Education Jobs

Education jobs can vary widely in the most modern countries. The education jobs are usually found for primary, secondary, graduation and for higher studies. In each and every step the kind of responsibility one has to shoulder would be different. Apart from being an academician, education industry opens the door for much other kind of jobs as well.

And those jobs are also of tremendous responsibility and have to be performed with true dedication and passion. Usually in such places the work ambiance is very safe and secure so naturally one feels the urge of doing well.

There are many coordinating jobs which require the professional to see whether in an institute everything is running smooth or not. A curriculum coordinator will manage small to big tasks in any institute or school. So you see he or she must have a background in terms of qualifications in education.

The executive posts of dean and provosts are considered to be really prestigious.

It is held really highly. Apart from these there are posts of administrators and vice chancellors which are also very important and they are considered as posts of real responsibility actually.

But usually for such jobs apart from high qualifications a good amount of experience in the education industry is highly desired. Since these posts and positions are not only posts of academicians but also of an executive manager. So naturally if the person has got the qualification but has got not much experience in the field then it would be difficult for him to perform.

There have been many unfortunate souls who were forced to leave their job during the period of economic slump. More than the money, perhaps the passion matters to be associated with such a field and when situations force this dedicated individuals to leave their jobs, it becomes really difficult for them.

Fortunately many states have taken aid from the department of education in order to revive their system once again. And now again hopes are something, that are coming up in the minds of people. Not only new employees but the ones who were earlier employed but due to this predicament went unemployed for sometime will also be hired back.

Apart from these if you have a background in both education and marketing then there are executive education search firms that are badly in need of sales executive for education related work of the firm. They have to go around from one place to another convincing people of the education material provided by their company or organization being the best. They need to prepare the budget and weekly reports and for all this they need a strong background of both education and marketing.

The standard of education is being raised from the primary levels and this is the reason why skilled professionals and lecturers are required who can cater to the need of students and pupils studying at various levels. This industry is really opening its arms and inviting passionate people to apply for jobs.

Distance Education

Education is very important for an individual. In recent times, government has raised the banner high to spread education, even to remotest areas of the county. There are many educational books and magazines, which discuss various courses available for the youth and prospective career options. Even the internet is full of education articles and news regarding various courses available and the esteemed colleges that provide these courses. With the change in educational structure, new methods of imparting education have barged in. it had been noticed that students who are financially unstable or have prior things to complete cannot attend regular classes and therefore miss on receiving education. Government has started distance-learning programmes for such students making their life easier.

Our government is very supportive in spreading awareness regarding education and conducting various seminars and meetings which discuss the use of education.

In these seminars, professionals of different fields read out education articles and how best education can be received. There are so many career counselors and institutes, which guide the students regarding career options to opt for that there, is no scope for students to go wrong. Education has spread out from the four -wall classrooms and has become a much bigger and dynamic structure. The days of rote learning are long gone. These are days of smart classes where students are taught through computerized mediums and are open and friendly with their teachers. Even in school level, students are taught about education news and achievements in the field of education so that they find it easier to choose a career later in life.

One of the major achievements in the education system is the introduction of distance learning courses. Distance learning courses are a blessing for all those who had to give up education to fulfill prior commitments. Many students have to do jobs in order to support their families others have some other problem and they cannot attend regular classes. Due to distance learning courses, they can now, enroll themselves in courses of their choice and attend weekend classes or just appear for the exams.

One needs to have the habit of reading articles about distance education or listening to education news in order to be updated with the educational field. One cannot achieve anything without efforts, even a student studying a distance-learning course has to put in same efforts as the student attending regular classes. There is no short cut to success.

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Education

Education has over the years been highly acknowledged for its vital role in the human society. Many scholars and personalities have demonstrated the worth of education in the various sectors of human society including economics, culture, religion, and politics. Both developed and developing nations have shown a high regard on the worth of education, thus investing numerous societies. The 20th and 21st centuries have been outstanding in the numerous developments and revolutions in education. This has been evident in the sophisticated methodologies and structures set up for facilitating education. Technology on the other hand has also been highly incorporated in the education system thus making it more worthwhile. Despite these developments in education, optimum efficiency in the education system has not been realized thus calling for increased commitment from the different stakeholders. As a result, the role of the community engagement in schools has received significant attention in recent days. This phenomenon has drawn substantial attention concerning its influence in success and efficiency in the education system. This research paper will provide an in-depth analysis and discussion on community engagement in school.

According to Gelsthorpe and West-Burnham (2003), community engagement is the involvement of community members in school planning, decision making, communication, activities, visioning among other school related activities. The concept has been in place for quite some time, whereby various communities have adequately adopted it. Both developed and developing nations have shown an increased adoption of community engagement in school affairs. From another perspective, community engagement is also referred to as community involvement, collaboration or public engagement. All the concepts have the same or similar meaning in that they entail the engagement of the entire community or public in the running of the school (Gelsthorpe and West-Burnham, 2003).

Chadwick (2004) postulated that the concept of community engagement in school emerged following the speculation that children whose communities have engaged in schooling have a richer and diversified educational experience. This is not a new phenomenon, whereby it has been in place since the late 20th century. With reference to the high demand for quality in provision of education, there has been every need to devise the best strategies. In this case, community engagement has been one of the strategies for enhancing success and efficiency in the education system. With this in mind, the concept has gained momentum over the last century and diffused to all corners of the globe. Presently, the concept of community engagement is adopted in nearly all education systems both in developing and developed nations (Chadwick, 2004).

As noted by Hughes-hassell and Wheelock (2001), the scope of community engagement goes beyond the parents and their children. Hughes-hassell and Wheelock (2001) indicated that the business community around a school is also part of the school community and has to be included. Despite that the companies or the business communities living around the school do not have children; they have key interests in the welfare of the school. Their contribution is also vital in the success of the school, thus the need for their involvement. It is worth noting that the administrators of any school have a key role in deciding who to include or exclude from the school affair. This is based on the fact that not all community members have good interests in the school.

Background

The concept of community engagement in school has been influenced by a wide number of factors. To begin with, the issues of industrialization, advancement in technology as well as globalization have led to a high sense on the quality standards in education. Through globalization, parents and other interested parties to a school are able to open their reasoning in the gap in quality standards. This has been closely associated with comparisons on the education systems among various countries, where in this case developing nations have key interests on the education systems of developed countries. As a result, the issue of community engagement has come into place, whereby it seeks to bridge the knowledge in the running of the schools as well as policy making (Gelsthorpe and West-Burnham, 2003).

In relation to the increased expectations and workloads of school administrators in recent days, there is every need to incorporate the community. This is aimed at reducing the workload of the school administrators and thus enhances efficiency. School administrators in recent days are spread thin. This has made them to be inefficient thus leading to low quality education as well as failure of meeting the objectives of education. Based on this scenario, the quality of education has been compromised. With increased demand of education, the school resources and management has been put under high pressure. The issues of management in the school institutions have been a serious problem, with reference to the limited administrators. Most of the human personnel in the school have not been able to deliver services to the optimum. Hughes-hassell and Wheelock (2001) noted that the high demand of education has been the main cause of these problems.

On the other hand, discipline of students as well as school relations have also been a problem. In reference to this phenomenon, the school administrators are required to seek assistance from the community. Gelsthorpe and West-Burnham (2003) noted that the management of school funds as well as policy making has also been a vital problem. This is in relation to the high expectations on better quality education as well as financial efficiency in the running of the school. In light to this phenomenon, there has been a human resource gap in the running of the schools thus calling for community participation.

Benefits

Many researchers and scholars in the field of education have shown a strong correlation between community engagement and the success of a school. To begin with community engagement has helped in reducing the high workload of school administrators. Over the last 2 to 3 decades, there has been a very high expectation from school administrators and the entire school system. Based on this phenomenon, community engagement helps in reducing the workload of administrators thus enhancing their efficiency. The role of parents in school activities has been of great help in reducing the pressure on the administrators. This helps in enhancement of efficiency thus leading to quality improvement (Gelsthorpe and West-Burnham, 2003).

The burden overlying school administrators is lifted through community involvement. As indicated by Hughes-hassell and Wheelock (2001), community engagement enhances role sharing thus reducing the tasks played by the different personnel. In addition the scenario of administrators being spread in a spread thin is also overcome by community engagement. From this scenario, community learns on how to take the lead thus helping the administrators in undertaking their roles. The energy and time of community to a school is a vital resource to the success of the school. Hughes-hassell and Wheelock (2001) stipulated that the input of community to school can not be taken for granted. By sharing roles, specialization is achieved thus helping in attaining efficiency and increase in output and quality.

 

Scs and Sts: Educational Realization

SCs and STs: Educational Realization

- Ramaiah Bheenaveni*

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

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

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

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

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

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

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

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

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

Urban migration, education, occupational change and religious conversion have been pursued by the scheduled castes as key strategies of socio-economic emancipation, status change and acquisition of a new social identity. They have achieved varying degrees of success. Anti caste and dalit movements have provided the bases for political consciousness and assertions of new self-consciousness and new self-respecting collective identities grounded in both moderate-reformist and radical ideologies. Contemporarily, the rigours of pollution, social practices of untouchability and social relations of servility vary greatly in different parts of the country. The

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Postmodern, Strategic Planning, Kashan Ishag, William Allan Kritsonis, Kashan Ishag, Educational Leadership, Administration, Management, Supervision

Kashan Ishaq and William Allan Kritsonis, PhD 

Introduction

            The results of a successful strategic plan require that all stakeholders are moving in a constructive direction.  Many school leaders fail in this important task. Parental involvement is one of the key areas where most schools face challenge. Facing this challenge, leaders of the school must strategically plan towards enhancement of the holistic educational system by knowing and understanding each component of the realms of meaning written by Dr. Kritsonis. For us to fix today’s educational problems, we must deeply analyze the problems of the past system and implement a postmodern theory into today’s educational system. Educational leaders must escape from their fear to bring change and take it as a challenge to fix the educational system but it does require the passion for change, meetings the needs of all stakeholders of the school.

Purpose of the Article

 The purpose of this article is to discuss how school leaders’ understanding of the six realms of meaning (Kritsonis, 2007) can be strategically integrated in solving the educational problems of today and improving the schools of tomorrow. Dr. Fenwick W. English (2003) has described how postmodernism can change the educational system today. School administrators must believe in postmodernism theory to bring change in the educational system.

Values of Educational Leader

 What are values and where do they come from? How do our values make a difference in the educational system today? In the Ways of Knowing Through the Realms of Meaning (2007), Dr. Kritsonis highlights traits for developing a person holistically. According to him,

 A person should be skilled in the use of speech, symbol, and gesture (symbolics), factually well informed (empirics), capable of creating and appreciating objects of esthetic significance (esthetics), endowed with a rich and disciplined life in relation to self and others (synnoetics), able to make wise decisions and to judge between right and wrong (ethics), and possessed of integral outlook (synoptics). (Kritsonis, 2007, p.15)

 Educational leaders have an enormous responsibility to carry on the vision of the school. According to Haydon (2007), Educational leadership today promotes critical thought and constructive analysis about underlying values that involve aims and moral purpose in education; individual qualities in educational leadership, vision in education, school ethos and culture, and schools as an educational communities. (p.1)

 Creating a road map of the school’s strategic plan helps educational leaders increase parental  involvement.  A  lack of strategic  planning can  cause financial  loss for  the scfool. Brain and Reid (2003), stated: “The more expansive the view of parental involvement, the greater the costs in running such projects and, hence, particularly in poor areas, the less chance of them is being sustainable” (p. 293). Parents are expected to take ownership of different programs in schools. Parents are responsible for the children’s attendance, behavior and willingness to learn in schools and provide support to schools.

Brain and Reid stated, “Parental involvement is seen as a mechanism for simultaneously raising standards, developing new partnerships between schools and parents in the local community and promoting social inclusion” (2003, p. 291). Parents and teachers are full partners in raising the children today.  McNamara (2000) mentioned that the current labor government has placed a renewed emphasis involving parents as active partners in the production of educated children (McNamara, Hustler, Stronach, Rodrigo, Bresford, & Botcherby, 2000, p. 474). Postmodernism guides educational leaders to use innovative and creative ways to improve the educational system. Educational leaders with the postmodernistic approach can take the school so many years a head, where all students are successful and schools are technologically advanced.  According to English (2003),

 Postmodernism is about constructing a way of looking at the world of ideas, concepts and systems of thought through the historicity of context and the shifting nature of linguistic meaning and symbols as they are manifested in discursive practices which run through educational administration and related fields. (p.3)

 Educational leaders that are the true role models of the stakeholders of the school enforce epistemological and axiological framework; they believe in the positive change of the school’s educational system.

 Strategic Planning for Educational Leaders              For educational leaders to be successful at creating effective schools where all stakeholders are highly involved in attainment of the school’s vision, the educational leader needs to know how to apply steps of strategic planning in enforcing the vision of the school to all stakeholders.  According to the Center of Organizational Development and Leadership (2007), there are six planning phases:

 Mission, Vision, and Values,

Environmental Scan, Goals, Strategies and Action Plans, Plan Creation, and Outcomes and Achievements.  (pp. 3-4)

 Each step of strategic planning relates directly and indirectly to the six realms of meaning. Educational leaders usually get in their comfort zone and never think beyond changing the system of the school. They have a fear to align everyone’s vision and as they see obstacles, educational  leaders stop and continue operating in their comfort zone.

 English (2003) states, “The mental baggage of modernism is represented in the way conceives of itself as a compelling singularity: total, final and absolute” (p. 62). School administrators’ tunnel vision directs them to never think beyond modernism, they find everything absolute and seldom make any changes. English (2003) said, “Postmodernism is not so much interested in the answers as the questions” (p. 4). We have to ask questions such as where we went wrong, and seek solutions instead of continuing to play the blame game.

 The First Realm: Symbolics

             Symbolics play a major role in the development and improvement of the educational programs. Dr. Kritsonis states: “The first realm, symbolics, comprises ordinary language, mathematics and various types of nondiscursive symbolic forms, such as gestures, rituals, rhythmic patterns, and the like” (Kritsonis, 2007, p.11). This realm focuses on the key component that creates a successful organization. One of the areas that it focuses on is communication. Effective communication is one of the areas that are also highly emphasized in the strategic planning. According to the Center for Organizational Development and Leadership (2007), “Without careful communication, planning organizational change is likely to meet with resistance by colleagues. Successful communication requires attention to each group likely to be affected by the planning process and the plan’s goals” (p.5). This realm is the essential component of the educational system. Leaders of the school must know how to effectively communicate with all stakeholders of the school. Symbolics addresses communication instruments, which can be utilized for conferences and professional development for educators. Educational leaders with the vision of involving parents and stakeholders of the school must know the power of communication effectively through different sources and how it can bring people towards the mission of the school. Electronic communication through electronically such as websites, emails, automated phone messages, text messages and newsletters are excellent forms of communication.  Leaders also need to know the power of written and oral communication and how it impacts people differently. Kritsonis stated, “Ordinary language is the forms of discourse employed in every day speech and writing” (2007, p.111).  Educational leaders need to know the significance of using ordinary language defined by him.  Dr. Kritsonis defined ordinary language, “It allows humans to communicate on a personal level. Many like to take a break from “shop talk” from time to time and become comfortable with associates” (2007, p.114). Educational leaders should learn to communicate effectively knowing when and where to use ordinary language. Dr. Kritsonis said, “The objective of using language is communication (2007, p. 114).

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Language is a binding force in society. It is a means of establishing human relationship” (Kritsonis, 2007, p.116).  Building,  maintaining and  sustaining relationship with people are highly important for educational leaders and meaningful relationships can be established with effective communication. Kritsonis said, “Perhaps the deepest of all human needs is to be understood and accepted by others” (2007, p.116).  One of the biggest challenges of educational leaders is to gain parental support. To overcome such a challenge, strategic planning of an organization must be planned where the idea is to empower parents and gain their trust by involving them in the campus improvement meetings.  According to Fisher

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EDUCATION IS THE FOUNDATION FOR WOMEN’S EMPOWERMENT IN INDIA: PROSPECTS, CHALLENGES AND REMEDIES

EDUCATION IS THE FOUNDATION FOR WOMEN’S EMPOWERMENT IN INDIA: PROSPECTS, CHALLENGES AND REMEDIES

Mr. D.Sambangi

Senior Associate Professor  &  Head

Department of Social Work, Kodaikanal Christian College, Tamil Nadu, India

Education is a potent tool in the emancipation and empowerment of women. The greatest single factor which can incredibly improve the status of women in any society is education. It is indispensable that education enables women not only to gain more knowledge about the world outside of her hearth and home but helps her to get status, positive self esteem, and self confidence , necessary courage and inner strength to face challenges in life. Apparently it also facilitates them to procure a job and supplement the income of family and achieve social status. Education especially of women has a major impact on health and nutrition as an instrument of developing a sustainable strategy for population control. Moreover educated women can play an equally important role as men in nation building. Thus there is no denying fact that education empowers women. Indeed the different organs of the United Nations and experts on women‘s liberation argue for women’s education as the basic step to attain equality with men.

One of the recommendations of National Policy on Education (1986) by the Government of India is to promote empowerment of women through the agency of education and it is considered to be a land mark in the approach to women’s education of illiterate. The National Literacy Mission is another positive step towards eradication of illiteracy in the age group of 15-35 years. Women’ education has assumed special significance in the context of India’s planned development, as it is incorporated in every Five-year plans as the major programme for the development of women. Universalization of elementary education, enrolment and retention of girls in the schools, promotion of balwadies and crutches, raising number of schools and colleges of arts , science, and professional for girls , politechniques, girls hostels, multipurpose institutions and adult education programmes are some of the steps being  taken by both central and state governments in India to boost-up women’s education

WOMEN’S EDUCATION: PROSPECTS AND CHALLENGES

In spite of the forceful intervention by a bastion of female privilege, feminist critics, constitutional guarantees, protecting laws and sincere efforts by the state governments and central government through various schemes and programmes over the last 62 years and above all , the United Nation’s enormous pressure with regard to the uplift of the plight of women in terms education is still in the state of an enigma in India for several reasons. The 2001 Census report indicates that literacy among women as only 54 percent  It is virtually disheartening to observe that the literacy rate of women India is even much lower to national average i.e. 65.38 .The growth of women’s education in rural areas is very slow. This obviously means that still large womenfolk of our country are illiterate, the weak, backward and exploited. Moreover education is also not available to all equally. Gender inequality is reinforced in education which is proved by the fact that the literacy rate for the women is only 54% against 76% of men as per 2001 Census.

Table -1 The Literacy Rate in India 1901-2001

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Percentage   of     Literates    to   total    population

Year                                                         Persons                  Males           Females

1901                                                  5.3                           9.8                 0.7 1911                                                  5.9                         10.6                 1.1 1921                                                  7.2                         12.2                 1.8 1931                                                  9.5                         15.6                 2.9 1941                                                 16.1                         24.9                 7.3 1951                                                 16.7                         24.9                 7.3 1961                                                 24.0                         34.4               13.0 1971                                                 29.5                         39.5               18.7 1981                                                 36.2                         46.9               24.8 1991                                                 52.1                         63.9               39.2 2001                                                65.38                       76.0               54.0

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Source: Census of India, Government of India (2001)

According to the Table-1 the pre-Independence time literacy rate for women had a very poor spurt in comparison to literacy rate of men. This is witnessed from the fact that literacy rate of women has risen from 0.7 % to 7.3 % where as the literacy rate of men has risen from 9.8 % to 24.9 % during these four decades. During the post-independence period literacy rates have shown a substantial increase in general. However the literacy rate of male has almost tripled over the period e.g 25% in 1951 and 76 % in 2001.Surprisingly the female literacy rate has increased at a faster pace than the male literacy during the decade 1981 -2001. The growth is almost 6 times e.g. 7.9 % in 1951 and 54 % in 2001. From this analyse one can infer that still the female literacy rate (only half of the female population are literates) is wadding behind male literacy rate (three fourth of the male population are literates).The rate of school drop outs  is also found to be comparatively higher in case of women. This higher rate of illiteracy of women is undoubtedly attributing for women dependence on men and to play a subordinate role. The lack of education is the root cause for women’ exploitation and negligence. Only literacy can help women to understand the Indian’s constitutional and legislative provisions that are made to strengthen them. Thus promoting education among women is of great important in empowering them to accomplish their goals in

Patient Education: A Proactive Element Of Healthcare Practice

 

Patient education or client health education can be described as a learning relationship entered into by the nurse and client. The content and learning activities are directed toward providing knowledge or skills needed to meet specific health care needs. Patient education is an important function and responsibility for nurses at all levels of care. Nurses spend an enormous time caring for patients but in many instances minimal time in helping patients understand the causes of their health problem, measures to prevent complications from diseases and ways to maintain optimal health. Should nurses therefore become more proactive in the delivery of patient education? Patient education can be defined as any communication between patient and health-care provider that intentionally addresses a learning need. The nursing process provides a method for individualizing patient care and education for each patient and event by collecting data to identify the needs and problems of an individual patient and family. Patient education is expected to allow the patients to have a better comprehension of an aspect or certain aspects of their health condition, health needs and care. These educational encounters take place in traditional health organizations such as hospitals, community diagnostic centers, and non-health care settings and as such they can be formal. Patient education is therefore essential to guarantee that the patient is informed and knowledgeable about his or her condition, which will facilitate improved health. 

 Advocating For More Patient Education

There is a high need for developing a more structured aspect of patient education, for patient care. Patients who have a strong understanding of their disease or illness are much more likely to recover fully and do not have repeated relapses but benefits with the result of better health and an improved understanding of how they need to live to continue to have optimal health. However, the medical staff, health care facilities and insurance companies also benefit by having a reduced number of unnecessary hospitalizations and ER visits and ultimately impacts and benefits all taxpayers (state and federal) (Jernigan, 2009).  Identifying those most interested in developing skills in patient teaching, providing resources, time, expert input and developing an expectation among the general public for better education and information regarding health and well-being are essential elements to providing and maintaining optimal health. This will also improve quality health care delivery, practice and health care systems. Assuming more responsibility for patient education in the ambulatory setting keeps patients healthier and keeps medical conditions from worsening (Anwar, 1996). It can reduce the need for hospitalization and patients can be taught the importance of prevention, early treatment and overall health maintenance (Anwar, 1996). Patient education is therefore extremely critical to ensuring patient adherence to prescribed regimens for both chronic and non-chronic conditions. It is even more critical because it helps prevent complications, promote self-care and independence, and reduce readmissions. Patient education as an important aspect of treating the patient  provides patients with instruction about their care and provides direction for preventing complications.These complications can cause unnecessary admissions to the hospital, an increase in medication costs and financial burden to the patient, family and insurance company thus educating the patient is a simple and effective way to prevent these complications and also thwart any new diseases from occurring (Jernigan, 2009).

Patient education in any health-care setting is significantly more challenging than in regular educational systems, as patients’ needs and ability to assimilate information will be overshadowed by their health-care deficits. However providing information about patient’s condition and care has proven very beneficial for many patients. One such research study showed that patients who had been subjected to planned teaching in preparation for their treatment experienced less anxiety, increased belief in their control over recovery and higher incidence of health maintenance. Falvo (1994) concluded that the quantity of health care information and patients’ access to it have grown dramatically in the last several years. Although patients may be anxious to be informed and play a more active role in their own care, they aren’t always sophisticated enough to be able to judge which are the more credible sources, so there’s potential for them to be misinformed (Falvo,1994).  

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Patient education increases patient compliance, it build trust, reduces anxiety, and minimizes the risk of malpractice lawsuits against  hospital systems and providers. By working to ensure that patients are well-informed, you’ll also be addressing another requirement of the current health care environment – that reduces malpractice risk, and consequently by educating the patient and enabling him or her to make some decisions about treatment options, for example, sharing some of the responsibility, will if something goes wrong, have the patient less likely to blame you for the outcome (Falvo, 1994).At the Saint John’s Health Center, California, patient education is an essential building block in their longstanding mission: to improve the health of the individuals and communities we serve (Saint John’s Health Center, 2008). Not many hospitals even practice and or maintain the consistency of ensuring that the patients are educated. Having a mission in this regard would therefore be futile. A well informed and knowledgeable patient is better able to play a role in helping to improve his or her own care both before entering and after leaving the hospital (Saint John’s Health Center, 2008). It is also a means of empowerment for the patients to take control of their health, thus maintaining optimal health. Certainly, if the patient is content it will be a result of good health and or optimum health being maintained.

Effective Patient Education                    

The individual needs of the patient should be used to set the goals and objectives to guide the learning interventions. When these goals and objectives are stated, the impact of teaching will not be optimized. With ensuring effective patient education the nurse needs to first assess the patient’s ability to learn. The nurse should therefore know what the patient needs to learn and make an assessment as to the need for the health education process with an individual, family or group. For your patient education to be effective, nurses must use methods that ensure that your patients’ comprehension of the material and increase their compliance.  When the educational process is well- designed and clear objectives and goals are stated, successful patient education is achieved. Goals are the desired outcomes of learning, while objectives detail the behaviors that will be performed to achieve the goal (Rankin & Duffy, 1996; Redman, 2004). By applying the following strategies, nurses can improve patient education to achieve a successful outcome: create a positive environment, limit your teaching objectives, divide the information over a period of time, build on previous information discussed from each session, communicate clearly and simply, use multiple teaching methods to convey your message, and ensure comprehension and /or verify understanding and clarify misinterpretations. These same strategies however, can be barriers to patient education. If misused or unused, patient education would have been futile. Patient education must therefore be effective. Patient education therefore requires keen planning but must be implemented to ensure effective patient education. These barriers should therefore be avoided. Some challenges to effective patient education includes:  decreased lengths of hospitalization, a decrease in acuity and alertness of patients, nursing shortages added to limited time and patient overload, and patients researching their conditions on the internet with risk for receiving inaccurate and outdated information.

It is true that many nurses have acknowledged the success of patient education, but nevertheless they find it difficult to acquire the effective teaching skills, and still not many nurses have a strong commitment toward their teaching role or group role.  However, for patient education to be effective, the barriers to learning, the setting, teaching resources and differences in perception must be taken into consideration, and effective patient education should therefore include the following:

1. Ask the patient how they can best learn. This will save time and effort because, some people are audio learners, some are visual learners while, others are tactile learners and still there are those with combinations of these learning styles. It therefore means that multi-sensory teaching methodologies maybe required and in fact are very effective.

2. Share stories, experiences, anecdotes, and parables to help the patient visualize information taught. This is particularly helpful when teaching multi-cultural patients or patients with learning difficulties. A multi-sensory delivery of patient education is useful with such patients. 

3. Convey messages with an interesting element so that the patient is intrigued and yearns for more information. Summarize what is already known and emphasize what needs to be known.

4. Demonstrate and then role-play a technique or skill. Be a model of what you want the other person to do or to learn. This is particularly critical with self-care skills such as

Incoming search:

patient education in healthcare, time as a barrier for patient education

History of Education in India

Up to the 17th century

The first millennium and the few centuries preceding it saw the flourishing of higher education at Nalanda, Takshila, Ujjain, & Vikramshila Universities. Art, Architecture, Painting, Logic, Grammar, Philosophy, Astronomy, Literature, Buddhism, Hinduism, Arthashastra (Economics & Politics), Law, and Medicine were among the subjects taught and each university specialized in a particular field of study. Takshila specialized in the study of medicine, while Ujjain laid emphasis on astronomy. Nalanda, being the biggest centre, handled all branches of knowledge, and housed up to 10,000 students at its peak.

Education under British Rule

British records show that indigenous education was widespread in the 18th century, with a school for every temple, mosque or village in most regions of the country. The subjects taught included Reading, Writing, Arithmetic, Theology, Law, Astronomy, Metaphysics, Ethics, Medical Science and Religion. The schools were attended by students representative of all classes of society.

The current system of education, with its western style and content, was introduced & funded by the British in the 20th century, following recommendations by Macaulay. Traditional structures were not recognized by the British govt and have been on the decline since. Gandhi is said to have described the traditional educational system as a beautiful tree that was destroyed during the British rule.

After Independence

After independence, education became the responsibility of the states. The Central Government’s only obligation was to co-ordinate in technical and higher education and specify standards. This continued till 1976, when the education became a joint responsibility of the state and the Centre.

After 1976

In 1976, education was made a joint responsibility of the states and the Centre, through a consititutional amendment. The center is represented by Ministry of Human Resource Development’s Deparment of Education and together with the states, it is jointly responsible for the formulation of education policy and planning.

NPE 1986 and revised PoA 1992 envisioned that free and compulsory education should be provided for all children up to 14 years of age before the commencement of 21st century. Government of India made a commitment that by 2000, 6% of the Gross Domestic Product (GDP) will be spent on education, out of which half would be spent on the Primary education.

In November 1998, Prime Minister Atal Behari Vajpayee announced setting up of Vidya Vahini Network to link up universities, UGC and CSIR.

Education in India – Recent Developments

The Indian Education System is generally marks-based. However, some experiments have been made to do away with the marks-based system which has lead to cases of depression and suicides among students. In 2005, the Kerala government introduced a grades-based system in the hope that it will help students to move away from the cut-throat competition and rote-learning and will be able to focus on creative aspects and personality development as well.

Development of education in India regards that free and compulsory education should be provided to all children up to fourteen years of age before the commencement of 21st century. Moreover, the 86th Amendment of the Indian constitution makes education a fundamental right for all children aged 6-14 years. Education travelled a long way and thus Indian education system introduced certain advantageous system such as Online education In India. Online education is a system of education training which is delivered primarily via the Internet to students at remote locations. The Online courses may not be delivered in a synchronous manner. Online education enables the students to opt for many online degrees or online courses from various online universities. Thus online education encompasses various degrees and courses. This course has various advantages, as pursuing an online course can be done simultaneously with one`s present occupation. Moreover, an online degree assists in increasing the career prospects

Non-formal education in India has become part of the international discourse on education policy in the late 1960s and early 1970s. Non formal education refers to the learning process throughout life. In addition to that non-formal education is about acknowledging the importance of education, learning and training which takes place outside recognized educational institutions. There are four characteristics associated with non formal education system. This system is a proof for the Development of education in India as this system helps to focus on clearly defined purposes

Indian education has different phases. Students are provided with extensive scope and courses to choose from. One enjoys the opportunity of selecting the required field. The system of Distant Education in India is becoming increasingly popular. The students choosing distance learning process are benefited with the modern pattern followed. The availability of distance learning courses has assured that a person can pursue education from any state or university accordingly. Development of education in India ensures that all Indian citizens will receive education in spite of financial constrains or unavailability of colleges and schools.

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University Education

This massive system of higher education in India constitutes of 342 universities (211 State, 18 Central, 95 deemed universities) 13 institutes of national importance, 17,000 colleges and 887 polytechnics. University Grant Commission (UGC), a national body, coordinates and looks after the maintenance of standard of university education in India. The university education in India starts with undergraduate courses. Depending upon the nature of course pursued its duration may vary from three to five and a half years.

Medical Courses

This course at undergraduate level is known as MBBS (Bachelor of Medicine Bachelor of Surgery). It is of four and a half year’s duration plus one year of obligatory internship. Various medical colleges conduct entrance examination for admission to this course. An all India level examination is also conducted by CBSE for admission to colleges all over India based over 15% reserved seats. The important medical colleges of India are:

All India Institute of Medical Science (AIIMS), New Delhi
Air Force Medical College (AFMC), Pune
Christian Medical College (CMC), Ludhiana
Christian Medical College (CMC), Vellore
Grants Medical College, Mumbai
Institute of Medical Science (BHU), Varanasi
Jawaharlal Institute of Post Graduate Medical Education and Research (JIPMER), Pondicherry
Maulan Azad Medical College (MAMC), Delhi
Lady Harding Medical College (LHMC), Delhi (for girls only)
Mahatma Gandhi Institute of Medical Science , Wardha

Engineering Course
The bachelor of Engineering (BE) or bachelor of Technology (B Tech) is a four-year course. It has wide range of options. Some of them are:

Aeronautical and Aerospace engineering
Agriculture engineering
Computer engineering
Electronic and electrical engineering
Industrial engineering
Marine engineering
Mining engineering

The best engineering colleges of India are:

Delhi college of Engineering, Delhi
Indian Institute of Technology, Delhi
Indian Institute of Technology, KANPUR
Indian Institute of Technology, Kharagpur
Indian Institute of Technology, Mumbai
Indian Institute of Technology, Chennai
Indian Institute of Technology, Roorkee
Institute of Technology, BHU
NIT Karnataka, Surathkal
National Institute of Technology, Warangal

Management Course
In India education in management is one of the most sort out courses. The institutes, which impart education in management, are known as “Business Schools”. In India management education is given at two levels, undergraduate and post-graduate. Undergraduate degree courses include BBA, BBS, BBM. Postgraduate degree course is known as MBA (Masters of Business Administration). Some of the important Business schools of India are:

Indian Institute of Management, Ahmedabad
Indian Institute of Management, Bangalore
Indian Institute of Management, Kolkata
Indian Institute of Management, Lucknow
Indian Institute of Management, Indore
Faculty of Management Studies, Delhi
Indian Institute of Foreign Trade, Delhi
Symbiosis, Pune
JBIMS, Mumbai
XLRI, Jamshedpur

The other professional courses offered by Indian universities include, Architecture, Dental, Fashion Designing, Travel and Tourism.

Some important facts about Indian education:

Ayurveda is the earliest school of medicine known to the world and ‘charaka’ is known as the father of Ayurveda. He developed this system some 2500 years back.
Takshila was the first university of world established in 700 B.C.
Nalanda University, built in 4 AD, was considered to be the honor of ancient Indian system of education as it was one of the best Universities of its time in the subcontinent.
Indian language Sanskrit is considered to be the mother of many modern languages of world.
Place value system was developed in India in 100 B.C.
India was the country, which invented number system.
Aryabhatta, the Indian scientist, invented digit zero.
Trigonometry, algebra and calculus studies were originated in India.

 

 

NEW POLICY ON DISTANCE LEARNING IN HIGHER EDUCATION SECTOR

NEW POLICY ON DISTANCE LEARNING IN HIGHER EDUCATION SECTOR

In pursurance to the nnouncement of 100 days agenda of HRD of ministry by Hon’ble Human Recourses  development Minister ,New Policy on Distance LearningIn Higher Education Sector was drafted

BACKGROUND

In  terms  of  Entry  66  of  List  1  of  the  Seventh  Schedule  to  the  Constitution  of  India,Parliament  is  competent  to  make  laws for  the  coordination and  determination  of  standards  ininstitutions  for  higher  education  for  research,  and  scientific  and  technical  institutions.Parliament has enacted laws  for  discharging this responsibility  through  : the University GrantsCommission  (UGC)  for  general  Higher Education, the  All  India Council  for  Technical  Education(AICTE)  for  Technical  Education  ; and  other  Statutory  bodies  for  other  disciplines.   As regards higher  education,  through  the  distance  mode,  Indira  Gandhi  National  Open  University (IGNOU) Act, 1985 was  enacted with the following two prime objectives, among others:

(a)to  provide  opportunities  for  higher  education  to  a  large  segment  of  population,especially  disadvantaged  groups  living  in  remote  and  rural  areas,  adults,  housewivesand working people; and

(b)to  encourage  Open  University  and  Distance  Education  Systems  in  the  educational

pattern of the country  and  to  coordinate and determine the standards in  such systems.

 

2.  The  history  of  distance  learning  or  education  through  distance  mode  in  India,  goes

way back when the universities  started offering  education through distance  mode  in the name

of  Correspondence  Courses  through  their  Directorate/School  of  Correspondence  Education.

In  those  days,  the  courses  in  humanities  and/or  in  commerce  were  offered  through

correspondence  and  taken  by  those,  who,   owing  to  various  reasons,  including  limited number  of  seats  in  regular  courses,  employability,  problems  of  access  to  the  institutions  of

higher  learning  etc.,  could  not  get  themselves  enrolled  in  the  conventional   `face-to-face’

mode `in-class’ programmes.

 

3.  In  the  recent  past,  the  demand  for  higher  education  has  increased  enormously

throughout  the  country  because  of  awareness  about  the  significance  of  higher  education,

whereas the system  of higher education  could not accommodate this ever  increasing demand.

 

4.  Under  the  circumstances,  a  number  of  institutions  including  deemed  universities,

private  universities,  public  (Government)  universities  and  even  other  institutions,  which  are

not  empowered  to  award  degrees,  have  started  cashing  on  the  situation  by  offering  distance

education  programmes  in  a  large  number  of  disciplines,  ranging  from  humanities  to

engineering  and  management  etc.,  and  at  different  levels  (certificate  to  under-graduate  and

post-graduate degrees).  There  is always a danger that some of  these  institutions  may  become

`degree  mills’  offering  sub- standard/poor  quality  education,  consequently  eroding  the

credibility  of  degrees  and  other  qualifications  awarded through  the  distance  mode.  This  calls

for  a  far  higher  degree  of  coordination  among  the  concerned  statutory  authorities,  primarily,

UGC,  AICTE and IGNOU and its authority – the   Distance Education Council (DEC).

 

5.  Government  of  India  had  clarified  its  position  in  respect  of  recognition  of  degrees,

earned  through  the  distance  mode,  for employment  under  it  vide  Gazette  Notification No.  44

dated 1.3.1995.

 

6.         Despite  the  risks  referred  to in  para  4  above,  the  significance  of  distance  education  in

providing  quality  education and  training  cannot  be  ignored.  Distance  Mode  of  education  has

an important role for :

(i)providing  opportunity  of  learning  to  those,  who  do  not  have  direct  access  to

face to face  teaching, working persons, house-wives  etc.

 

(ii)providing  opportunity  to  working  professionals  to  update  their  knowledge,

enabling them  to switchover to  new  disciplines and professions and   enhancing

their qualifications for career advancement.

 

(iii)exploiting the potential of  Information and Communication  Technology (ICT) in

the teaching and learning process; and

 

(iv)achieving the target of 15%  of  GER  by the   end of 11th  Plan and  20% by the end

of 12th five year Plan.

7.  In  order  to  discharge  the  Constitutional  responsibility  of  determination  and

maintenance  of  the  standards  in  Higher  Education,  by  ensuring  coordination  among  various

statutory  regulatory  authorities  as  also  to  ensure  the  promotion  of  open  and  distance

education  system  in  the  country  to  meet  the  aspirations  of  all  cross-sections  of  people  for

higher education,  the  following policy in  respect  of distance learning is laid  down:-

(a)  In  order  to  ensure  proper  coordination in  regulation  of  standards  of  higher education

in different disciplines through various  modes  [i.e. face  to face and  distance] as  also to  ensure

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credibility  of  degrees/diploma  and  certificates  awarded  by  Indian  Universities  and  other

Education  Institutes,  an  apex  body,  namely,  National  Commission  for  Higher  Education  and

Research  shall  be  established  in  line  with  the  recommendations  of  Prof.  Yash  Pal

Committee/National  Knowledge  Commission.  A  Standing  Committee  on  Open  and  Distance

 

Education  of  the said Commission,  shall undertake the  job of coordination, determination  and

maintenance of  standards  of education through the distance mode.   Pending establishment of

this  body:

 

(i)  Only  those programmes,  which  do  not  involve  extensive  practical  course  work,

shall  be permissible  through the distance mode.

(ii) Universities  /  institutions  shall  frame  ordinances  /  regulations  /  rules,  as  the

case  may  be,   spelling  out  the  outline  of  the  programmes  to  be  offered

through  the  distance  mode  indicating  the  number  of  required  credits,  list  of

courses  with  assigned  credits,  reading  references  in  addition  to  self  learning

material,   hours  of  study,  contact  classes  at  study  centres,  assignments,

examination  and  evaluation process, grading etc.

(iii) DEC  of  IGNOU shall  only  assess  the  competence  of  university/institute  in

respect  of  conducting  distance  education  programmes by  a  team  of  experts,

whose report shall be placed before the Council of DEC for consideration.

(iv) The  approval  shall  be  given  only  after  consideration  by  Council  of  DEC  and not

by  Chairperson,  DEC.  For  the  purpose,  minimum  number  of  mandatory

meetings of  DEC may be prescribed.

(v) AICTE  would  be  directed  under  section  20  (1)  of  AICTE  Act  1987  to  ensure

accreditation  of  the  programmes  in  Computer  Sciences,  Information

Technology  and  Management  purposed   to  be  offered  by  an

institute/university  through  the  distance  mode,  by  National  Board  of

Accreditation (NBA).

(vi) UGC  and  AICTE would  be  directed  under  section 20  (1)  of  their  respective Acts

to  frame  detailed  regulations  prescribing  standards  for  various

programmes/courses,  offered  through  the  distance mode under  their  mandate,

(vii) No  university/institute,  except  the  universities  established  by  or  under  an  Act

of  Parliament/State  Legislature  before  1985,  shall  offer  any  programme

through  the  distance  mode,  henceforth,  without  approval  from  DEC  and

accreditation  by  NBA.  However,  the  universities/institutions  already  offering

programmes  in  Humanities,  Commerce/Business/Social  Sciences/Computer

Sciences  and  Information  Technology  and  Management,  may  be  allowed  to

continue,  subject  to  the  condition  to  obtain  fresh  approval  from  DEC  and

accreditation  from  NBA  within  one  year,  failing  which  they  shall  have  to

discontinue  the  programme  and  the  entire  onus  with  respect  to  the  academic

career and  financial  losses of the  students  enrolled  with them, shall  be  on  such

institutions/universities.

(viii) In  light  of  observation  of  Apex  Court,