Educational Problem Solving

Abstract

This article introduces the educational solutions module of the world’s most recent personal and professional problem solving site, describing competitive offerings, the customer profile, problem-oriented solutions, target markets, product offerings, and usability features. It concludes that the module is a major contribution to the information superhighway.

Introduction

The aim of this article is to introduce to the world the educational solutions module of the world’s most recent personal and professional problem solving site. The article is addressed to those readers who may have an educational problem bogging them and who may therefore be looking for a way out of their predicament. The reader may be a parent, child, or student.

It is a common fact of life that we all have problems and that we are often frustrated or we tend to lash out because of our inability to find accessible and reliable information about our problems. This specialist site fills this need – as our pragmatic friend for solving our educational problems.

To be of the greatest use to people a problem solving site must combine pragmatic discussions of their personal or professional

Pros And Cons Of Online Education

More and more young people are choosing non-traditional education to start and advance in their careers while completing and furthering their formal education. “Typical distance learners are those who don’t have access to programs, employees who work during scheduled class hours, homebound individuals, self-motivated individuals who want to take courses for self-knowledge or advancement, or those who are unable or unwilling to attend class” (Charp, 2000, p. 10). Three key elements surround the online learner: technology, curriculum, and instructor (Bedore, Bedore, & Bedore, 1997). These elements must be keenly integrated into one smoothly and operationally functional delivery tool.

While an online method of education can be a highly effective alternative medium of education for the mature, self-disciplined student, it is an inappropriate learning environment for more dependent learners. Online asynchronous education gives students control over their learning experience, and allows for flexibility of study schedules for non traditional students; however, this places a greater responsibility on the student. In order to successfully participate in an online program, student must be well organized, self-motivated, and possess a high degree of time management skills in order to keep up with the

Author of “The Nightmare That Is Public Education”

A retired teacher and principal with thirty-eight years of experience in public education, Renato C. Nicolai, Ed.D., taught 6th through 12th grade and was both an elementary and middle school principal. In education circles, he was known as Dr. Nicolai, which eventually was shortened to Dr. Nick, and has stuck ever since.

Tyler: Thank you for joining me today, Dr. Nick. Obviously, the state of public education in the United States is of great concern to many people. To begin, will you tell us what you think is wrong with the public education system?

Dr. Nick: Wow! What an opportunity! Yes, I would be pleased to tell you what I think is wrong with the public education system. My thoughts aren’t in any order of priority; I’m telling you about them as they come to mind.

What I think of first is what I wrote about as the main emphasis in my book. Teachers desperately need to improve the quality of their teaching, so, specifically, what’s wrong is that too many teachers are either incompetent or mediocre instructors at best. Yes, if you had the opportunity to

Education Capitalization

Introduction

Education carried out by government and also private sector requires a real operating expenses height. Most all sector is relating to education must be bought. Book, chalk, ruler, and teaching aid readily uses for example, must be bought. Therefore, education requires cost.

Presumption like that not then is followed up with closing eyes and ear with interest places forward commercial factor than social. Education is not commodity, but effort carries out system and certain mechanism that man is able to improve; repair their/his self, can make balmy itself, and solvent of interaction as man.

Education paradigm growing in Indonesia in this XXI century step by step has started leaves aspiration of the founders this republic nation-state that is that every citizen entitled to get education that is competent. The republic founders aware to that performing of the education are addressed to makes man is humanitarianly and can make process towards at fullness of spirit hence would very ironic with situation of education these days.

The Role of the Government and Private sector

Education is responsibility of all suborder. By referring this assumption, education organizer is not merely government but also entangles the

Millennium Education Development

Dr. Tooley: His conclusions on Private Education and Entrepreneurship

Professor James Tooley criticized the United Nations’ proposals to eliminate all fees in state primary schools globally to meet its goal of universal education by 2015. Dr. Tooley says the UN, which is placing particular emphasis on those regions doing worse at moving towards ‘education for all’ namely sub-Saharan Africa and South Asia, is “backing the wrong horse”.1

On his extensive research in the world poorest countries such as Ghana, Kenya, Nigeria, India, and China, Dr. Tooley found that private unaided schools in the slum areas outperform their public counterparts. A significant number of a large majority of school children came from unrecognized schools and children from such schools outperform similar students in government schools in key school subjects.2 Private schools for the poor are counterparts for private schools for the elite. While elite private schools cater the needs of the privilege classes, there come the non-elite private schools which, as the entrepreneurs claimed, were set up in a mixture of philanthropy and commerce, from scarce resources. These private sector aims to serve the poor by offering the best quality they could while charging affordable fees.3

India’s Education Sector – Back to School

India’s US$40b education market is experiencing a surge in investment. Capital, both local and international, and innovative legal structures are changing the face of this once-staid sector

The liberalization of India’s industrial policy in 1991 was the catalyst for a wave of investment in IT and infrastructure projects. Rapid economic growth followed, sparking a surge in demand for skilled and educated workers. This, combined with the failure of the public system to provide high quality education and the growing willingness of the burgeoning middle class to spend money on schooling, has transformed India’s education sector into an attractive and fast-emerging opportunity for foreign investment.

Despite being fraught with regulatory restrictions, private investors are flocking to play a part in the “education revolution”. A recent report by CLSA (Asia-Pacific Markets) estimated that the private education market is worth around US$40 billion. The K-12 segment alone, which includes students from kindergarten to the age of 17, is thought to be worth more than US$20 billion. The market for private colleges (engineering, medical, business, etc.) is valued at US$7 billion while tutoring accounts for a further US$5 billion.

Other areas such as test preparation, pre-schooling and vocational training

Quality Education Vs Accreditation

Education:

“The act or process of educating or being educated; the knowledge or skill obtained or developed by a learning process!”

Inquiries into furthering my educational aspirations were made to various colleges within my immediate environmental area. Several of the schools contacted required placement exams that I did not challenge, as I am adept and very capable of dealing with college examinations. The thing that got to me was the disparaging remarks from some college recruiters regarding their standards for education as opposed to another college. One of the schools that I’ve attended is a two-year degree school while the other is as well. They hold real estate in the same zip code and competed for students in the same local. They both educated local students as well as out of state and students from other countries and nations.

One school considered itself superior to the other by reason of accreditation. The school that was described as inferior did not have middle states accreditation. The school was described as below standard by the other. The so-called superior school is lead and operated by a non-HBCU affiliation while the other happened to be lead and operated

Challenges in Introducing Value Education

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

New Policy On Distance Learning In Higher Education Sector

In pursuance to the announcement of 100 days agenda of HRD of ministry by Hon’ble Human Resources development Minister, a New Policy on Distance Learning In Higher Education Sector was drafted.

BACKGROUND

1. In terms of Entry 66 of List 1 of the Seventh Schedule to the Constitution of India, Parliament is competent to make laws for the coordination and determination of standards in institutions for higher education for research, and scientific and technical institutions. Parliament has enacted laws for discharging this responsibility through: the University Grants Commission (UGC) for general Higher Education, the All India Council for Technical Education (AICTE) for Technical Education; and other Statutory bodies for other disciplines. As regards higher education, through the distance mode, Indira Gandhi National Open University (IGNOU) Act, 1985 was enacted with the following two prime objectives, among others: (a) To provide opportunities for higher education to a large segment of population, especially disadvantaged groups living in remote and rural areas, adults, housewives and working people; and (b) to encourage Open University and Distance Education Systems in the educational pattern of the country and to coordinate and determine the standards in such systems.

2. The history of

Sex Education: Its Importance and Need in the Society

Sex Education, as the term clearly indicates, refers to education which is based on human sexual behavior. Parents, schools or caretakers offer it in some parts of the world to educate the children, who are stepping into their adolescence. If formally received, sex education is either taught as a full course at high school or junior high school level or in biology, health, home economics classes. Teaching sex education is rather a controversial issue; debates have been going on for several decades discussing if it should be taught formally in schools or not. Sex education in schools should exist without any doubts and apprehensions as it offers many benefits.

Adolescence is called the “age of storm and stress”. The young teenagers, during this phase of life are under deep psychological pressure. Mainly, this psychological pressure is the result of one’s growing sexual needs and the biological changes and hormonal effects on the individuals. During this time, most of the children are observed to become easily irritable. They find it difficult in most situations to deal with the family members. They might not want to talk to them about the natural changes taking place in their body and

Globalisation And Primary Education Development In Tanzania

1. Overview of the Country and Primary Education System:
Tanzania covers 945,000 square kilometres, including approximately 60,000 square kilometres of inland water. The population is about 32 million people with an average annual growth rate of 2.8 percent per year. Females comprise 51% of the total population. The majority of the population resides on the Mainland, while the rest of the population resides in Zanzibar. The life expectancy is 50 years and the mortality rate is 8.8%. The economy depends upon Agriculture, Tourism, Manufacturing, Mining and Fishing. Agriculture contributes about 50% of GDP and accounting for about two-thirds of Tanzania’s exports. Tourism contributes 15.8%; and manufacturing, 8.1% and mining, 1.7%. The school system is a 2-7-4-2-3+ consisting of pre-primary, primary school, ordinary level secondary education, Advanced level secondary, Technical and Higher Education. Primary School Education is compulsory whereby parents are supposed to take their children to school for enrollment. The medium of instruction in primary is Kiswahili.

One of the key objectives of the first president J.K. Nyerere was development strategy for Tanzania as reflected in the 1967 Arusha Declaration, which to be ensuring that basic social services were available equitably to all members of society. In

Higher Education and Society

Institutions of education, and the system of which they are a part, face a host of unprecedented challenges from forces in society that affect and are influenced by these very institutions and their communities of learners and educators. Among these forces are sweeping demographic changes, shrinking provincial budgets, revolutionary advances in information and telecommunication technologies, globalization, competition from new educational providers, market pressures to shape educational and scholarly practices toward profit-driven ends, and increasing demands and pressures for fundamental changes in public policy and public accountability relative to the role of higher education in addressing pressing issues of communities and the society at large. Anyone of these challenges would be significant on their own, but collectively they increase the complexity and difficulty for education to sustain or advance the fundamental work of serving the public good.

Through a forum on education, we can agree to: Strengthening the relationship between higher education and society will require a broad-based effort that encompasses all of education, not just individual institutions, departments and associations.

Piecemeal solutions can only go so far; strategies for change must be informed by a shared vision and a set of common objectives. A “movement” approach

Education and Real Life Challenges

In contemporary times, almost as a cultural practice, education has been elevated to the level of an initiation rite into the modern world. With the aid of formal educational training, people acquire the skills of reading and writing. It is obvious that literacy, the ability to read and write, has become a requisite for coping with numerous challenges of modern times. As a strategy for ensuring that no child is denied the opportunity of acquiring formal education, not sending a child to school is a criminal offence in some parts of the world, especially in the West. In addition, some governments assist their citizens to acquire formal education by either subsidising the cost or making it available at no cost (at the basic level, at least).

It is impossible to fit into the modern times if one does not go to school. Consequently, education is a necessity, not a luxury. People’s attitude to education in contemporary time appears to suggest, in fidelity to Platonism, that it is better to be unborn than to be uneducated. The demand for education in different parts of the world is unarguably on daily increase. People make numerous sacrifices to acquire education.

Immortalizing Values Through Education

Education is the primary agent of transformation towards sustainable development, increasing people’s capacities to transform their visions for society into reality. Education not only provides scientific and technical skills, it also provides the motivation, and social support for pursuing and applying them. For this reason, society must be deeply concerned that much of current education falls far short of what is required. When we say this, it reflects the very necessities across the cultures that allow everyone become responsible towards quality enhancement.

Improving the quality and revelation of education and reorienting its goals to recognize the importance of sustainable development must be among society’s highest priorities. It is not that we talk only about environment but also about every component of life.

We therefore need to clarify the concept of education for sustainable development. It was a major challenge for educators during the last decade. The meanings of sustainable development in educational set ups, the appropriate balance of peace, human rights, citizenship, social equity, ecological and development themes in already overloaded curricula, and ways of integrating the humanities, the social sciences and the arts into what had up-to-now been seen and practiced as a branch of

Whither Education – An Apathy

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

Opportunities in the Context of Internationalization of Higher Education

The World Bank’s 1991 ‘World Development Report’ has made a very interesting observation that the scientific and technological progress and enhanced productivity in any nation have a close link with investment in human capital as well as the quality of the economic environment. Scientific and technological capabilities are, however, unevenly distributed in the world and are linked with the education system in a nation.

The 21st century has seen quite massive changes in higher education systems both in terms of complexity of the systems and also in terms of its utility for converting education into an effective tool for social and economic changes. A very interesting relationship is emerging among education, knowledge, conversion of knowledge into suitable entities from trade point of view, wealth and economy.

Internationalization of education includes the policies and practices undertaken by academic systems and institutions-and even individuals-to cope with the global academic environment. The motivations for internationalization include commercial advantage, knowledge and language acquisition, enhancing the curriculum with international content, and many others. Specific initiatives such as branch campuses, cross-border collaborative arrangements, programs for international students, establishing English-medium programs and degrees, and others have been put into place as part of

Special Education Reform?

I remember 20 plus years ago when I was getting my graduate degree in Special Education and a buddy of mine getting his degree in elementary education told me that his father, a school principal, said that I probably shouldn’t waste my time getting a masters in Special Education. He said that Special Education would be eventually fading out of public education. I was almost done with my masters at this point so I figured I would have to take my chances with it, besides what other choice did I have anyways at that point?

I got a Special Education job and taught for about 10 year. There were a lot of ups and downs over those 10 years, and eventually I decided that I wanted a change so I got certified and switched over to high school history. At this point in my career I remembered what my friend had said a decade ago and wondered if I was ahead of the curve on schools no longer needing special education teachers, even though it was 10 years later. I wondered if my job was now safe in my new-found home in the history department.

Well,

Teacher Education and Teacher Quality

1.0 INTRODUCTION

One of the sectors which fosters national development is education by ensuring the development of a functional human resource. The institution of strong educational structures leads to a society populated by enlightened people, who can cause positive economic progress and social transformation. A Positive social transformation and its associated economic growth are achieved as the people apply the skills they learned while they were in school. The acquisition of these skills is facilitated by one individual we all ‘teacher’. For this reason, nations seeking economic and social developments need not ignore teachers and their role in national development.

Teachers are the major factor that drives students’ achievements in learning. The performance of teachers generally determines, not only, the quality of education, but the general performance of the students they train. The teachers themselves therefore ought to get the best of education, so they can in turn help train students in the best of ways. It is known, that the quality of teachers and quality teaching are some of the most important factors that shape the learning and social and academic growth of students. Quality training will ensure, to a large extent, teachers are of

Highly Effective Educator?

Anyone can teach. We teach each other every day. For example, we give instructions to each other for such things as cooking, putting together furniture, and completing household other tasks. However, teaching someone is different than the process of educating someone. Consider the difference between informal learning and formal learning. An example of informal learning would be following a recipe to learn how to cook. In contrast, formal learning occurs within a classroom and usually is accompanied by evaluation and assessment. It may seem that teaching and educating are the same thing; however, the difference has to do with the place or context for learning.

This is the same distinction can be made for teaching informally (giving instructions) and teaching students in a formal classroom environment. A person enters the field of education as a profession – either full time in traditional academic institutions or as an adjunct (or part time) instructor. The reasons vary for why someone would choose to be in the classroom. A traditional full time professor may likely be responsible for conducting research, teaching, and publishing scholarly work. An adjunct instructor may teach in a community college, traditional college, or an online school.

A Brief History of Special Education

Perhaps the largest and most pervasive issue in special education, as well as my own journey in education, is special education’s relationship to general education. History has shown that this has never been an easy clear cut relationship between the two. There has been a lot of giving and taking or maybe I should say pulling and pushing when it comes to educational policy, and the educational practices and services of education and special education by the human educators who deliver those services on both sides of the isle, like me.

Over the last 20+ years I have been on both sides of education. I have seen and felt what it was like to be a regular main stream educator dealing with special education policy, special education students and their specialized teachers. I have also been on the special education side trying to get regular education teachers to work more effectively with my special education students through modifying their instruction and materials and having a little more patience and empathy.

Furthermore, I have been a mainstream regular education teacher who taught regular education inclusion classes trying to figure out how to best work with some new