K-12 Education
History of Education, Teacher Training, Teaching, Teachers
Posted on May 18, 2012 |
A Concise History of Education of Teachers, of Teacher Training and TeachingWestern 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 [compulsory, certified teachers, 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, history of education and teaching] 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, second year teacher training of a teacher training college].)
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 [for primary school teaching, 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., with two arts and two science majors both BA Philosophy and BS ChE Chemical Engineering]; 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, unemployment necessitating longer and more courses, foreigners scoring higher in English] 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 orhanseyfiari.com
Online Education Degree – a Booming Sector That Bring you to a Brighter Future
Posted on May 1, 2012 |
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:
Forms of Domestic Violence and Development of Women Through Education
Posted on April 16, 2012 |
Forms of Domestic Violence and Development of
Women through Education
INTRODUCTION
However much a mother may love her children, it is all but impossible for her to provide high-quality child care if she herself is poor and oppressed, illiterate and uninformed, anemic and unhealthy, has five or six other children, lives in a slum or shanty, has neither clean water nor safe sanitation, and if she is without the necessary support either from health services, or from her society, or from the father of her childen. – Vulimiri Ramalingaswami, “The Asian Enigma”
Women constitute almost half of the population in the world. But the hegemonic masculine ideology made them suffer a lot as they were denied equal opportunities in different parts of the world. The rise of feminist ideas has, however, led to the tremendous improvement of women’s condition through out the world in recent times. Access to education has been one of the most pressing demands of theses women’s rights movements. Women’s education in India has also been a major preoccupation of both the government and civil society as educated women can play a very important role in the development of the country.
· India has world’s largest number of professionally qualified women.
· India has largest population of working women in the world.
· India has more number of doctors, surgeons, scientists, professors than the US.
What is Domestic Violence?
Domestic violence is controlling behaviour and includes all kinds of physical, sexual, economic, psychological and emotional abuse within all kinds of intimate relationships. The perpetrators of domestic violence or abuse are usually men and the victims or survivors are usually women and children that they know. It includes:
• Punching and slapping.
• Kicking and hair pulling.
• Biting and pinching.
• Pushing and shoving.
• Being forced to have sex.
• Being beaten or cut with other objects.
• Disrespect, neglect and emotional blackmail.
• Verbal abuse and swearing.
• Being prevented from going out or seeing people – being isolated.
FORMS OF DOMESTIC VIOLENCE
The following are the forms of Domestic Violence:
1. Physical Abuse
2. Sexual Abuse
3. Psychological Abuse
4. Emotional Abuse
5. Financial Abuse
1. Psysical Abuse:
Physical abuse is the most visible form of abuse and most likely (with sexual abuse) to give rise to criminal charges. Injuries include black eyes, cut lips, bruising, fractures, deafness, blindness, internal bleeding, missing teeth, persistent ill health, miscarriages, and injuries to a foetus and death. Injury sites are often concealed by clothing or hair. It can include slaps, shoves, pushing, being thrown across the room or down the stairs, kicking, stamping, strangulation, burns and scalds, being attacked with weapons such as knives, household objects, firearms etc internally as well as externally.
2. Sexual Abuse:
Sexual Abuse in an abusive relationship is another form of violence, control and degradation. It includes rape, sexual assaults (including with implements),enforced prostitution, enforced sexual practices including being forced to watch or engage in pornography.
3. Psychological Abuse:
Psychological abuse examples include “Jeckyll and Hyde” behaviour, preventing contact with friends and families, constant belittling and humiliating things being said, claims that children will be removed if anyone is told of abuse, controlling behaviours, deliberately enforcing dependency, constant statements that the victim is mentally ill etc.
4. Emotional Abuse:
Emotional abuse is an attack on victims’ personality and well being and is often described as worse than physical violence. It may be referred to as “mind-games”. It frequently amounts to the abuser assuming a tight and unhealthy control of all members of the family, which may become increasingly isolated in the community.
Examples include threats of violence to all members of family, constant criticism of the victim saying she is ugly, ignorant or worthless, using the children as ammunition, family life and mood being dictated by abuser (abuser-centric) continual questioning, humiliation in public, playing on community and cultural fears, threats to have the children removed, threats to kill or have deported, threat that the abuser will commit suicide, threats and actual violence to family pets etc.
5. Financial Abuse:
Financial Abuse is essentially the deprivation of and / or the control of money whether earned or benefits.
An abuser may refuse to pay bills or prevent the victim from having any control over the family finances. The abuser may steal money belonging to the victim or children. Essential services such as gas and electricity may be cut off. The mother may be forced to support the children solely on what she can earn without assistance or child benefit if this is claimed by the abuser. An abuser may deliberately spend money on himself or sell the woman’s possessions and family furniture.
CRIME AGAINST WOMEN IN INDIA
· One crime against women every three minutes
· One rape every 29 minutes
· One dowry death case every 77 minutes
· One case of cruelty by husband and relatives every nine minutes
· Once suicide every 4 hours
Source: National Crime Records Bureau
The main problems of Indian women:
· Malnutrition: India has exceptionally high rates of child malnutrition, because tradition in India requires that women eat last and least throughout their lives, even when pregnant and lactating. Malnourished women give birth to malnourished children, perpetuating the cycle.
· Poor Health: Females receive less health care than males. Many women die in childbirth of easily prevented complications. Working conditions and environmental pollution further impairs women’s health.
· Lack of education: Families are far less likely to educate girls than boys, and far more likely to pull them out of school, either to help out at home or from fear of violence.
· Overwork: Women work longer hours and their work is more arduous than men’s, yet their work is unrecognized. Men report that “women, like children, eat and do nothing.” Technological progress in agriculture has had a negative impact on women.
· Unskilled: In women’s primary employment sector – agriculture – extension services overlook women.
· Mistreatment: In recent years, there has been an alarming rise in atrocities against women in India, in terms of rapes, assaults and dowry-related murders. Fear of violence suppresses the aspirations of all women. Female infanticide and sex-selective abortions are additional forms of violence that reflect the devaluing of females in Indian society.
· Powerlessness: While women are guaranteed equality under the constitution, legal protection has little effect in the face of prevailing patriarchal traditions. Women lack power to decide who they will marry, and are often married off as children. Legal loopholes are used to deny women inheritance rights.
India has a long history of activism for women’s welfare and rights, which has increasingly focused on women’s economic rights. A range of government programs have been launched to increase economic opportunity for women, although there appear to be no existing programs to address the cultural and traditional discrimination against women that leads to her abject conditions.
GOVERNEMNT ROLE TO MINIMIZE DOMESTIC VIOLENCE IN INDIA
Overall, a crime against women is committed every three minutes in India, according to India’s National Crime Records Bureau. Despite the scale of the problem, there had been no specific legislation to deal with actual abuse or the threat of abuse at home. Domestic violence, under the new law, includes “actual abuse or the threat of abuse whether physical, sexual, emotional or economic,” a statement from the federal ministry of women and child development said.
“We have been trying for long to protect women from domestic violence. In India alone, around 70% of women are victim of these violent acts in one or the other form,” junior minister for women and child development Renuka Chowdhury told the Press Trust of India news agency. They say a bill alone will not help in preventing domestic abuse; what is needed is a change in mind sets.
In January 1992, the National Commission for Women (NCW), was set up as a statutory body under the National Commission for Women Act, 1990 ( Act No. 20 of 1990 of Govt.of India ) to review the constitutional and legal safeguards for women; recommend remedial legislative measures, facilitate redressal of grievances and advise the Government on all policy matters affecting women.
There are so many government and non-government organizations are working for the benefits of women. Both Central and State governments are continuing so many programmes for the development of women in the country.
DEVELOPMENT OF WOMEN THROUGH EDUCATION
You can tell the condition of a nation by looking at the status of its women. - Jawaharlal Nehru
Female Literacy in India:
According to last census held in 2001, the percentage of female literacy in the country is 54.16%. The literacy rate in the country has increased from 18.33% in 1951 to 65.38% as per 2001 census. The female literacy rate has also increased from 8.86% in 1951 to 54.16%. It is noticed that the female literacy rate during the period 1991-2001 increased by 14.87% whereas male literacy rate rose by 11.72%. Hence the female literacy rate actually increased by 3.15% more compared to male literacy rate.
Factors Responsible for Poor Female Literacy Rate:
Historically, a variety of factors have been found to be responsible for poor female literate rate, viz.
· Gender based inequality.
· Social discrimination and economic exploitation.
· Occupation of girl child in domestic chores.
· Low enrolment of girls in schools.
· Low retention rate and high dropout rate.
The main strategies adopted by the Government for increasing female literacy in the country include:
1. National Literacy Mission for imparting functional literacy
2. Universalisation for Elementary Education
3. Non-Formal Education
History of Women’s Education in India: Although in the Vedic period women had access to education in India, they had gradually lost this right. However, in the British period there was revival of interest in women’s education in India. During this period, various socio religious movements led by eminent persons like Raja Ram Mohan Roy, Iswar Chandra Vidyasagar emphasized on women’s education in India. Mahatma Jyotiba Phule, Periyar and Baba Saheb Ambedkar were leaders of the lower castes in India who took various initiatives to make education available to the women of India. However women’s education got a fillip after the country got independence in 1947 and the government has taken various measures to provide education to all Indian women. As a result women’s literacy rate has grown over the three decades and the growth of female literacy has in fact been higher than that of male literacy rate. While in 1971 only 22% of Indian women were literate, by the end of 2001 54.16% female were literate. The growth of female literacy rate is 14.87% as compared to 11.72 % of that of male literacy rate.
Importance of Women’s Education in India: Women’s education in India plays a very important role in the overall development of the country. It not only helps in the development of half of the human resources, but in improving the quality of life at home and outside. Educated women not only tend to promote education of their girl children, but also can provide better guidance to all their children. Moreover educated women can also help in the reduction of infant mortality rate and growth of the population.
Obstacles: Gender discrimination still persists in India and lot more needs to be done in the field of women’s education in India. The gap in the male-female literacy rate is just a simple indicator. While the male literary rate is more than 75% according to the 2001 census, the female literacy rate is just 54.16%. Prevailing prejudices, low enrollment of girl child in the schools, engagements of girl children in domestic works and high drop out rate are major obstacles in the path of making all Indian women educated.
According to the Women and Child Development study, 45 percent of Indian women are slapped, kicked or beaten by their husbands. India also had the highest rate of violence during pregnancy. Of the women reporting violence, 50 percent were kicked, beaten or hit when pregnant. About 74.8 percent of the women who reported violence have attempted to commit suicide. It shows the importance of education. Educated woman has more strength and power to face the challenges when compared to uneducated woman.
Kumud Sharma of the Centre for Women’s Development Studies in New Delhi traced the correlation between education and domestic violence to patriarchal attitudes. “Educated women are aware of their rights,” she said. “They are no longer willing to follow commands blindly. When they ask questions, it causes conflicts, which, in turn, leads to violence. In many Indian states, working women are asked to hand over their paycheck to the husband and have no control over their finances. So, if they stop doing so or start asserting their right, there is bound to be friction.”
It is necessary to establish some more colleges and universities in India. The number of Residential Schools for SC/ST and BC’s is not sufficient today. So, increase the number of these schools in the both rural and urban areas. Today’s children are tomorrow’s citizens. Take care about future generation. Then only India will become developed country in the future.
CONCLUSIONS
Now we are living in the modern and technological world. Women are also entering in all the fields like men for doing job. Educated women have better opportunity compared to uneducated women in the society. They are facing so many problems in the society. With the help of education and law and order it is easy to escape from those problems. So it is necessary to educate all types of women in the society. Education gives strength, wealth, health and power to the individual.
According to Swami Vivekandanda:
“We want that education by which character is formed, strength of mind increased and intellect is expanded, and by which one can stand on one’s own feet”.
The plight of women in medieval India and at the starting of modern India can be summed up in the words of great poet Rabindranath Tagore:
“O Lord Why has you not given woman the right to conquer her destiny?Why does she have to wait head bowed,By the roadside, Waiting with tired patience,Hoping for a miracle in the morrow?”
References:
1. National Institute of Child Health and Human Development. (2001). The National Reading Panel: Reports of the Subgroups.
2. UNESCO Institute for Statistics: Literacy rates, youth (15-24) and adult (15+), by region and gender (September 2006 Assessment).
3. Child and Women Development Report, (2006), Ministry of Women and Child
Development, Government of India, New Delhi.
4. National Family Health Survey, (2006), Government of India, New Delhi.
5. National Crime Records Bureau, (2007), Government of India, New Delhi.
6. Census of India, (2001), Government of India, New Delhi.
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World Development Report 2004: Through the Lenses of Marketing of Education Service in India
Posted on March 27, 2012 |
World Development Report 2004: through the lenses of Marketing of Education Service in India
Dr. Amalesh Bhowal,Professor, Department of Commerce, Assam University.
E-mail: amalesh_b1@rediffmail.com
1.1 Introduction:
Article 10, contained in the Declaration On The Responsibilities Of The Present Generation Towards Future Generations, mentions that “The present generations should ensure the conditions of equitable, sustainable and universal socio-economic development of future generations… Education is an important instrument…”
There is a new looking at the world of education using the lenses of marketing. Evidence is the General Agreement on Trade in Services (GATS). It aimed at deregulating international markets in services, including education. Corollary: Education is a commodity too which can be traded; in other words, there exists ‘Educational Service Market. To operate in that market, we need Principles and Theories for Marketing of Education Service.] “The idea behind these principles is the creation of a open, global market place where services, like education, can be traded… GATS covers the educational services of all countries whose educational systems are not exclusively provided by the public sector, or those educational systems that have commercial purposes.”
In the mean time, the World Bank has published “World Development Report 2004 – Making Services Work for Poor People”. It provides a practical framework for making the services that contribute to ‘human development work’ for poor people. The report included services that have the most direct link with human development – education, health, water, sanitation, and electricity.
1.2 Main Objective of the paper:
In the backdrop of the above-mentioned International Prescriptions, the paper attempted to explore about the rationality of application of Principles of Service Marketing and lessons to be learnt from World Development Report 2004 regarding Marketing of Education Service.
1.3 Rationality of the study:
This type of study may lead to the understanding of the debate whether “Marketing of Education Service” is synonymous with the “Commercialisation of Education Service”.
2.1 Marketing of Education Service [MES]:
Marketing of Education Service refers to performing of activities [either with profit motive or service motive] which directs the flow of educational goods and services from the producer, provider and developer to the consumer of goods and services to satisfy the needs of parties involved [i.e. policy makers, provider and customers] like Psychological, economic and safety, Social, esteem and self-actualisation needs.
2.2 Current Failure of MES:
Current Education Services to the poor are failing poor people due to: –
[1] Diversion of large share of the education budget spending towards the non-poor,
[2] Non-reaching of the share of the budget, directed to the poor, to the front line service providers
[3] Disincentives to service providers, Prevalence of public corruption and undesirable political influence in education,
[4] Lower level demand for education because of cultural factors.
Thus, education failed because of over dominance of Finance function; and under importance of Marketing Function.
2.3 Rationality Of Adopting The Principles Of Service Marketing In MES:
The report asks “putting poor people at the centre of the service provision”. This is akin to the thinking of Customer centric marketing of Srvices. The societies, generally, choose the long route because there are evidences of market failures. Similarly the societies feel traditional short route [i.e. consumers’ power over providers] is inadequate viewed from equity-dimension. But there exists evidences of the “government failures” associated with the long route; and, “they may be so serve that, in some cases, the market solution may actually leave poor people better off”. This is necessary for balancing the problems associated with the long route of accountability with the short route.
2.4 Dimensions Of MES:
Dimensions in respect of the Marketing of Education Service are of two types:
[A] Marketing functions related to educational goods: – These functions include [1] Marketing Research and [2] Targeting customers with appropriate Market Mix i.e. Developing, Pricing, Promoting, and, Distributing Educational Goods or Educational product.
[B] Marketing functions related to educational services: – These functions include [1] Marketing Research and [2] Targeting customers with appropriate Market Mix i.e. [a] Developing Product, [b] Pricing, [c] Promoting, [d] Distributing, [e] Orienting in-house People, [f] Processing, [g] Providing Physical evidence, [h] having and following policy, and, [i] Ensuring Peoples Participation in Education Service.
Interestingly, the report seems to be absolutely silent in respect of ‘Marketing functions related to educational goods’.
2.5 Relationships, Triangle And Types In MES:
The report argued for three key relationships in MES: [a] Between poor people and providers, [b] between poor people and policymakers, and [c] between policy makers and providers. Thus, there exists Education Service Marketing Triangle. Policy Makers, service providers and customers/poor people in fact, should work together for MES [from diagram]. But they require three different types of marketing –
[a] Internal marketing between Policy Makers and Providers-to enable service promise.
[b] External Marketing between Policy Makers and Customers/poor people – to make promises.
[c] Interactive Marketing or Real–time Marketing between Providers and Customers – to keep promises made. There must be perfect alignment in the three different type of Marketing.
Landmark Education on Communication
Posted on February 29, 2012 |
Everyone at some point has experienced an impasse in communication; those frustrating occasions when it all breaks down and people want to get up and walk out. Just look at a sample of recent headlines: “Peace Talks Breakdown” or “Labor Negotiations at a Stalemate” or “Negotiations Fail to Result in an Accord”. When the stakes are high and people are afraid they have something to loose communication becomes strained and people stop listening to one another. Usually this is while claiming that the people on the other side of the table are actually the ones who are not doing the listening. We get so concerned and fearful about getting other people to hear what we have to say, we become unwilling to hear what they have to say.
Indeed, listening seems sometimes as if it is a rare happening among human beings. We can’t really listen to another person speaking if we’re preoccupied, or if we’re trying to decide what we’re going to say when the other stops talking, or if we’re debating about whether what is being spoken is true or relevant or agreeable. Listening, in other words, is being accessible and open to what is being said.
At Landmark Education we contend that listening has an amazing power. It gives life to what is being spoken. You might even say it is with the listener that both the speaker and what is spoken exist and come alive. Think of how inspired and enlivened the elderly can become when you sit down and have an extended conversation with them. Think about what happens when someone is really listening to you. Ever notice that you become funnier and more playful when someone laughs at your jokes? What about when a child recognizes that adults are actually listening to them? Their whole demeanor shifts. In the programs of Landmark Education, you find yourself with a new ability to listen to others. You find yourself inspired by the people you have in your life. When you truly listen to people you discover the best of what they have to offer.
Speaking, meanwhile, can be something more than talking, more than the exchange of symbols or information, more than saying what you really think. In speaking we can share ourselves; we can evoke experience in others. Speaking is where our ideas become clear and possible. It is where others are expanded by our time spent with them. It allows for the futures we create. Speaking lives in poetry, in the appreciation of another, in idle conversations that pass the time, in great theories and books that give rise to wonder and thought.
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Speaking allows for “who” and “how” we “are” in the world. It is what gives voice to all that is possible in being human. In our ability to speak and share we have the ability to shape the world we live in.
In the courses of Landmark Education you find that true communication is creation. It has the power to shape, determine, and alter the course and quality of our lives. It moves people. It generates experience in others. It not only delivers information to others, it actually transforms their ability to hear. True communication transforms both the speaker and listener.The Landmark Forum suggests that what it is to be human has its own domain and that domain is one of language—of communication, of conversation. Through communication —the realm of language, of conversation—each of us has complete access to ourselves, to others, to the very essence and possibility of what it means to be human.
This is the essence of what Landmark Education is about and what The Landmark Forum provides.
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