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Education system is the backbone of a progressing society. It is the standard of education that determines an individual’s and the country’s progress. A typical educational system consists of Primary Schools, High Schools, Colleges and Higher education institutes. It is important to provide quality education at all levels in order to have sustainable growth and development.

To improve the educational system, it is important that people are aware of the education issues and problems in the education system. Awareness about the current issues in education helps people in finding the loop holes in their education system and suggests innovative ideas to plug these holes. Some important issues/challenges related to education are:

1.Improving quality – Invariably one of the most important education issues, the quality can be improved by initiatives taken by schools and teachers. Here the importance of a trained, understanding and well informed teacher to raise the education standards cannot be stressed enough. An efficient teacher will use the latest innovations in the field of education and the outcomes of educational surveys for the benefit of his students.

2.Improving access – Along with improving the quality of education, it is also essential to improve the access to higher education; this can be done by increasing the number of higher education institutions. Essentially, every individual who is interested in studying should have an institute nearby.

3.Reducing costs – A lot of people who are interested keep away from higher education because of their inability to afford the tuition fees. Easy education loans must be available and also for those who cannot afford studies, fees must be low. Government and educational institutions must join hands in reducing the enormity of this issue.

4.Reducing drop-out rate – The rise in the drop-out rate is also a case of concern. This can be resolved by revising the curriculum in such a way that the diverse interests of students are taken care of. The introduction of more practical activities in place of plain theoretical teaching also goes a long way in keeping the students interested in their studies, thus reducing the number of drop outs.

Websites dealing in education-issues also keep one informed and updated on the latest in the field of higher education. One of such websites is www.websites-for-teachers.com. Here you will get the most comprehensive list of education-issues websites, which will provide you with all the information you require on problems in education, higher education issues, physical education issues and teacher education issues.

WOMENS EDUCATION

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

INTRODUCTION

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

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

EDUCATION :-

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

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

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

HIGHER EDUCATION OF WOMEN :-

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

OBJECTIVES OF HIGHER EDUCATION FOR WOMEN:-

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

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

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

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

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

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

Success :

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

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

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

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

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

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

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

Failure :

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

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

c)                  Marriage in many cases leads to early withdraw.

d)                  Gender stereotyping inhibits completion of studies.

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

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

SIGNIFICANCE OF PRESENT STUDY :-

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

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

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

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

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

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

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

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

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

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

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

  

PROMOTING HIGHER EDUCATION FOR WOMEN

The social context of educational policy has to be improved.

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

Higher education can be made skill oriented.

Nontraditional curricula for women can be established.

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

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

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

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

Equal opportunity commissions for higher education institutions should be established.

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

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

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

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

Institutions of higher education should provide placement services.

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

Sexual harassment in the educational environment should be addressed.

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

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

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

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

 SUGGESTIONS FOR FURTHER RESEARCH :-

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

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

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

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

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

           

Today the most preferable destination for pursuing higher education would be USA. In terms of education, US has the world-class facilities and amenities and an atmosphere that is extremely conducive to personal and social growth of students. Multiple options of both undergraduate and postgraduate programs are available in the universities of USA. Students can avail the most suitable one for themselves.

Pursuing higher education in USA would definitely raise excitement amongst mass students, as it is one of the leading countries in providing world class education and infrastructure. With the precious education, students also get enormous job opportunities while studying. This may be the other big factor that plays an important role in convincing students for studying here. Earn while learn is the most wannabe thing for those students who generally faces financial crises. In that way they’ll be able to support themselves.

The postgraduate courses offered in USA deals with every possible field of education. Universities in US offer almost every course respective to every field of education. Focused to mould students into leaders and thinkers of tomorrow, the cutting-edge postgraduate programs in USA are very popular. Some of them include: aerospace, aviation, media and communication, computer science, finance, e-commerce, engineering, fashion, human resources management, marketing, linguistics, management, psychology, medicine, performing arts, MBA and many others.

If you want to pursue your higher education in USA, then you need to know the time duration of PG courses and PhD programs. The PG Courses in USA generally have course duration of two years. After finishing the masters’ degree students can pursue PhD program. The time duration of the PhD program depends on the student’s course, his ability and complexity of the research work allotted to him.

Application forms for postgraduate programs in USA

It be ordered via email or air-mail or can be downloaded from the websites of the educational institutions. A number of universities need applicants to submit their TOEFL scores to prove their English language skills.

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Challenges in Introducing Value Education at Higher Education in India

Dr.R.Murali

Head

Department of Philosophy

The Madura College(Autonomous)

Madurai-11

Murali_phil@hotamil.com

 

 

Value Education is the much debated and discussed subject in the plethora of education in India. Of course it is true that the main purpose of any education will go with Value orientation. More concentration on Value education has been given at the primary and secondary level of school education than in higher education in India. Values could be effectively imparted to the young minds rather than to the matured ones. It may be the important reason for this prime importance given at the school level. There are so many modules designed with the help of agencies like NCERT and others for effectively imparting the value education to the school students. In this context, many innovative educational practices are being identified by the experts. Good number of experiments and studies are being conducted in the recent days on the effectiveness of teaching value education at school level. Some schools have very innovative and radical course designs to impart the values.

Effective teaching practices in imparting value education ranges from story telling, exhibitions, skits, one act play and group discussions to various other formats. New methods have been evolved by educationists to create an effective learning sphere. The usage of electronic gadgets also gains importance in the teaching-learning practices of value education. But at the higher education level, due to various reasons, the importance given to value education is not as much as it is given at the school level. The curriculum and the teaching methods also could be subjected to scrutiny. It is true that colleges are meant for a kind of specialization in some field of education. But in the Indian social context, the youth require direction and counseling at this stage. They have been exposed to various challenges at this stage which demands the intervention of educationists for his/her betterment. His/her character building also strengthens at this juncture. Students’ perception on various life factors and events are getting shaped at this stage. On the whole they evolve their own philosophy of life. Their sensitivity and knowledge are getting direction at this stage. Hence, an effective value orientation becomes inevitable to the students of colleges. Keeping this requirement in mind, States like Tamilnadu introduced a compulsory paper/course on value education to undergraduate students of all colleges in the State under the choice based credit system.  Though this kind of effort is made with the good intention of imparting values to the youth, many limitations in bringing out the expected outcome could be identified.

The problem mainly begins with the definition of values. Defining the term ‘value’ poses a challenge to all scholars. The term value is loaded with varieties of meaning. Each meaning reflects its own philosophical position. Generally the term value is spontaneously associated with religious values. It is believed by many Indians that values are nothing but the religious and spiritual guiding principles of life. Hence, it is supposed  that the path is already been laid for the life journey. But in the context of modernity and modernism there rises a fundamental question of whether value education is required at all in a modern state.  There are those who argue that modern life is based on science and technology, and both are value neutral. They view that the values are bugbear held out by people living in the past, glued to outdated religious principles that have no relevance to the 21st century. At this point, there is also another group of modernist who propagate the necessity of value education at learning centres in order to safe guard the democratic state and its values. The values they wish to cultivate are modern secular values such as honesty, respect to other, equality, collectivity, democracy, respecting the human rights, sharing equal space in the public sphere and so on. These values are considered as the products of enlightenment period. Hence, four positions could be arrived at on the basis of the above understanding. The are:

There are religious values which are very much essential for every one and must be included in the curriculum.
The religious values should not find place in the educational system. They may operate at the private sphere.
There are non-religious secular values and they must find space in the education.
There is no need for teaching value education in the academics because they cannot be cultivated through formal learning and such value cultivation will make the individual biased.

 

In consequence to these positions, following questions arouse.

Whether value education should find place in the educational system?
If it is required, then what sort of values should be given preference in the curriculum?
What is the importance to be given to the religious values which are primarily developed on the basis of scriptures?
Can modern values alone are sufficient enough or is there any possibility of blending the values of modernity with religious values?
If religious values are to be given importance in the curriculum, which religion will find prime place? If there are contradictory propagation on a single virtue by two religions, then how are they to be handled?
Similarly religions differ on the practices also. Right from eating patterns, dress mode, marriage systems, war tactics, killing, punishments to various other aspects, religions differ on their outlook. In this situation, what sort of perceptions need to be taught?

Besides these questions, another billion dollar question would be raised on the methodology of effectively imparting those values. Then again as it is mentioned earlier, the school education can very well include this education easily because the system itself is advantageous for it to accommodate. But at the college level, the system finds it very difficult to work out.  So this study could analyse the theoretical problems relating to the identification of values to be included in the curriculum at the one side and the problem of effective designing of the curriculum and imparting those values on the other side.

 

II

The necessity for imparting values to the students of all levels has been felt by everyone. The world today is facing unprecedented socio-political and economic challenges. Problems of life are becoming increasingly intense and complex. Traditional values are decentered. ‘An environment of strife pervades all countries and broken homes have become common. An insatiable hunger for money and power, leads most of people to tension and absence  of peace of mind and all kinds of physical and mental ailments have become common place” 1. In the present day context of frequent and often violent social upheavals, we have to look at the problem of restlessness of the youth, their frustration born out of futility of their search for meaning of life and the purpose for which they are living, often leading to evil and wickedness. This calls for a new approach to, and a new vision of education. It is obviously felt that the present educational system promotes rat race and keep the student community in a sense of insecurity. Educational institutions have become the pressure cookers building pressures in the minds of youth. Also a loft sided educational pattern which insists on instrumental and technical rationality for the successful life in terms of gaining money and power has invaded the educational system of India. The person who is deemed to be unfit for this survival race becomes disqualified and ineligible to live in this market economy based life.    The spate of industrialization and economic growth in developed nations has brought about a perceptible change in this scenario. And developing countries including India are feeling the ripple effects of this development. Values earlier considered essential by all societies have been eroded and have given way to unethical practices around the globe. Where honesty and integrity were loved and appreciated, greed, corruption and red tapism have come in, bringing in their wake, unethical responses which have pervaded all walks of life and are thwarting efforts of a few enlightened individuals to promote value based society.2 Hence, implementation of well structured education is the only solution available with all states. With growing divisive forces, narrow parochialism, separatist tendencies on the one hand and considerable fall in moral, social, ethical and national values both in personal and public life on the other, the need for promoting effective programmes of value orientation in education has assumed great urgency. Development of human values through education is now routinely seen as a task of national importance. Value education though supposes to be the part and parcel of the regular education, due to the market influences, it could not be so. Hence, it has become an inevitable need to include an exclusive curriculum for value education at all levels.

Now the next question would be about the nature of value education. What sort of values should be given preference in the curriculum is the prime problem in the introduction of value education. This problem surfaces because we can find varieties of values prescribed on the basis of various scriptures and theories. Sometimes they are contradictory to each other. This issue has been thoroughly discussed earlier. But the solution to the problem of the nature of value education is primarily dependent on the social conditions that prevail in the state. There need not be an imported value educational pattern to be prescribed in India. The burning social issues would demand the required value education.  Though India is considered to be the land of divinity and wisdom, the modern value system throws challenges to the ancient value pattern. Right from the Gurkula pattern to the varna ashrama values, all values are under scrutiny by modern rationality. Hence, the relevance of the golden values prescribed by the then society is questionable in the present situation. On the other hand, the so called modern values which have been listed earlier also subjected to criticism by philosophers like post modernists. They question the very nature of the rationality of the enlightenment period. Because critics of modernity strongly declare that the modern rationality is the reason for the deterioration of human concern in the world and they paved the way for inhuman killing and escalation of values. The reason of the modernism is considered as the root of power politics which leads to inhuman behaviour of the power system, according to them. Hence the modern values like democracy, civil rights, environmental ethics, professional ethics, discipline and all such values are found useless in bringing harmony in the society. The values like discipline, tolerance, peace bears the negative connotation in this context. Hence, what sort of modern values are to be included in the curriculum is a challenge thrown towards the educationists. At one side the fanatic  and fundamentalist features of religious values and on the other side the modern values based on the market economy and other factors are to be excluded and a well balanced curriculum with genuine worthy values suitable to the society has to be identified and included in the educational system. In this context, it becomes obvious that there cannot be any universal pattern of values to be prescribed in the system.   When a suitable blend of religious and modern values is to be done, the designing of such course demands an unbiased, scrupulous, intelligent approach on the part of the academician who designs such course. Thus the spiritual values of sensitizing the youth for happy world and rational values for a just world are very much required. Religious values can be taken but not with the label of any particular religion, democratic values are to be included but not with its dogmatic inhuman approach. Thus there need a perfect blend of both. This is the real challenge thrown to the Indian academicians.

After the identification of these values, they need to be inculcated not to be informed to the students. Mostly listing the values is done very easily, but imparting them effectively requires genuine spirit and innovative educational practices. In the Vedic period, the gurukula system prevailed in which the student has to thoroughly undergo a pattern life with the guru shishya hierarchy. Whatever the guru declares are the values of life. But in the modern context, which is supposed to be the democratic sphere, a sense of equality and freedom has to prevail the learning situation. Also the values identified cannot be preached on the basis of the religious faiths. So the teacher has to find effective working module to internalize the values in the minds of the youth. The teachers’ understanding about the values prescribed and his/her commitment in imparting them also play a crucial role here. How to sensitize the teacher before carrying the values to the students is also a challenge to the educationists. The value education class room, if it is dealt with full seriousness and sincerity would be very interesting and challenging sphere for students and teachers. At times they need to sail at the same level with the students. The hierarchy may get disappeared. Value education demands a total responsibility from the teachers. They become more accountable. On the other side, a teacher who is committed to a set of values would always like to preach and impose them on the young minds. That extreme should also to be avoided with a balance of mind. Value education cannot be done by just delivering lectures and screening films. It requires a strong interaction between the students and the society.  A lot could be experimented at this sphere. For which the supreme value ‘integrity’ is expected from the educator.

It is observed that many modules of teaching values have been designed and tested. Some are seemed to be very effective. In Tamilnadu, especially in aided colleges, with all good intention the government has introduced the value education as a compulsory scheme at the undergraduate level. But each university has its own syllabus for the same. The scrutiny of those syllabi also reveals a lot of variations in conceiving the value education. In some universities, some religion based institutions are given the responsibility of designing and even carrying out the course. Similarly the teachers who have not been exposed to any such type of training in value education are given the responsibility of teaching values. The introduction of value education for all under graduate courses is done at the cost of a core paper of that course. The teachers who have been handling their hardcore subject papers had to meet the shortage of workload due to this programme and to solve this problem, they have been entrusted with the job of teaching value education paper. This is done with the aim of avoiding the workload problem of existing teachers. The most valuable and sensitive part of education has been made like a mechanical dogmatic part. At this juncture, the fate of value education at the college level could be imagined. How to solve this issue is again a challenge to the educationists of Tamilnadu. The same fate could be observed in many other states of India. Hence, two important problems surfaces here, one at the syllabus level and the other at the teaching level. As it is discussed earlier the syllabus could be designed by way of paying attention to all aspects but imparting the same requires not only innovative teaching methods, but also innovative training method of the educators. It is as good as training the driver to drive the car; the teacher needs to be trained in imparting the values. The technical education employs teachers with sound knowledge in the subject, similarly it is essential to have teachers with sound mind and creative teaching skill to teach value education. Value education is definitely not to be dealt with compartmentalization but it should be taken as a part of the whole educational system. As Nietzsche puts it, the society requires masters to create and impart values, not the slaves who accept all the values imposed on them without any critical understanding.

If education fails to impart necessary values to its citizens, it will definitely have a telling effect on the society. All efforts to bring just and peace in the world will become futile if proper value education is not imparted.

Notes:

Kireet Joshi, Philosophy of  Value Oriented Education Theory and Practice, ICPR

Publications, New Delhi,p.217.

2.   Ibid., p.218.

 

 

 

Colleges and universities across the nation approach enrollment diversity in many different ways. Some schools actively seek to diversify their student body, while other schools maintain that academic excellence should be the most important factor when considering a student for admission.

Currently, the University System of Maryland Board of Regents is considering the role that diversity plays in higher education. Recently, at a forum on diversity in Maryland, many influential members of the state education system met to discuss how Maryland is dealing with diversity in higher education. Dan Mote, University of Maryland President, Brit Kirwan, university system chancellor, and others expressed concern regarding diversity in the state of Maryland:

“There’s no silver bullet for this problem. It’s not a one-problem, one-program, one-idea kind of problem. There are just a lot of pieces to this…. We have a lot of programs supporting people from disadvantaged circumstances and, of course, minority enrollment and diversity and all of these issues,” Mote said. The university’s minority programs provide “a lot of opportunities to implement ideas,” Mote said, adding that this university will work with the USM in developing initiatives that target black males.’ 1

A diverse student body in higher education is important to different schools for different reasons. In Maryland, officials expressed concern that if minority access to higher education is not improved, the future of the state may be at stake; “because if the growing minority population doesn’t receive an adequate higher education, the state’s workforce will dwindle and the economy will suffer.”

Promoting racial diversity in higher education is a complicated endeavor, as justice Ginsburg noted: “It’s very hard for me to see how you can have a racial objective, but a non-racial means to get there.”

Along these lines, the American Civil Rights Coalition–a group that has been called “anti-affirmative action” is investigating the admissions policies in Arizona, and 8 other states.

An ASU spokeswoman stated that ”A student’s ethnic background has never been used as a factor in determining admittance to ASU,”, she also declared that academic qualifications are the sole criterion for admissions.

Conversely–in an attempt to increase diversity in the student body–the University of Wisconsin has decided to include race as a factor in the admissions process.

As Dan Mote expressed, the problem of racial diversity in higher education is much more deeply rooted than the admissions process. The mere fact that the pool of qualified applicants is not in proportion with the racial constitution of a given population is a good indication that there is a more deeply-rooted problem.

Unfortunately this point brings the argument full circle; how can we change racial diversity in higher education without using racial qualifiers to achieve these goals?

Perhaps we need to revisit the larger issue: should promoting diversity be considered reverse discrimination?

Want to learn more about Enrollment Management? Click here to sign up for the Innovation Ads Enrollment Management Whitepaper.

–Sources 1 Overly, Steven; “University struggles with minority education”, Diamondbackonline, 2-20-07 2 Associated Press “Anti-affirmative action group to investigate Arizona schools” Mohave Daily News, February 19, 2007

One problem in teaching   First, some deviation from vocational education Vocational training objectives, neglect over vocational ethics and ability, weakening employment, entrepreneurial guidance, and eager to guide students Upgraded to the introduction of vocational education in educational studies.

Second, some students of higher vocational education management workers, the law and good moral behavior formation of the complex nature of the lack of a more systematic theoretical guidance, the object of mental health education and social responsibility to show frustration or simply lack of of.

Third, self-potential students do not know that tolerance is the indulgence, to control generation of education, strict reward and punishment seems to be on Student Management’s “magic.”

Fourth, students work in education management theory, education and management coordination, planning, advocacy function to play on the lack of influence, schools and departments of education in the management of students is difficult to form a joint force.

Second, measures 1, and actively guide students to establish a correct vocational job outlook. Vocational students educators Vocational training should be a clear goal, that is, after three years of vocational students in a more systematic theoretical study and production of professional practice, a good professional ethics, and technology to master intermediate level above the level of skilled personnel. This requires that the educators in the teaching process, to guide vocational students love the professional, good at school, the right career, love and devotion, so that students of a school to explicit learning goals: a vocational school in order to support into a good professional ethics, a much better grasp of the techniques and skills for future employment, entrepreneurship lay a solid foundation, not to further studies.

2, to strengthen theoretical study of higher education, improve the artistic level educators teach. Successive years in college enrollment, the majority of enrollment in vocational schools, “hungry”, some vocational colleges scramble for students, low scores have a case, the vocational students vary greatly, some students weak foundation; some students who did not test at prestigious universities and inferiority, lack of confidence; also some students are not interested in learning, lack of social responsibility, learning objectives are not clear and so on. Students Educators without solid theoretical foundation and a sincere love of students, it is difficult for these students effective education and training.

3, education and management methods to the reality, and science. In the education process, students master educators should pay attention to two basic principles:

First, educators should capitalize on the trend. Students of knowledge, feelings, intentions to form a sound moral character. “Knowing” is a moral theory, principles, norms of understanding and mastering. “Love” is a moral feeling, is a moral and students arising out of acts of good, bad judgments, causing inner experience. “Yi” is the moral will, that students in the performance of moral duty, moral responsibility to overcome the difficulties of perseverance. “Line” is ethical behavior, habits, is a certain moral awareness, moral, emotional and moral will demonstrated by the ethical behavior, education. Workers in the art is physiological and psychological changes for the law students to actively create educational environment, well-set development issues, guiding students in meaningful activities and exchanges in the acceptance of influence, and promote educated knowledge, feeling, consciousness and transform each other .

Knowledge, feeling, consciousness and behavior of several elements, specifically in one students, often show imbalances, imbalances will not be able to form a good moral character. Educators, students should become a second class position of social practice, and strive to give students the creation of knowledge, feeling, consciousness and balanced development of the environment and a platform to display their abilities, so that students accepted in practice the system of social education impact. This effect by “internalized” the work, into moral behavior.

Moral character of students in the formation process involves a lot of contradictions, primarily between the positive factors and negative factors of conflict. Educators request to students, and students between the internal moral contradictions, the struggle between the formation of moral character development, motivation, lead to the educated generation of new desires, so that internal and external work through, to promote conflict is resolved, so that further education step further.

Educated moral character of development is not linear increase but spiral, wave-like forward movement, sometimes repeatedly. Backward error of students has become a driving force in the internal shape, to undermine his power setting, establish a new set is not easy. Therefore, educators should take strong measures to reform bad behavior of students. The repeated nature of moral development determines its long-term, the completion of a process of moral education is a process of summing up the moral. From the accumulation to a qualitative change, is an endless process, from “knowledge” to “line” of the transformation is a complex process.

Backward students task is to enhance arts educators and education level of quality of live material. Educators to comply with the Integration of Knowledge, pragmatic, individualized education, combined with tough love, positive and persuasive educational principles. In the help and education process, to pass a psychological test counseling, temperament measurement, analysis, ideas, statistics on the less advanced students to classify, diagnose and backward types, tracking the investigation behind the causes, right medicine; long lost good save, step by step, be charitable as Germany; deepening to raise ethical awareness and ethical behavior into a form a stable moral habits.

Second, educators should strive to tap the potential of students self-discipline. Mr. Ye Shengtao said: Education is not education, education is to foster the self-education. Students are the object of moral education is the main self-education, psychological and moral structure of different students, some willing to accept a positive impact, and some accept the negative impact of moral education is not a frame harvester, can not close them all into one educator said: There is no self education, is not really education.

4, people-oriented, strengthening education and management efforts. All factories for vocational colleges are educating people to quality, quality education is the faculties, the basis for the work plan developed by the Ministry. Educational management, student management is not just a matter, but also faculty, staff do. Only under the leadership of party committees in the institutions, give full play to each department, the functions of the Department of Radiation roles, responsibilities to implement, carry out their duties, Qi teach condominium, continue to strengthen education and management efforts, students in vocational colleges of education to achieve established goals. Office of Academic Affairs is the institution of teachers, teaching management and organizational leadership of teaching and educating departments to carry out work in all people to the core of education, teachers are teaching all the personality of teachers affect the students there are two ways: one be

Academic Leaders Serve Growing Numbers of Non-Traditional Students

By Dr. Gerald A. Heeger

I passionately embraced the development and expansion of online learning starting more than twenty-years ago.  Few administrators of public universities at the time saw the coming transformation of education that would be spurred by the combined forces of a digital revolution and globalization.  Today, I believe Higher Ed Holdings can play a pivotal role in helping public universities make the transition to serve a new population of students online.

As the Dean of New York University’s School of Continuing and Professional Studies in the 1990’s, I saw early on the impact that online education can have when my school was an early recipient of a grant from the Sloan Foundation to launch its first online program.  It quickly became apparent to me that the traditional definition of a college education and what constituted a student body was in for dramatic changes.  The model of educating students uninterrupted K through graduate school would undergo “creative destruction”.

With these looming changes in mind, I accepted the Presidency of the University of Maryland University College (UMUC) in 1999.  Demographic and lifestyle trends indicated that public universities would have to serve students that were older, entrenched in their careers and stressed for time by family obligations.  The university, one of 13 institutions in the University of Maryland System, had already established itself as a leader in serving non-traditional students with outreach programs to veterans after World War II and to US military personnel serving around the world.

I was attracted to UMUC because it already recognized that the primary benefit of online education was that it serves non-traditional students. During my six years at its helm, we expanded its award-winning online classes to tens of thousands of students worldwide and more than 177,000 online course enrollments.

UMUC rightfully earned a reputation for leadership in online degree programs by setting high standards for accessibility and affordability. When I first arrived on campus the University System of Maryland was under dual pressure from lawmakers to reach more students and address greater diversity as state budget subsidies were declining. Online education helped UMUC extend its intellectual reach in a convenient and flexible innovative format.

Since then I have witnessed many universities adopt online education only to fail at delivering quality because of inferior platforms, less than ideal relationships with vendors, and, most importantly, internal disorganization. The exception has been those public universities that chose to partner with Higher Ed Holdings.  I serve as a Board Member of this Dallas based service provider. It does the “heavy lifting” for its partners by helping professors move their courses to its innovative online delivery platform, it assists universities in organizing online strategy, and it recruits at considerable out-of-pocket expense non-traditional students for the university’s degree programs.

Challenged to meet so many different needs today, most universities don’t currently have the resources at their disposal to launch such ambitious online programs.  Higher Ed Holdings partnership enables a state university to concentrate on creating and executing high-quality instruction.

I became associated with Higher Ed Holdings because it clearly helps public universities fulfill their historic duty in a new age through its online platform.

President Barack Obama has stressed on several occasions that the middle class must be successful for the nation to recover from the current recession.  The President’s call to action should not be lost on leaders of higher education.  The competitive global landscape for future generations of Americans depends on how universities prepare non-traditional students for “knowledge economies” that are yet to be invented.

The non-traditional constituency is bigger than ever, and so is the competition, especially from for-profit programs not affiliated with state universities, most of which are major research universities. With technology, state universities no longer need to cede that ground to those other institutions.

The online platform lets universities open up high-demand areas without having to give up other priorities. They can offer their programs in high-demand areas – such as Higher Ed Holdings partnerships with the Schools of Education at Lamar University and the University of Texas at Arlington – and use the online model to increase affordability.

Public universities and the American public have long had a tacit “contract” with one another.  Public universities would respond to changing learning needs; the public would support those institutions with tax dollars.  Today, that mutuality is threatened:  tax dollars grow scarcer and learning needs are multiplying.  The Higher Ed Holdings partnership strategy assists public universities in keeping their part of this historic and necessary relationship.

1 Introduction
If any university elsewhere in Europe; Takshasila, Vikramshila, Pallavi and Nalanda were the centers of Global Learning and students’ attract world. The development of modern education in India started with the foundation of Hindu College of Calcutta in 1817. During the British rule was the first university in Calcutta, to confer the Bachelor of women in 1883.
After independence, many universities have been opened by the government and the private sector. The main purpose of this opening of universities is not to make profits but to serve society through the mediation of higher education, and studies related to social and pure sciences. The fees collected by the students at least, so that these institutions have been generating deficits as there was a need for donations and assistance to go to its fixed costs and running to cover. But little by little, he was a radical change in the scene. The education sector is emerging as one of the opportunities the most profitable. The increase in the number of private schools and institutions supporting the fact. Higher education is no exception. Gradually, most of the subsidiaries has also entered the picture.
2 Corporatization of Higher Education />
education day is an industry of billions of dollars. It is a service industry in the field of education is a service with a huge global market in which students, teachers and resources in non-teaching staff for a profit. Thus, marketing concepts are also applicable. The market for their products and the organizations themselves to survive. In this area students are customers, service providers and teachers of the institutions are an organizer or promoter and the teaching-learning is not doing more to build a nation, but a business for profit. Education at all levels will continue to grow as he grows the human spirit and makes people feel important and useful all-round development of a country, but growth in business sector as a major service industry . On Predatory and powerful multinationals focused on public education, including higher education, nonprofit organizations. Although largely a service supported by the government, most governments are the consequences of neoliberal economic reforms, leave. The Government of India through extensive privatization, commercialization and deregulation is to promote this process.
3 education under the GATS umbrella

In 1996 the United States, the export of education services and training eighth reached $ 2,000,000,000, and its trade surplus in the education sector amounted to $ 7 billion. Higher education has been the export of services in fifth place by the United States. Therefore, the pressure from the United States on countries of the WTO on trade in services in the areas of education is clearly understandable.
The United States, the European Union (EU), Japan and Canada are the main forces behind the GATS. Although accession to the WTO consists of nation states, transnational corporations in these countries, which sit on the all important “advisory” committees and determine the detailed shape his political agenda. Although denial of access to health care, education, housing and long-term care for millions of workers and their families throughout the world, the contract will dictate the political culture of these societies, as if to give the public order and control.
GATS consists of two elements: (i) the framework agreement containing 29 items, and (ii) a series of annexes, ministerial orders, etc., the list of obligations each member of the government that bind them to allow market access, and / or removal of existing restrictions on market access. This agreement covers all services, including education
If the services provided entirely by the government, they are excluded from the rule of the GATS. For service to the scope of the rule of the GATS, it must be free. However, if the service or the government have been partially or some prices are provided for free (as in education, where fees are charged), or by private providers, they fall under the rule of the GATS.
The list of WTO informal classification (W/120) divides educational services into five parts: (a) primary education (b) secondary education ( c) higher education (d) Adult (s) other education.
The idea is to create an open global market, where services such as education can be traded to the highest bidder. under the GATS of educational services in all countries where education systems are not exclusively public sector, or education systems, which are available commercially. In India, we can not get relief in the teaching of the GATS, education is at all levels, particularly at the tertiary level, not free (ie pay a fee to )
business because of their large financial resources are able to attract the best talent in the country and they are therefore to provide a quality service to their clients (the students). You have access to new sources of funding. In India, the issue of shares by schools and educational institutions and their trading on the stock market will be a reality. So can the quality of the institution by the stock price on the stock market and like any other business of wealth maximization is the main objective of the Institute and all efforts will be to increase market share and eventually will be assessed increase in market capitalization. The government is reducing subsidies to universities and colleges and institutions are encouraged to arrange their own financing. In this scenario, the educational institution, which will not be won surpluses, as any device industry looking more die. It is high time to earn an income for these institutions, and thinking more competitive to survive.
But if these institutions are absolutely on a commercial basis to earn profit, of course, fees received by students is running will be higher. The application of certain practices unethical and unfair to the collection of students and earn higher profit can not be overlooked in this scenario.
4 Indian reality

In a country like India, where a large proportion of our population lives below the poverty line, nearly 35% of the population remains illiterate, and we talk about eliminating poverty and illiteracy in this situation, most people will be victims of violence. The government and its institutions have to cope with this aspect. Therefore, higher education scholarships in charging high fees from universities and colleges run by the government are not desirable and that the government must take into account the well-being of its human aspect. But before concluding that we have to notice the following two fundamental realities and hard in this regard: –
1 p India is a WTO member countries must be guided by decisions and regulations of the WTO. Thus, it can not stop foreign universities and institutes operating in India, which are under great financial, material and intellectual resources and deserves a commercial basis to perform absolute profit.
2 The Government of India is to reduce subsidies and assistance to the government and universities, these institutions are called upon to mobilize resources from domestic sources and external sources. They are also the UGC and NAAC has asked to be competitive.
So the time and opportunity for our institutions and government-funded universities and colleges to compete and go to globalization. This is possible only if they earn on their own surplus and are effectively and efficiently managed. But at the same time we need for the weaker sections of society could not afford a high level of expenditure for the study of thought.

it is high time for education on a business model, which is to be able to compete with foreign universities well as the weakest building society will also be provided.
5 model Arvindo Eye Hospital, Madurai

Arvindo Eye Hospital in Madurai has an excellent business model to show how to serve an organization in society on the one hand, and can earn a profitable income from the other side. The Arvindo Eye Hospital, the economically poor are treated free and patients who can afford the necessary treatments are provided free. Over two thirds of patients in hospital are treated under the old class economically privileged, and yet he has made substantial profits hospital. But the opinion of a political odd is that the service provided to both categories of rich and poor patients are exactly the same and without compromise of any kind is provided in terms of quality of care and services . The secret behind the success of the hospital is the volume of business and be patient, the hospital is not money for conspicuous consumption. The promotion is by word of mouth and print media mass.
similar model can be used by our government and universities to be accepted, with the necessary fees for students whose parents can pay the same charge, and concessions to students economically disadvantaged did. With globalization, liberalization, privatization and economic growth have a job more and more people in the private sector to increase the purchasing power in the hands of the middle and upper class of society became conscious and can provide high quality education contribute to higher prices. It is a positive factor that can universities to cash and which also supports the above model.

notes

and
1 http://www. British Columbia. edu/bc_org/avp/soe/cihe/newsletter/news23/text001. htm
2 Www. Education. nic. in / htmlweb / iperposch. htm
3 Www. pd. DIPC. org/2002/feb17/02172002_wto_educ_2. htm_2000
4 A case study on Arbind Eye Hospital, Madurai, IIMB Review, September 2005.
5 Kumar R; World Trade Organization, structure, functions, tasks, challenges and profound Publications, 2004.

education system is the backbone of a company forward. The level of education that provides an individual and the country’s progress. A typical system of education consists of primary schools, secondary schools, colleges and universities. It is important to ensure the quality of education at all levels to have a growth and sustainable development.

To improve the education system, it is important that people aware of issues and problems of education is education. Awareness of current issues in education helps people find loop holes in their education, and suggests innovative ideas to make these holes. Important issues and challenges for education are:
/> 1 Improve quality – without exception one of the “main attribute rel =” nofollow “onclick =” javascript: pageTracker. _trackPageview (‘/ Outgoing / article_exit_link’); “href =” http://www. Websites-for-teachers. Com / teacher-websites-directory/education-issues. htm “> Training issues , quality initiatives taken by schools and teachers are better accepted. Here, the importance of training, understanding and competent teachers for higher levels of education can not be overestimated. Effective teachers of the latest innovations in the field of general use and the results of surveys on education for the benefit of its students.

2 Improving access – together with improving the quality of education, it is also important to improve access to higher education This can be done by increasing the number of universities. In principle, any person interested in a study should have an institute in the neighborhood.

3 Reduce Costs – Many people who keep the interested universities because of their inability to pay school fees. Easy loans for education must be available and also for those who can not afford to have studies, fees should be low. Government and educational institutions have their hands in the reduction of the enormity join this issue.

4 Reduce the dropout rate – Higher rate of abandonment is also a matter of interest. This can be by reviewing the programs so that the different interests of students to solve care. The introduction of more practical activities in place of theoretical way is also a long way to keep students interested in their studies, bringing the number of dropouts.

sites on education issues in an informed and current in the field of higher education. One such site is www. Websites-for-teachers. com. Click here for a complete list of sites of general questions that you provide all the information you need about education issues, school matters, issues of physical education and teacher training issues.

women / strong>
A study of factors influencing women’s access to higher education .

Introduction

< p> Encouraging social change as a function of basic education was in the report of the Indian Education Commission (1964-66) writes:
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, “The implementation of changes to the aspirations of countries included in the knowledge, skills and values of the population as a whole. If this change” big “is, without a violent revolution to achieve is a single instrument that can be used – education. “

EDUCATION: – < / p>

Education is the food of the spirit of this knowledge is practiced purposeful and productive.
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training disciplines the mind, sharpens the mind and elevates the spirit. It forms a rough and polished diamonds to an unknown wine Kohinoor multifaceted sparkling shine brighter. The development of integrated personality which takes place at the highest wisdom. This is an ongoing process.

philosopher Radhakrishnan Mr. President (1948 ) said: “We can not educated people without educated women. If the general education must be men or women, the possibility that women will be limited, so we would very probably the next generation.” < ; / P>

HIGHER EDUCATION OF WOMEN

: –

Higher education is defined as the training achieved upon completion of 12 years. Higher education for women has acquired a greater role and responsibility in the world. Today, in the 21 Century, we can not ignore the importance of higher education for older women. The reason for their necessity and urgency is that there is no difference in the biological systems of males and females. Unfortunately, this important task of higher education of women for centuries neglected. Need for higher education of women is all the more important or third world countries where colonialism has been a major force preventing education for the masses and especially for women.

OBJECTIVES

of higher education for women: –
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society with competent men and women trained in agriculture, arts, medicine, science and technology and various other professions, which is also incorporated in individuals with a sense social purpose can be cultivated.

seek to promote equality, social justice and social and cultural differences to reduce the spread of education.

demand for higher education for women: men and women: –
, <, br />

higher education may also, given consumer needs are taken into account. The concept of consumer is very broad and heterogeneous. It includes young and old of both sexes. In theory, the need for higher education for men and women is the same. But ultimately the argument that men and women differ in their social and cultural needs are.

The main argument that is given to women in higher education is not that higher education for women and men differently. Our main objective is that in the field of higher education, women should be equal partners. Our experience shows that up to higher education remained the preserve of men. It should now expanded its horizons and include women. The Commission on Higher Education for Women, University of Madras in 1979 rightly observed: “For women and men college education is necessary for the formation of character, the skills, creation of self-realization and personal development. “

WOMEN’S influence the success or failure to complete higher education: –
Success:
a) women are highly motivated to succeed in the industry teaching.
b) The basis of the merit system of education allows women to surpass.
c) Prejudice against the education of women has been reduced. Higher education has come to be regarded as equivalent to a wife “dot.” promote
d) of the women of the Women’s University higher education. expectations
e) of women and the overall employment are high.
f) Some universities offer research facilities scholarships for women.
g) the students have with the hospitals in some regions.

< p> Error:
a) Students have difficulties in access to facilities circulation.
b) Sexual harassment and occasional violence to hinder students students completing higher education.
c) marriage in many cases led to retire early.
d) gender stereotyping inhibits completion of the course.
e) Financial constraints may lead to withdrawal of the education sector. ;
f) interferes with the part-time work to support their livelihood studies.

importance of this study: –

The aim of Indian society as stipulated in the Constitution to achieve a democratic, socialist and egalitarian. In such a society women in their role in the cause of equality with men. Their status must be structurally identical with men.

; Basically, knowledge is mediated by higher education, specialist competence of practitioners. Our understanding is that by increasing the skills of women, their status relative to men and also the status of group they belong.

to view the status of women, or understand to understand and indeed all social problems is to combine it takes at least VIZ three perspectives. the policy perspective, the perspective and the perspective of statistics, culture.

• This study is find the targeted number of reasons for women having access to higher education.

œ It aims to see the grounds for the search the entry into force of the higher education of women in terms of men, teachers, parents and the women themselves.

< p> · it educate women about the options available to them in higher education and thus the beginning of a great process of emancipation of women.

• For known problems that hinder the pursuit of higher education of women.

·

Make suggestions for finding solutions to the problems mentioned above in a reasonable and free.

• For

suggest ways to improve the entry of women in colleges, including vocational training courses.

· to explore around the area of higher education where women have not taken over, or a monopoly of men.

· Proposal of appropriate measures for higher education women to a universal knowledge effectively without cost, time and distance.

promoting higher education for women

The social context of education must be improved. ;

family and personal counseling at the secondary level can be provided.

; higher may be the target skills.

nontraditional programs may be established for women.

recent state support for higher education nontraditional must be reversed.

institutions can be made accessible either physically their research in the vicinity of potential customers, improving the transportation system, “etc. br />

; higher education institutions make changes more favorable to women are either physical, program changes, societal changes.

representation women in decision-making institutions can be increased.

Commission equal opportunities for universities to create. should be < br />

The number of female teachers in mixed schools of higher education has increased.

awards < p>, grants may be connected to affirmative action programs.

women to be recruited into administrative training programs for universities.

an important role for women studies centers can be provided.

universities should work placement.
entry barriers for career women should be removed, for example: Employers should value flexible schedules , nurseries, etc.
awareness of sexual harassment in the educational environment must be addressed.

< p> A large number of women graduating from high school are generally not able to enter university. To take account of the population enjoys the role of vocational training is to strengthen institutions. Post-secondary vocational training must be maintained to promote measures for the entry of women in vocational education and traditional lines of men.

Affirmative Action quotas available to the admission of women in institutions where such rates are encouraging, should be reviewed regularly to ensure its relevance. offer

< p> When quotas for disadvantaged groups such as disabled people, people from rural or remote areas, where indigenous minorities, the minimum proportion of women in these groups are reserved.

open learning and distance education institutions and technology should be encouraged to develop, particularly in higher education opportunities for women in rural areas and remote, which take into account meet their needs.

suggestions for research: –
<, br />

This study is for students seeking higher education at undergraduate colleges in several professional and non- professionals in the city limits of Chennai. The following suggestions are given for further investigation.

1 A similar study can be conducted in context of post-graduate students at the research level.
2 A similar study can be conducted throughout the state of Tamil Nadu.
3 A comparative study on factors influencing entry of women in higher education can be made between developed and developing countries.
4 A similar study can be undertaken by women for various issues relating to higher education.