believe, one of the most moving poems in the English language. Its verses leant the title to both Thomas Hardy’s novel ‘Far From the Madding Crowd’, and Stanley Kubrick’s film ‘Paths of Glory’. Much like Natalie’s visit to a medieval church in ‘NW’, Thomas Gray’s poem was inspired by an evening looking at a graveyard, which sets his mind wandering. In particular, he regrets the potential that must be squandered when people are brought up in poverty and in ignorance - this was 1751, a long time before universal state education. As he puts it: ‘Knowledge to their eyes her ample page | Rich with the spoils of time did ne’er unroll’. Gray suggests that within the country graveyard, there may be ‘some mute inglorious Milton’, whose lack of a goodeducation forever left his potential untapped: ‘Full many a flow’r is born to blush unseen’.
13 “We are entering a very interesting period of history where the responsible business world is running ahead of the politicians,” Unilever CEO Paul Polman says, and business needs to take on a broader role to “serve society” by placing “the greater good ahead of self-interest” (Saunders, 2011) Now that he is stepping down as CEO, the question becomes, who will take his place? If business schools do not train the next generation of business leaders to continue this vision, the answer is uncertain. Maybe these leaders will emerge despite an incomplete graduate training program. But why leave that to chance? Business schools have an obligation not only to business but to society and their students to provide up-to-date training that
Educational problems of a country reflect and focus themselves on the human development of the children and young people who live there. Children and young people in Japan and India have many problems in the course of their growth which reflect the present state of economic and social conditions of Japan and India. In both countries so called bullying in schools, where some pupils or students, in groups, often use their strength to hurt weaker ones or to make them afraid. Home violence, school violence and the rejection of schooling are another. Making many strict regulations and sometimes having recourse to force, teachers try to govern the behavior of the students. Those restraints are likely to result in ill feeling toward the school and teachers and increase educational problems. In this article I have investigated the various problems and causes of primary education in Japan and India. The main objective in this paper is to study problems appear in primary education in Japan and India. This paper focuses on various problems in schooling in Japan with respect of others developed and underdeveloped countries.
Media and cultural studies assume that art and culture are central to humanity and that each struggles with the assumed public / private binary. Increased co modification and assimilation of media and culture through globalized impositions warrant critical investigation in education, as media and culture greatly influence human interactions. Media is a powerful entity in the education process and also in impacting individual and group identity – thus the need for critical media “literacy.” Linking cultural studies is vital in that culture is the result of human interaction and progress with issues of acculturation and assimilation constantly affecting society. Social education claims media and culture are primary texts for critical qualitative research (White & Walker, 2008). Social studies / history education is the content tradition whereby social education stems. Knowledge, skills, and dispositions gained from one’s social studies and history education experience should facilitate rights and responsibilities of local – global citizenship. Social education suggest that traditionally social studies and history education have served the status quo in that a grand narrative has often been imparted leading to ethnocentrism, exceptionalism, imperialism, and a challenge to the public good (Zinn, 2005; Loewen, 2007). A critical investigation of social studies history education thus brings to light issues of equity, power, privilege, hegemony, and social justice.
the process of the globalization has laid down many impacts on our legal education system. Actually, most of the scholars assume the fact that various studies about the legal education have provided a clear cut picture of the importance of legal education in India as a profession. Therefore, some of the scholars also talk about to insert ethical and social values in law education. Now, in the context of globalization of the legal education, most of the professionals and law firms emphasizes on empirical research and training of law education in the changing world scenario, particularly for the developing countries like India. Here it is also significant to say that our country still needs a large number of law professionals in the future. Thus, the present paper highlights challenges and need of legal education in the era of globalization in Indian perspective.
thus, many trends in higher education will influence the future of distance learning. student enrollments are growing to surpass the capacity of traditional infrastructures. learner profiles are changing, and students are shopping for education that meets their needs. tradi- tional faculty roles, motivation, and training needs are shifting while workload, compensa- tion, and instructional issues continue to deter them from distance learning participation. the institutional and organizational structure of higher education is changing to emphasize aca- demic accountability, competency outcomes, outsourcing, content standardizing, and adapta- tion to learner-consumer demands. the internet and other information technology devices are becoming ubiquitous while technological fluency is becoming a common expectation. funding challenges are increasing with fewer resources to meet expanding, lifelong-learning demands. distance education is becoming more abundant, especially online, and location independent, increasing the need for effective course-management systems and teaching strategies that uti- lize technology.
2. COMMUNITY WORK: Social Work is the professional activity of helping individuals, groups, or communities enhance or restore their capacity for social functioning and creating societal conditions favorable to this goal. Social Work practice consists of the professional application of Social Work values, principles, and techniques to one or more of the following ends: helping people obtain tangible services; counseling and psychotherapy with individuals, families, and groups; helping communities or groups provide or improve processes. This is what Mahatma Gandhi thought about Social Work. In our college we have been doing community right from our inception. Today Community Work has become a part of our University Syllabus but our college is the pioneer in this area. We have been doing community work in different areas and sensitizing our Student teachers so that they can play their role of agent of social change more effectively. This is done all round the year by all students. Some of the places where we have been going to serve the society are:
brown (2004), in reviewing quality assurance in higher education in the uK speaks of, ‘.....the sad story of waste and confusion…’. he gives a fairly brutal criticism of the whole process (written by one who was involved in the process). he noted, firstly, the political imperative which used models from commerce and industry and that these were totally inappropriate: we cannot quantify production and efficiency in higher education in any neat way. secondly, the drive for competition rather than collaboration was flawed. thirdly, because of the way the systems were set up, the higher education personnel did not ever feel that they owned the process (Watson, 2006): the actual institutions failed to challenge what was being imposed on them and failed to ask: where is the evidence?
HRE (Human Right Education) and peace education poses numerous challenges for educators, policy-makers and community leaders. 15 A first set of challenges relates to the different kinds of learning that can take place: HRE programmes must be target-based to address the specific age group and desired learning outcome. Therefore, teaching methods and pedagogical materials must be similarly adapted. For example, a lesson on the concept of liberty would be conducted much differently in a group of five-year olds than in a group of high school students. A different set of challenges concerns the possibility for various interpretations of Human Rights. Although one of the underlying features of human rights principles is the idea of universality, the notion of selective interpretation negates this. Political communities, states, and institutions can interpret the idea of human rights to suit their particular aims or needs. While it is necessary to achieve a harmony between the different groups of rights, that is, between political and civil rights and social and economic rights, this is often not the case. Depending upon the conditions of a particular country, it can be very easy to deny one group of rights in favor of another group of rights in order to achieve certain political goals or garner support among certain segments of the population. But the links between these groups of rights are clear. Civil and political rights ensure that the marginalized and disadvantaged segments of the population have access to what are considered basic human needs (food, shelter, fresh water, etc.).These same rights also ensure that social and economic rights are guaranteed for all. If this harmony becomes unbalanced and some rights are denied in favor of others, it could have a devastating impact on society as a whole. Human rights principles support the notion that our inherent rights and social order cannot be contradictory
In the 20th century, the approach to education was to focus on ‘learning- about’ and to build stocks of knowledge and some cognitive skills in the student to be deployed later in appropriate situations. This approach to education worked well in a relatively stable, slowly changing world where students could expect to learn one set of skills and use them throughout their lives. Careers often lasted a lifetime. But the 21stcentury is quite different. The world is continuously changing at an increasing pace. Skills learned today are apt to be out-of-date all too soon. When technical jobs change, we can no longer expect to send a person back to school to be re-trained or to learn a new profession. By the time that happens, the domain of inquiry is likely to have morphed yet again.
We need to make sure that wherever this is an issue, it can be addressed, because if we don’t deal with it, it becomes the elephant in the sitting room. Academic development to make teaching better is obviously a good thing, but on its own it can’t compensate for the kind of inequalities which Sue Clegg’s comment highlights. Professionalising teaching is necessary, for the integrity of our own academic practice, but it is not sufficient to remedy those disparate valuations. Professionalization cannot overcome that problem, because the problem is rooted in the unnatural separation of teaching and research. Academic values are and should be paramount. We need therefore to pay less attention to what and how we teach, and more attention to why and where we conduct our academic practice. And we must pay more attention to how we do it, in the sense not of technical proficiency but of moral proficiency – what our values are, and how we exercise our academic freedom responsibly. We need to replace the research-teaching-scholarship nexus with a broader idea of higher education which recognises the range of academic practice and the necessity of academic freedom, conditioned by purpose and context. If we can’t manage to frame our discussion of teaching in this way, I believe we will fall short of excellence in teaching, because we will not be true to our academic values by maintaining the messy integrity of academic practice.
Globalization is a newly emerging phenomenon. Globalization can be defined as the broad economic, technological and scientific trends that directly affect higher education and are largely inevitable. Arousing from globalization the Government of India has opened higher education sector to the private including the foreign providers. In this context Quality Assurance mechanism becomes very important. Quality Assurance can be achieved through effective internal management involving effective utilization of human resources, system, facilities, finance, and the development of positive corporate culture. The success of quality assurance in an organization depends on the total commitment of the management. This paper concentrates on the specific impact of globalization and quality assurance in higher education.
So, there is a plethora of literature on Adult Education and adults as learners and narrowing the scope of these works is critical for this study. Specifically, an overview of legislation and workforce development is important to understand the foundation for the current shifts in the field of Adult Education and as a result of those shifts, what outcomes are to be expected from instructors in the field. Adult Education and family literacy research is equally important in realizing what instructors in this field have been charged with in the past and what training, skills and abilities were necessary to support students to complete their program of study until recently. Adult Learning theory is relatively new, historically speaking, and is a product of twentieth century theorists who began to realize that adults were going back to school to complete credentials, including secondary education, in order to gain a better job and way to provide for their families. These adults were attending classes at nights, on the weekends and eventually, via technology. These alternate ways of attending classes, along with the
today in albania, one of the latest tendencies in education has to do with the push for the integration of different subjects and disciplines when presenting information to students in the classroom. this concept is appealing to environmental education as well. it is becoming more popular for teachers to integrate the subjects of natural science, and technology with different aspects of the humanities to help students gain a better understanding that they may effectively apply the concepts and knowledge in real world situations. In addition, we face significant chal- lenges with respect to those environmental teaching problems which are essentially domestic. decades ago when environmental conservation was not the important issue that it is today, the goal was to establish an appreciation for the enjoyment of the nature but today education in albania does not only retain enjoying the nature as a goal for consolidating environmental knowledge to students but it also includes the importance how to improve the quality of life by protecting the environment and by enhancing intercultural competence. the strength of our curricular tools through intercultural competence is measured through the life actions of our students and therefore its impact will be a decisive factor of the next generations` integration that is going to become global. “different scholars have written that intercultural competence does not comprise individual traits but is rather the characteristic of the association between individuals and that no prescriptive set of characteristics guarantees competence in all intercul- tural situations (lustig and Koester 2003)”. this kind of comparative analysis has the potential, as byram (1997, p. 20) notes, to turn “learners’ attention back on the practices, beliefs and social identities”. We must strive to create educational experiences that challenge our students’ perspectives both locally and globally.
The role of adult education is considered within the post-secondary context. In this paper, sustainability education, and particularly, the recent emergence globally of the United Nations University’s Regional Centres of Expertise (RCEs) provides an example of how adult education may continue to serve in the 21stcentury, an era that has already proven itself in peril with issues of social and environmental justice—spanning wide ranging challenges of gender, race, and ecology.
As Patry (1995) has pointed out, “Traditional education systems throughout the world have been stretched to the limit by the population explosion, scarcity of resources and expansion of knowledge”. In the future, open and distance education is likely to play a more significant role at all levels of education and training as globalisation becomes the norm. Indeed, the application of distance education technologies and methodologies on a global scale could well be the only viable option to meet the escalating worldwide need for lifelong learning. Further, the potential economies of scale inherent in internet-based course delivery means that online education will play an increasingly important role in the future of open and distance education. Clearly there is a need for an increased research effort focussing on this new mode of delivery.
problems with the traditional methods of teaching and classrooms can benefit highly from project-based instructions (Hammond et. al., 2008). Moreover, Frazel (2010) has asserted that any preparation is considered as a research, because planning requires deeper thinking about what the project is destined to look like (As cited in Lammer, 2012, p. 27). Fallahchai (2012) maintains that teaching academic and life skills to freshmen has got a significant effect on their academic achievement. For reaching the result the researcher has gained, 170 freshmen were selected randomly, and divided into control and experimental group. The experimental group attended 35 hours of training. The data was gathered by using life skills inventory, average grade first term, and demographic questions. Project-based instruction has got the advantage of involving all students with varied backgrounds and abilities to cooperate with each other by simultaneously implementing technology tools. To achieve such a learning-oriented classroom, a great amount of teacher preparation and training is needed (Tech4Learning, 2009). Also, it has stated that working in divers groups to meet the required assessment needs, leads students to develop a more sense of leadership, self-directness, social skills, and cultural awareness. Moreover, use of project-based instruction as one of the ways of improving 21 st century skills, is looked
Government from 1949 to produce home grown practi- tioners as opposed to those trained abroad. The training started as an informal, apprenticeship training and em- phasized on-the-job manipulative skill acquisition, strict obedience to institutional rules and regulations of prac- tice and ethical conduct but with minimal opportunity for creativity, accountability, independent clinical decision making or professional development . As need for more trained nurses arose, state governments and mis- sionary organizations opened Schools of Nursing. Nurs- ing Council of Nigeria was established in 1949 to coor- dinate the schools of nursing and create standards for nursing education and practice. The programmes offered by the schools were either basic or post basic in nature. The programme includes; general nursing (3 years/18 months); midwifery (3 years/1 year); psychiatry nursing (3 years/1 year) respectively either as basic or post basic. The academic curricula were reviewed severally in re- sponse to the needs of the society. Certificates offered by the three year nursing diploma programmes have re- cently been quantified for promotion purposes and judged to be equivalent to a Higher National Diploma Certifi- cate to fall in line with the education and civil service structures in Nigeria. Graduates of these programmes may proceed to the university as a direct entry for a four year programme to earn a Bachelor of Nursing Science degree. As at now there are few nurses who have a single quail- fication, that is, only nursing, or midwifery or psychiatry nursing and so on. What usually happens is that the fe- male nurse with general nursing certificate undergoes the midwifery preparation to obtain what is often referred to as “double qualification”. After a number of years of practice, she adds other nursing qualification. This cre- ates an unnecessary overlap and duplication of efforts in many areas. Thus it can be argued that nurses in Nigeria are over trained especially in the diplomate level. The university nursing programmes prepare nurses at dif- ferent levels and competencies.