Tuesday, September 11, 2018

How It Has Affected Philippine Education And Beyond

https://tiabijaksana.blogspot.com
-education

Education before the 20th century was once treated as a domestic phenomenon and institutions for learning were once treated as local institutions. Prior to the 20th century, education was usually limited within the confines of a country, exclusively meant for the consumption of its local citizens. Scholars or college students did not have to travel miles away from their countries of origin to study and to gain skills which they needed in order to traverse the paths of their chosen careers. Moreover, national borders served as impenetrable walls in the name of sovereignty. Gaining a college degree and the skills entailed with it were merely for the purpose of staunch nationalistic service to one's land of origin. Furthermore, knowledge of the valleys and the oceans encircling the world map, as well as foreign languages and international political regimes were not much of an imperative. Intercultural exchange was not massive and sophisticated, if not intricate. Acceptance and understanding of cultural diversity were not pressured upon anyone, as well as the lure to participate in a globally interconnected world. In other words, before the 20th century, scholastic work were predominantly simple and constrained in the local, the domestic, the nearby. They were limited to one's own village, one's own region, one's own country. A student had his own neighborhood as the location where he is to be born, to be educated, and later to be of service to - the local village which is his home, his community, his country.

Nevertheless, the world has been in a constant state of flux. In the 20th century onwards, the phenomenon called globalization rose and became the buzzword. Anything which pertained to the term globalization was attributed to modernization, or anything that is up-to-date, if not better. Part and parcel of this trend is the advent and irresistible force of information technology and information boom through the wonders of the Internet. The idea of cosmopolitanism - a sense of all of humanity, regardless of race, creed, gender, and so on, living in a so-called global village - is another primary indicator of globalization. Moreover, international media as well as trade and investment have been unbridled and have occurred in a transnational nature. Finally, globalization has involved the uncontrollable movement of scholars, laborers, and migrants moving from one location to another in search for better employment and living conditions.

Apparently, globalization seemed to be all-encompassing, affecting all areas of human life, and that includes education. One indicator of this is the emergence of international education as a concept. Internationalization of education is manifested by catchphrases like The Global Schoolhouse, All the world's a classroom, One big campus that is Europe, Think global. Act local, and Go West. Students from the world over have been ostensibly persuaded to learn about the world and to cope with technological advancements, if not to become a Citizen of the World. Moreover, globalization and international education are at play, for instance, when speaking of Singapore being branded as the Knowledge Capital of Asia, demonstrating the city-state as among the world's academic powerhouses; De La Salle University in Manila, Philippines entering into agreements and external linkages with several universities in the Asian region like Japan's Waseda University and Taiwan's Soochow University for partnership and support; the establishment of branch campuses or satellites in Singapore of American and Australian universities like the University of Chicago and the University of New South Wales, respectively; online degree programs being offered to a housewife who is eager to acquire some education despite her being occupied with her motherly duties; students taking semesters or study-abroad programs; and finally the demand to learn English - the lingua franca of the modern academic and business world - by non-traditional speakers, like the Chinese, the Japanese, and the Korean students exerting efforts to learn the language in order to qualify for a place in English-speaking universities and workplaces. Apparently, all of these promote international education, convincing its prospective consumers that in today's on-going frenzy of competition, a potent force to boost one's self-investment is to leave their homes, fly to another country, and take up internationally relevant courses. Indeed, globalization and international education have altogether encouraged students to get to know their world better and to get involved with it more.

Boston College's Center for International Higher Education director and International Education expert Philip Altbach asserted in his article "Perspectives on International Higher Education" that the elements of globalization in higher education are widespread and multifaceted. Clear indicators of globalization trends in higher education that have cross-national implications are the following:

1. Flows of students across borders;
2. International branch and offshore campuses dotting the landscape, especially in developing and middle-income countries;
3. In American colleges and universities, programs aimed at providing an international perspective and cross-cultural skills are highly popular;
4. Mass higher education;
5. A global marketplace for students, faculty, and highly educated personnel; and
6. The global reach of the new 'Internet-based' technologies.

Moreover, European Association of International Education expert S. Caspersen supported that internationalization influences the following areas: Curriculum, language training, studies and training abroad, teaching in foreign languages, receiving foreign students, employing foreign staff and guest teachers, providing teaching materials in foreign languages, and provision of international Ph. D. students. Nevertheless, globalization's objective of a "one-size-fits-all" culture that would ease international transactions has not seemed to be applicable to all the nations of the world. In the words of Nobel Laureate economist Joseph Stiglitz, globalization's effects are dualistic in nature. Globalization itself is neither good nor bad. It has the power to do enormous good. But in much of the world, globalization has not brought comparable benefits. For many, it seems closer to an unmitigated disaster. In Andrew Green's 2007 book, "Education and Development in a Global Era: Strategies for 'Successful Globalisation'", he asserted that optimists would refer to the rise of East Asian tigers - Japan, China, and South Korea - as globalization's success stories. But these are just a minority of the world's two hundred nations. A majority has remained in their developing situations, among these is the Philippines.

In terms of international education being observed in the Philippines, universities have incorporated in their mission and vision the values of molding graduates into globally competitive professionals. Furthermore, Philippine universities have undergone internationalization involving the recruitment of foreign academics and students and collaboration with universities overseas. English training has also been intensified, with the language being used as the medium of instruction aside from the prevailing Filipino vernacular. Finally, Philippine higher education, during the onset of the 21st century, has bolstered the offering of nursing and information technology courses because of the demand of foreign countries for these graduates.

In terms of student mobility, although gaining an international training through studying abroad like in the United States is deemed impressive, if not superior, by most Filipinos, the idea of practicality is overriding for most students. Study-abroad endeavors are not popular among the current generation of students. The typical outlook is that it is not practical to study overseas obviously because of the expenses - tuition fees, living costs, accommodation, and airfare. Although financial aid may be available, they are hugely limited. There may be several universities that offer merit or academic scholarships, talent scholarships, athletic scholarships, teaching assistantships, research assistantships, full or partial tuition fee waivers, but actually there is certainly not a lot of student money. Apparently, international education is understood as a global issue, a global commodity, and above all, a privilege - and therefore, it is not for everyone. Hence, studying in America is a mere option for those who can afford to pay the expenses entailed in studying abroad.

The Philippines is a Third World country which is heavily influenced by developed nations like the United States. Globalization may have affected it positively in some ways, but a huge chunk of its effects has been leaning to the detriment of the Filipinos. Globalization has primarily affected not only the country's education system but even beyond it - economically and socially. These include brain drain, declining quality in education because of profiteering, labor surplus, vulnerability of its workers overseas, and declining family values.

For one, the Philippines is a migrant-worker country. This phenomenon of sending its laborers (also known as Overseas Filipino Workers or OFWs) abroad to work and to send money back home has been intensified by globalization. Brain drain - or the exodus of talented and skilled citizens of a country transferring to usually developed nations for better employment and living conditions - is one problem that has been stepped up by globalization. The Philippine foreign policy of labor diplomacy began in the 1970s when rising oil prices caused a boom in contract migrant labor in the Middle East. The government of dictator Ferdinand Marcos, from the mid-1960s to the mid-1980s, saw an opportunity to export young men left unemployed by the stagnant economy and established a system to regulate and encourage labor outflows. This scenario has led Filipinos to study courses like nursing which would secure them employment overseas rather than in their home country. For more than 25 years, export of temporary labor like nurses, engineers, information technology practitioners, caregivers, entertainers, domestic helpers, factory workers, construction workers, and sailors were sent overseas to be employed. In return, the Philippine economy has benefited through the monetary remittances sent by these OFWs. In the last quarter of 2010, the Philippine economy gained roughly $18. 76 billion in remittances which largely came from OFWs based in the United States, Saudi Arabia, United Kingdom, Japan, United Arab Emirates, Singapore, Italy, Germany, and Norway.

Second, the demand for overseas employment by these Filipino professionals has affected the quality of the local education system in the form of fly-by-night, substandard schools which were only aimed at profiteering. A Filipino legislator, Edgardo Angara, once aired his concern over the spread of many schools which offer courses believed to be demanded in foreign countries and the declining quality education. Angara observed that the Philippines has too much access to education versus quality education. For instance, for every five kilometers in this country, there is a nursing school, a computer school, a care-giving school, and a cosmetic school. Angara suggested that lawmakers and educators should find a happy formula for quality education.

Third, labor surplus is another dire effect of globalization. In 2008, the phenomenon of brain drain started to subside in the Philippines. This period was when the United States started to experience a financial turmoil which was contagious, distressing countries around the world which are dependent to its economy. In the Philippines, it has been surmised that the demand for nurses has already died down because the need for them has already been filled. For instance, the United States has decided that instead of outsourcing foreign nurses, they have resorted to employing local hires to mitigate its local problem of rising unemployment. As a result, this incident has receded the phenomenon of a majority of Filipino college students taking up nursing. And the unfortunate result is the labor surplus of nursing graduates. This dilemma which has been caused by a Third World country such as the Philippines trying to cope with globalization's feature of labor outflows has left Filipinos on a double whammy. Over 287, 000 nursing graduates are currently either jobless or employed in jobs other than nursing. Nursing graduates nowadays suffer job mismatch, taking on jobs which are different from their field of specialization like working for call centers, serving as English tutors, if not remaining unemployed because the Philippine hospitals have little to no vacancies at all which are supposed to be occupied by the large number of nursing graduates. Furthermore, these professionals are accepted by hospitals or clinics as volunteers with little to no monetary benefits, or as trainees who are burdened with the policy of forcibly paying the hospitals for their training.

Fourth, a dilemma that globalization has burdened the Philippines is the vulnerability of its overseas workers. For instance, Saudi Arabia, Yemen, United Arab Emirates, and Taiwan, have had no choice but to lay off and repatriate their Filipino guest workers in light of the global financial crisis. Furthermore, the threat of Saudization is a present concern in the Philippines nowadays. Presently, around 1. 4 million OFWs in Saudi Arabia are in danger of losing their jobs because the Arab nation is implementing a Saudization program which will prioritize their Arab citizens for employment. To date, with more than 1. 5 million OFWs, Saudi Arabia is the country which has the greatest concentration of OFWs. It is the largest hirer of Filipino Workers and has the largest Filipino population in the Middle East. As Saudi Arabia hosts a majority of OFWs, the problem of these Filipino workers losing their jobs and returning to their homeland where employment opportunities are scarce is a national threat. Furthermore, the current national instability in countries like Syria and Libya has threatened the lives of the OFWs, who still have chosen to stay in their foreign workplaces because of economic reasons which they find weightier vis-à-vis their safety.

Finally, globalization has resulted to social costs which involve challenges to Filipino families. Possessing close family ties, Filipino families sacrifice and allocate significant amounts of financial resources in order to support their kin. Filipino parents have the belief that through education, their children are guaranteed with promising futures and achieving decent lives. Thus, given the limited employment opportunities in the Philippines which are unable to support the needs of the family, one or both parents leave to work outside the country. As a result, Filipino children, although their educational goals and well-being are sustained, would have to survive with one or both parents away from them. They would then have to deal with living with an extended family member such as aunts, uncles or grandparents who are left to take care of them. This has deprived Filipino children of parental support and guidance as they are separated from the primary members of their family.

In reality, even though Filipino families have experienced the monetary benefits of a family member uprooting himself from the country to work overseas, this trend has not been enjoyed by the majority of Filipinos. The poorest of the poor cannot afford to leave and work overseas. Also, with volatile market forces, the value of the US dollar which is used as the currency of OFW salaries vacillating, rising gas prices and toll fees in highways, and the continued surge in the cost of living in the Philippines, in general, globalization has precluded long-term economic growth for the country, with the masses suffering a great deal. Moreover, with human capital and technological know-how important to growth, the Philippines suffered with globalization by losing its professionals to the developed countries which, on the other hand, experienced "brain gain".

Indeed, globalization has both positive and negative effects, but in the Philippine case, it is more on the negative. It is justified to say that globalization is an "uneven process" and that most least developing countries did not grow significantly in light of globalization. Those which predominantly benefited are the affluent and powerful countries of the Western world and East Asia.

The Philippines was once considered as the "knowledge capital of Asia", particularly during the 1960s and the 1970s. Its system of higher education was marked by high standards comparable to its neighboring countries, much lower tuition fees, and the predominant use of English as the medium of instruction. The Philippines, consequently, was able to entice students from its neighboring nations, like the Chinese, the Thais, and the Koreans. However, presently, this once upbeat picture has now been replaced by a bleak one because of several problems which has long confronted the system like budget mismanagement, poor quality, and job mismatch, thereby seriously affecting its consumers and end products - the Filipino students. Making matters worse is globalization affecting the graduates of Philippine universities by luring them to choose to work overseas because of the greater monetary benefits vis-à-vis the disadvantage of leaving their families home and not serving their countrymen. Now that the world is undergoing financial turmoil, the Filipino workers would then have to cope with these dire effects of globalization.

Monday, September 10, 2018

Exemplary Non-Profit and Higher Education Leadership

https://tiabijaksana.blogspot.com
-education

This article is part of groundbreaking leadership research has received extensive endorsements and enthusiastic reviews from well-known prominent business, political, and academic leaders who either participated in the study or reviewed the research findings. A total of sixteen leaders were interviewed on the subject of "Leadership and Overcoming Adversity. "

Dr. Wilson overcame multiple adversities. These included significant race, gender, and age discrimination. Blenda's first experience with major discrimination was during her high school years in New Jersey. Though Blenda was in the National Honor Society, Wilson's high school guidance counselor totally refused to discuss or help Blenda get into a college. Blenda's comment was "Actually, she told me to 'take a typing class'... then said, 'You're nice looking, and you might be able to become a secretary. '"

Wilson just ignored the "mean" counselor and she directly contacted several colleges for admission and scholarship information. Wilson was accepted to all of the colleges she applied to, including major prestigious universities, such as the "Seven Sisters. " However, major colleges only offered one-year scholarships with a series of renewals. Blenda wanted to get a full four-year scholarship to ensure that she could complete her college education. Cedar Crest College guaranteed Blenda four years of tuition scholarship money, a travel budget and a job. So, Blenda went to Cedar Crest College and got her degree.

She did not allow anything to stop her from receiving her education. After Blenda graduated from Cedar Crest College she earned a Master's degree in Education from Seton Hall then completed a Ph. D. in Higher Education from Boston College.

Before she earned her Ph. D. and launched her higher educational leadership career, Blenda experienced gender and age discrimination from African American males, both from within her organization and the local community. Though Wilson was clearly more qualified and had more education than her male competition many people were vocal in their opposition to her being appointed as the Executive Director of the Middlesex County Economic Opportunity Corporation and the Head Start Program. Blenda Wilson pointed out, "The African American men in the community were upset that a woman would get this key position... One of the criteria was that they wanted someone with a Master's degree. I had one. None of the African American men did. " Blenda experienced age, and gender discrimination and prejudice from from black men and white people.

Blenda Wilson shared that taking a leave from her local high school teaching position to become the Executive Director of the Middlesex County Economic Opportunity Corporation, "actually changed my life. I started doing the Head Start program... This was all in the 1960s, with the "War on Poverty, " the Office of Economic Opportunity. I [Wilson] was going to change the world. "

In 1969, after earning her Ph. D., Dr. Wilson began her career in higher education administration at Rutgers University. Then, from 1972 to 1982 Blenda "was youngest Senior Associate Dean in the Graduate School of Education at Harvard, " where, once again, she encountered age discrimination.

Dr. Blenda Wilson was the First Vice President for Effective Sector Management at Independent Sector (1982 to 1984). Independent Sector is a nonpartisan coalition of approximately 600 organizations that lead, strengthen, and mobilize charitable communities.

While serving in the governor's cabinet as Executive Director of the Colorado Commission on Higher Education, she created a plan (that became law in 1985) advocating for more efficiently organizing higher education within the state.

Dr Wilson was the first woman to head a four-year higher education institution in the state of Michigan becoming Chancellor of the University of Michigan's Dearborn campus from 1988 to 1992. Wilson was widely recognized for her outreach to Dearborn's Arab-American community and Detroit's African-American community.

During Dr. Wilson's tenure as president of California State University, Northridge, from 1992 to 1999, Dr. Wilson enacted a number of strategic plans to better serve the populations of the San Fernando Valley. Wilson also led the University in the enormous task of rebuilding of the California State University after the devastating 1994 Northridge earthquake.

Dr. Blenda Wilson was a former Chair of the prestigious American Association of Higher Education. Wilson was the first woman to Chair the Federal Reserve Bank of Boston and was Deputy Chair of the Federal Reserve Bank of Boston where she served on the Board of Directors from 2003 to 2006. Dr. Wilson has served on the Board of Directors of numerous non-profit corporations such as the Getty Museum, The College Board, and has recently served as the interim President of her undergraduate Alma Mater, Cedar Crest College.

Dr. Wilson served as the first President and Chief Executive Officer of the Nellie Mae Education Foundation from 1999 to 2006. The Nellie Mae Education Foundation, established in 1998, is New England's largest public charity dedicated to improving academic achievement for underserved communities. During her seven-year tenure Dr. Blenda Wilson was a very successful CEO at the Nellie Mae Education Foundation.

Under Dr. Wilson's leadership, the Nellie Mae Education Foundation (NMEF) distributed more than $80 million in grants to various educational institutions and to non-profit organizations to improve the access to college for deserving students. The NMEF was established to promote accessibility, quality, and effectiveness in education from preschool through postsecondary levels, especially for under-served populations. The Nellie Mae Education Foundation has net assets of approximately $400 million, making it one of the largest foundations in New England, and the largest focused exclusively on improving higher education.

Dr. Wilson has received honorary doctorate degrees from more than 25 colleges and universities, including Cedar Crest College, Rutgers, the University of Massachusetts, Brandeis University and Boston College. Wilson has served on the boards of trustees of Boston College and Union Theological Seminary, the board of directors of the National Center for Higher Education Management Systems, the board of directors of Higher Education Resource Services, and the boards of Boston's "After School and Beyond, " Boston College, and Federated Dorchester Neighborhood Houses. Wilson currently serves on the Board of Directors of Medco Health Solutions.

Dr. Blenda Wilson has an impressive lifetime track record of effectively dealing with complicated issues of education policy. Dr. Blenda Wilson still takes time out of her busy schedule to mentor and coach select prospective female leaders.

The Dr. Blenda Wilson story shares a lifetime struggle against adversity, especially age, race, and gender discrimination, and is an excellent example of a prominent successful leader who overcame adversity!

Howard Edward Haller, Ph. D.
Chief Enlightenment Officer
The Leadership Success Institute
http: //www. TheLeadershipSuccessInstitute. com
HowardEdwardHallerPhD@gmail. com

Howard Edward Haller, Ph. D., is an accomplished serial entrepreneur, successful serial intrapreneur, seasoned senior corporate executive, university professor, university board trustee, former university board president, academic scholar, an award winning published author, screenwriter (Member of the Writer's Guild of America, west), and Professional Speaker (Member of NSA) delivering Keynote Speeches and Seminars on Leadership, Entrepreneurship, Intrapreneurship, Servant-Leadership, Leadership and Adversity, and Innovation.

Dr. Haller is currently the Chief Enlightenment Officer of The Leadership Success Institute. Dr Haller is a noted Corporate & College Keynote Speaker, and highly-respected Executive Coach/Mentor to both Corporate, and Non-Profit, Senior Executives in the US and Canada.

He is a well-known Professional Speaker, Published Author, Entrepreneurship Mentor, Senior Executive Coach, and Intrapreneurship Coach. Professor Haller is currently active as a serial entrepreneur, involved in several ventures ranging from super high definition sign advertising to internet marketing training. Dr Haller serves on the Board of Directors of companies, including Internet Marketing Training Centers, Inc., American Realty Capital Advisors, Inc, CPM, LLC, and California State University Northridge Foundation Trustee. Dr. Haller is a Life Member of the Will Rodgers Foundation for Motion Picture Pioneers.

Making Online Education Attractive

https://tiabijaksana.blogspot.com
-education

All over the world, the numbers of people in school at the different levels takes pyramidal shape. There are huge numbers at the elementary, but as they progress, the numbers decrease, leaving just a few in higher education. In the United States, some 65 million students were expected to enroll from K to K12 in the fall of 2015. In the same period, it was expected that 20. 2 million would be attending Colleges and Universities. It is estimated that 25% of fresh high school students in the U. S. A are not able to graduate. For fresh students who enter colleges or universities 1 out of 3 are likely not make it to second year. This dropout out rate hinders national development, because many people do not receive the full training they need to be functional in society. National development would be hugely fostered, if more adults receive education, in order that they become functional in society.

I am not saying that all adults who were not fully educated are not playing important roles in society. There are very prominent individuals in society who dropped out of school at some level. Bill Gate, Mark Zuckerberg, Oprah Winfrey, for example, at some point dropped out of school. Though this list is not exhaustive, the number of people who dropped out of school or decided not to gain higher education and yet became successful are relatively few. For the majority who dropped out or discontinued education, and could not become successful in their careers, it was because they lacked the knowledge they needed to develop their potential. If you check the history of those who in spite of dropping out or discontinuing schooling have become successful, you would find that appeared to have found their life's purpose and so pursued those goals and, more importantly, they received some kind of education later.

Education as we all know is a life-long activity. At any point in time, whether you dropped out of school or got honors at your graduation, you would need education. The school dropout who has found himself a vocation or gained employment needs education so he/she can be more productive, the dropout who has realized the need to school but has 'grown past school going age' and desires to school obviously needs education, managers as well as employees need further education in order to keep pace with today's rapidly changing world and gain increased wages and status respectively. Somehow, the traditional education dependent society we have created for ourselves and considers the 'best', limits our quest for continuing education. For many people, formal education ended the day they dropped out or graduated from High School, College or University, even though, technology makes it possible for us to sit in our houses and still get quality education.

When technology - computers and internet connectivity - replaced physical classrooms and made it possible to study by distance in real time, it appeared the issue of continuous education for everyone, including the dropout and the working class have been solved. It appeared, and still does, that now the teacher need not leave his students, apply for study-leave or leave of absence to pursue further education. It appeared the fifty-year-old woman who dropped out of school several years ago could now school from home and it appeared the father could learn what his daughter is learning at College using the same device he uses to call her. That is what it appeared. Those who dropped out of school due to issues of finance and have not since had a breakthrough would not benefit, and those who have the money would not want to put their money into a certificate employers and academicians alike would frown upon. So little appear to have changed for these two groups of people, though online Colleges and Universities abound.

Two prime issues are to blame. First, online education is too expensive for the target group of learners and second, there is the perception that online Colleges and Universities do not provide holistic education like the traditional Colleges and Universities. As indicated by Ed Vosganian - founder and CEO of College Funding 123, the cost of on-campus University for undergraduate is estimated at 42, 000 dollars while for the same group it cost around 21, 000 dollars for online universities. By comparison we would say that it cost far less to study via online. But we need not lose sight of those who mostly enroll in online University. It is those in the middle and lower classes who opt for online universities. They include; the employee who has sacrificed pleasure for higher qualification in return for better wages, the unemployed who wants to gain employable skills, the dropout who wants to get back to school in the hope that there will be a brighter future, and the people living in the remote part of the world, especially in the developing world, who don't even have the money to pay fees and so would have to learn and work simultaneously. To these 21, 000 dollars is money so huge, it is very difficult to raise. There are people of the higher income class who enroll in online universities, but online learning is not popular among these due to low prestige and the myths associated with online education. The online institutions will tell you, they would not put anything on your certificate to show that you received a non-traditional education. This kind of advert speaks of how society values online education. Online education is considered a cheap way of getting 'watered down' education. Online Colleges and Universities were until recently considered diploma mills. This perception still exists, though empirical evidence tells us there is no disparity in quality of students from traditional Colleges and Universities on one hand and online Colleges and Universities on the other. The online Universities and Colleges are doing their best to make online learning prestigious and bring down study cost, but they cannot do it alone. With government intervention online learning can become prestigious and lower and middle class friendly.

Government should provide a national framework for online education, subsidize accreditation, and grant scholarships and student loans for students in online Colleges and Universities. A national framework to guide the operations of all online colleges and universities should be instituted by the state, through the Department of Education or the relevant government agency. This framework, which would be descriptive and not prescriptive in nature would describe, for example, the minimum courses to be taken at a given level, and the general mode of operation of online universities and colleges without prescribing specific courses or mode of operation. Accreditation is not just laborious for online Colleges and Universities; it is also expensive. This cost is passed to students, souring up program fees. If the government decides to absorb half the cost of accreditation, though there is no guarantee the program fees will be halved, the program fee would be reduced somehow. Lastly, most of the students who opt for online colleges and universities do not receive scholarships and student loans from the state. Those who receive something do not get huge scholarships and student loans like their counterparts in traditional Colleges and Universities. Government should make scholarships and students loans available to students of online Colleges and Universities just as it does for students in traditional Colleges and Universities.

The ramifications of these interventions would definitely be awesome. Providing a national framework for online education would take away the false negative perception people have about online learning. Many think online learning is easy and also the number of credits taken are far less than those taken in traditional learning settings. This thinking exists because there are some poorly designed online courses in which certificate are awarded after just a couple of assignments have been submitted. Such practices can be stopped, when a national framework is developed and operationalized. A national framework will give credibility to online learning, because a national standard for online would have to be adhered to and so no online college or university can just sell certificate. Subsidizing Accreditation will yield three results. The most obvious is that, it would reduce program fees because amount to pass to the students would be less. Subsidizing accreditation fees would encourage online Colleges and Universities to seek accreditation from accrediting bodies recognize by the Department of Education or the appropriate state agency. Even though accreditation is not compulsory in some parts of the world, like the united states, some occupation that require state licensing would not accept degree from non-accredited Colleges and University. Prospective online learners are, usually, worried about whether the can easily work with their certificates. Government intervention would remove this worry and remove the negative perception people have about online education as well. Government interventions in the form of scholarship and loans would ease the financial burden and make it possible for those who hitherto would not be able to school to do so. In sum, government intervention would go a long way to produce an enlightened society by permitting many people to receive higher education.

There are many people wanting to get higher education through online Colleges and Universities so they gain knowledge and skills, or enhance their knowledge and skills but cannot do because of either the cost or the uncertainty of the acceptability of the certificate. Government intervention in the form of national framework for online universities and colleges, subsidizing accreditation cost and providing scholarships and student loans would open the door for those who want to study from home. Government intervention can give the assurance that online learning is as good as traditional college or university learning, and that their certificate would be accepted jobs that require state licensing. It would ease the pressure on facilities in traditional Colleges and Universities, produce the well-educated citizenry needed for national development and convert the current pyramidal shape into a 'near' cylinder.

Sunday, September 9, 2018

Whither Education

https://tiabijaksana.blogspot.com
-education

Even after half-a-century of Indian Independence, the fate of education, educators and students has hardly improved. The apathy of the power that be, including a large section of society, has not changed when it comes to human resource development and education. Even now there are more than four crore educated unemployed youths in India.

India boasts of being world's third knowledge power but effectively this is the lowest when judged against per thousand-population base. Societal degradation, inflicted by political might, is reflected in educational institutions across India. Aberrations have become the rule on campuses that are infested with self-seekers and politicians.

Democratization of higher educational institutions, though a noble concept, has in the past 20 years turned campuses into a cauldron of stinking filth. These are managed by affiliations charged with little regard for excellence, honesty and intellectual probity. Unethical and politically-motivated decisions serve a few and are reflections of societal catharsis.

Geographic India consolidated into a polity by the British has muted into conglomerations of politically charged, disjointed entities and facsimiles of democratic degradation. The classic conservative yearning for an ordered polity and commensurate pursuit of knowledge on the campuses are missing. Whichever brand rules the country, this section of society commands no respect now. May it be students or teachers they don't have a voice, they don't constitute an essential service and education is not a national necessity. Being a state subject, educational policies suffer from innumerable deformities.

Though it is a constitutional obligation, the non-availability of funds and vested administrative setup have led to the mushrooming of universities, fake campuses, private enterprises and numerous makeshift centers of education as also fly-by-air foreign campuses. It has proved to be a great financial endeavor with hardly any risk involved because it does not come under VAT or any other financial constraints. India has by now more institutions of such type than colleges, an excellent opportunity to rope in knowledge seeking youth and those who desire to fly off to greener pastures.

When it comes to the formulation of policies about higher education, structuring the system, financial assistance, grants and salary, the statutory body-University Grants Commission-is mentioned like a sacred cow worshipped as well as butchered in the streets. How far the UGC is autonomous is a common knowledge. It has become a post office, a government organization, disbursing petty grants, sanctioned by the Central Government, among universities or institutions with a number of tags attached to them depending upon the status of the recipient institutions, state, Central, autonomous or deemed universities. There is a perpetual complaint about the non-availability of funds. The administration should appreciate that the jumbo cabinet and expenditure on legislatures could be cut down to feed and educate a few villages. The teacher wants to be a ladder upon which students could climb and scale new heights.

The Central and state governments invoke ESMA to curb the voice of agitating people, but it takes no time to give benefits to politicians and bureaucrats. It is essential to please them so that a symbiotic balance is maintained as also to oblige a few of them. The government has failed to take effective steps to curb industrialization of education. Within hours the doles given in Parliament and honorarium were doubled but the 6 per cent expenditure of the GDP on education has proved to be dogma persisting right from the Kothari Commission recommendations for over four decades now.

Students of various educational institutes go on strike, almost yearly, demanding withdrawal of excessive fee hike. The tuition fees make up only about 13 per cent of annual expenditure in the present university education. It is now a formidable industry and the aim is to make money. Poor students, however, intelligent they may be, cannot afford to join colleges, professional institutions or courses. They may join such courses by putting their families under heavy debt of banks or financial institutions. Even in the USA, tuition fees contribute to about 15 per cent of the total annual expenditure on higher education. Nehru said: "If all is well with universities, it will be well with the nation. " Whereas Rabindranath Tagore once compared educated classes in India to "A second storey in an old building that was added in, but unfortunately the architect forgot to build a staircase between them. "

Teaching profession is devalued in the country because the teachers can't compete in our society, have no muscle power, are educated and hence behave differently. Neither do they have guts of creamy bureaucrats nor institutional support of any kind. A teacher can entertain you with a pale smile on hearing that this is the profession of nation builders, the cream of society and a noble profession. The next moment teacher will be branded as cancers in societal marrow, getting salary for no work, craving for power, equality in salary and status with the Class A government servants. The teacher was the consultant and conscience keeper of society till mid-century. One could identify him by his tattered clothes, emaciated pale face, soft voice and meek behavior. He was the guru. That guru, comparatively having a better outfit now, has metamorphosed to a present teacher.

Newspaper reports are replete with his shortcomings; his misconduct in preaching indiscipline, enough is paid to him for no work, as he has to teach only for 181 days in a year. How could he dream of the parity with his bosses in the secretariat, his class dropouts in Parliament and the government. In order to save our hard-earned "democracy" which is being strengthened by a few hooligans, politicians and administrators, the government has to suppress the genuine demands so that education does not progress to the detriment of "illiterate democrats". A handful of teachers adopts unethical means to become rich just like any other segments that are designated scamsters today. Exceptions, however, do not make the rule.

Most of our Presidents, many of our bureaucrats, including ministers, parliamentarians and others, had been in this profession. Did they not do any good work for the betterment of society before their elevation to these posts of governance and reverence? Can't the authorities assess the strength of the demand vis-à-vis the qualification, age at the time of being recruited as a teacher, lack of promotional avenues, stagnation and competency in terms of hiatus in the inflated societal values, urge and necessity to improve qualification and experience to remain in the fray. Education for teachers is a continuous process unlike "one-time-degree-obtaining-education" for others. Evaluation is paramount in this profession for every promotion. Classroom education has become drudgery afflicted by societal unrest, absolute lack of infrastructure, fear psychosis gripping the powerless parents and absences of administration.

My perception is that politicians take less interest in improving the standard of education and living because they know that once the poor comes to know about their corrupt practice they would neither listen nor elect them. Political parties make promises in their election manifestos to reduce employment, poverty and corruption. But this can't be achieved without education. To me, education comes as a discipline, which is all-pervasive. Enshrined in our directive principles and ensuring our countrymen, "right-to-education" makes me feel that we possess the right to educate".

Even when we have ushered in the new millennium, education remains a password to of those who make an arrogant assertion that they know best and are serving the public interest-an interest, which of course, is determined by them. By the perception entrenched with the British subjugation of our people elitist education occupied the center stage to produce Macaulay's clones who were Indians muted to be "English in taste, in opinion, in morals and in intellect". "Educated slaves became strong props to sustain the British rule. " Lord Curzon favored bureaucratization of education since he opined that educational institutions have become factors for the production of political revolutionaries. By the Act of 1919 education was transferred to the province.

When we educate we are involved in politics. Educators often think of education being disjointed from politics. In fact, education is perhaps the most political activity in the community. The state has always influenced what is taught in educational institutions. The socio-political (and in some cases religious) ideology colors the content of learning and the emphasis on various aspects. In fact, based on where the child was educated within India-whether it was a large city or a village, whether the school used English or a regional language as a medium of education, among other factors- the child will have a different world view. However, education, based on the syllabus, in India has largely strived towards imparting a temperament of religious, political and social tolerance. The social mores and hierarchies often seep into the arena of learning and color education.

Given the political potential of education, there have been numerous attempts to use education as a way of indoctrination. Sometimes it is covert, at other times it is overt. Sometimes it is subliminal, other times it is deliberate. However, political forces have always used education to further certain world views. Today, numerous educationists and political thinkers in India are afraid that a deliberate attempt to use education as a way of social-religious indoctrination might be the agenda of the new education policy.

Ralph Waldo Emerson said: "Not gold, but only teachers can make people great and strong-the persons who for truth and honor; sake stand fast and suffers long. It is they who build a nation's pillar deep and lift them to the sky". Teaching profession is a bed of roses. A good teacher is always his/her student's guide, friend and philosopher. A boy looked at the sticker on a car, which said, "Trees are friends". He challenged this statement, started cutting trees, saying that, "Trees are not our friends, but our enemies". When asked why he thought so. He said in his science textbooks it was stated "trees bring rain". Since his village gets flooded in every rainy season, so he thought that "all trees must be cut down". Confucius wrote, "If you plan for a year, plant a seed. If for 10 years, plant a tree. If 100 years, teach the people. " Literacy is not enough. It is good to have a population, which is able to read, but infinitely better to have people able to distinguish what is worth reading. With overcrowded classrooms and ill-paid teachers, coaching classes are the commercial fallout of a system bursting out of the seams. How can idealism be expected from someone as concerned about the quality of life as you and me?

We have grown up with cherished memories of special teachers who made us love a subject we could actually have been frightened of and who we respected unconditionally. I have come across many persons whose mediocrity is reflected when they project themselves as the best whereas the fact speaks otherwise and those who criticize their alma mater forgetting that they passed out from the same from which they graduated. Education can have a great role to play in decreasing social disparities between groups and in promoting social mobility. For instance, the tremendous expansion of the middle class in India can confidently be attributed to the investment in education, especially in higher education.

Universities are struggling to survive on shrinking governmental grants. In the wake of this it takes shortsighted decisions to cut expenses and increase revenue by increasing fees, which may not be in the long-term interest of the universities. Thus universities end up being run as business enterprises. Education cess is now on considered to partially meet funds for primary education and Sarv Shiksha Abhiyan. Open our universities to foreign students. Foreign campuses may prove to be of hardly any use in generating funds for Indian education. Trading in education may be another jeopardy.

Collaborations could be in specialized fields with foreign campuses like in the past. Even in the USA, private and government ratio in higher educational system does not exceed 80/20. China is experiencing two-way international student traffic with a large number of them from the USA in preference to India. This could be reversed if we build proper infrastructure and achieve proficiency in imparting education of world standard. A realistic education cannot be separated from the realities of the students' environment, which surrounds him, his aspirations, society, the local cultural factors, conditions varying in his own country and global effects. Education, therefore, should be in consonance with the day-to-day living. Till date education does not define our resurgent polity and democracy.

Monday, September 3, 2018

Is There Still A Shortage of Special Education Teachers

https://tiabijaksana.blogspot.com
-education

Today, I am a Special Education teacher. However, I can still remember when I was young and back in graduate school matriculated in the social studies teaching program. Since I wanted to be a History teacher, not a Special Education teacher, it's kind of funny that all these years later I am teaching Special Education. How did this happen? Well, the same way it happened for some others too I guess... I had friends who were Special Education teachers and also a few who were enrolled in Special Education teacher-preparation programs who talked me into giving it a try. They told me that Special Education is where the real need was. Basically, they told me that this is where a guy like me could do the most good.

Well, more than two decades later not much has changed. There is still a huge need for Special Education teachers here in the United States. According to the U. S. Department of Education, Special Education is among the most high-need fields in schools that service low-income students. The U. S. Department of Education also states that there is a Special Education teacher shortage in 49 out of our 50 states.

In addition, today there are more instances of students with multiple disabilities at a younger age. The National Education Association (NEA) says that there has been a 30% increase in Special Education students since 2006. Finally, throw in the high turn-over rate of teachers in such a demanding field and one can easily see that our country has a problem, and that problem is only going to get bigger.

So, why can't we get enough Special Education teachers? Well, according to National Public Radio (NPR) our country is having this shortage because of the extremely long hours they have to put in and the crushing paperwork that they are expected to complete on top of their everyday teaching. I say we're also having this shortage because being a Special Education teacher isn't for everyone. Only a few people can handle the day-in and day-out uncertainties of the job, and the ever-changing roles they have to play. Not only do they have to take an enormous amount of time to learn the academic side of multiple subjects or scholarly disciplines, which could take five to ten years to fully learn, but they also have to learn about all the different factors that could impact academic performance, and learn the law too, as well as do many administration duties.

In a word, it's overwhelming. Just considering the disabilities side alone, a Special Education teacher has to be able to accurately identify and treat needs that could be based on learning deficiencies or even different styles, as well as the mental, emotional, and even social deficiencies too. Furthermore, Special Education teachers also have to know what to do with the other side of the spectrum too with the gifted students.

Basically, not only do they need immense people skills in dealing with all kinds of students and adults, but they also have to love the unpredictability of the field, and must be a believer in possibilities, as well as possess the highest form of intelligence, which is called empathy. Not sympathy here, but empathy. There is a difference between empathy and sympathy. Special Education teachers need all of these mentioned skills and more in order to just survive the day, let alone an entire career in these education trenches.

So, what can we do about this shortage? Well, some school districts have been creatively working with their local universities and creating special programs where teacher candidates can work full-time as teachers for two years to get teaching experience while they go to school at night to get their degree. Some school districts have offered signing bonuses, stipends and tuition reimbursement in their efforts to attract more teachers. These are good ideas. However, these kind of initiatives are not being done enough. Some school districts are offering young teachers mentors to support their efforts and offer guidance in an attempt to cut down on the attrition rate. Again, this is another good idea, but not enough districts are doing this either.

I personally feel that one of the toughest things about being in this field is the lack of respect for what these unsung heroes do on a daily basis. The lack of respect is causing low teacher morale and driving a lot more teachers out of the education field than I think most of us are willing to admit. And this low teacher morale and lack of respect for our country's teachers is something that is avoidable, and something that we can fix if we want to do it bad enough. Finally, just to get an outsider's perspective, I asked my wife what she thought could be one of the solutions to the Special Education teacher shortage problem and she said, "More pay! "

CARA PERBAIKAN GEDUNG SEKOLAH DENGAN MUDAH

     Pada kesempatan ini penulis akan membahas cara perbaikan gedung sekolah dengan mudah, karena bukan hanya perangkat adminstrasi guru saj...