjoy international regard.

In their history of education, having less aspired to ‘practical’ general education as in the USA and 21st century Britain, most British Commonwealth and European teaching institutions almost uniformly value widely academic general education as culture not acquirable in post general education (e.g., an opposition leader to a Prime Minister both lawyers “I as a Grammar School boy” would not take ‘that’ from him who was not) and Britain’s suggestion to equate practical skills certificates with general academic qualifications was criticised.

(Early 21st century British educational history saw university or equivalent mandatory student grants becoming loans no increase since late 20th in literacy.)

(In the USA’s history of education, with 20% adult functional illiteracy, as the educationists’ concerns grew, the educationalists considered Europe’s baccalaureate system of education; with growing public interest in education, at the end of 20th century a state appointed three generals to improve the standards of teaching and education and at the beginning of 21st century a general was appointed to federally improve teaching and educational standards.)

In educational history interest in the teaching profession has been based on the status of teachers. Regard for teachers in late 20th century was highest in Russia where teachers enjoyed better employment terms than elsewhere.

(In Britain’s history of education, 1980s’ miss-projection of numbers of teachers needed necessitated engaging science graduates without teaching qualifications as teachers; but a status was enjoyed by teachers of regard as in Europe, and, about the end of 20th century, knighthood for long serving teachers was suggested –due to controversy over peerages it did not materialise. At the beginning of 21st century reducing undergraduate degrees to two years with vocational content was considered, with master’s for teachers -also non-major professional qualifications being above undergraduate degrees in National Vocational Qualifications; but Teachers’ status was regarded to have been equated for economical reasons to classroom assistants’ socially criticised for taking classes without professional teacher education and training.])

In the USA’s history of education, teaching has hailed a form of essentialism in education, with a culture of practicality and model citizenry, emphasising respect for authority (advocated also for 21st century British education); with no general minimum standard in teacher training and education, some states not recognising the teaching qualifications of some others, teachers and teaching appear officially to enjoy no higher regard then Bernard Shaw’s remark (about writers) “Those who can, do; those who can not, teach”.

(In the USA, e.g., some teachers paid only term time having to seek vacation work, teaching and teachers generally are regarded to have enjoyed less good terms and conditions than elsewhere in proportion to social regard and public resources.)

The growth of interest in culture and education in Western history of teaching has been seen in the European Union, e.g., in Cyprus with the popularisation of education in mid. 20th century -reportedly with highest percentage of university graduates by 21st.

In Western educational reforms spiritual values in education are protected by teaching religious studies in schools in American secularism (protection of religion from political influence) and by the religious affiliations of many universities; in European secularism (protecting against one’s formal dominance of the other), often with a state religion enshrined in the constitution, this is ensured by, e.g., Britain’s Education Acts’ requirement in compulsory education of religious worship by pupils at least once a month and, while British universities are not formally religiously affiliated, the availability of chapels and chaplains to students at universities.

While preferences in education (e.g., the pedagogy based Steiner-Waldorf education for creating free moral and integrated individuals -its teachers’ and schools’ say on defining the curricula by some disagreed with, or Montessori’s pre-school and elementary school child’s self directed activities with auto-didactic equipment -regarded by some as risking raising obedient automatons), and emphasis (be it practical skills or Emerson’s ‘thinking man’), have all had praise and criticism in the history of education and teaching and arguments continue on pragmatism and creation -v- evolution, generally Socrates’s argument that the rightly trained mind turns toward virtue carries weight in most educational systems. Basically, in every history of education, an important aim of education and the societies’ all time expectations have been on the lines of these verses (by the Cypriot teacher, the late Orhan Seyfi Ari):

” ‘I was an ape’ you say -or amphibian?
And now?! Are you not now.. ‘man’!? ”

The cultural values balance have been more reflected in the education and training of teachers in Western history of education and teaching and the status of teachers in Europe mostly in Spain, Italy and France where, without much disregard to spiritual values, school teachers’ political and ideological affiliations have been the norm in professional teaching.

The web site may interest on teacher the late Orhan Seyfi Ari at www.geocities.com/eoa_uk

The author’s favourite site is the Teacher of Teachers

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