Wealthy Affiliate University – Education That Really Works | university education

Every parent dreams that their child will sail through high school, be offered countless scholarships to the most prestigious colleges and universities in the country and then land a lucrative and rewarding career.
 
Okay, how often does any of that really happen? Take a look around and you will see the shattered dreams of thousands of parents as their baby fails out of high school, can’t cut it in college or worse, gets his degree and then cannot get a job that utilizes the skills that just cost thousands of dollars.
 
Who knew ancient Greek culture would not land you a job? Now is the time to find the right combination of knowledge and skills to make way for a new career that not only works, but is actually lucrative as well.
 
The way that the world does business is changing, there is no doubt at all about that. Some of the fastest growing businesses in the world are on the Internet, in fact brick and mortar businesses are failing at an alarming rate while new online based businesses are growing in leaps and bounds.
 
Traditional college and university educations have not caught onto the notion and still teach classes designed to hopefully get the student ready for a job that will likely be gone by the end of the education.
 
Wealthy Affiliate University gives you the training and tools for a career that is not only ready for the future now, but is adaptable to changes as they come along.
 
Once you sign up with Wealthy Affiliate University, your training can begin. You will learn how to stop living paycheck to paycheck, dealing with bosses that do not understand you.
 
You will not need any huge training and it will not take four or six years to start earning the big money you would like to have. If you sign up and follow the training program to the letter, you could be seeing earnings that top out above and beyond your wildest dreams.
 
The entire process is just the beginning however. When you sign up for a state university or college, you put in your work and you earn a grade. The professors do not care if you are struggling- you may ask for help, but it will not guarantee that you get it.
 
After you graduate, you are given your diploma, a handshake and off you go into the cold world all alone. With Wealthy Affiliate’s training, you not only get support the entire time, you are not shoved out into the world on your own when you complete the program.
 
You are offered one on one coaching for each and every single step of the way. If you feel you are being overwhelmed, you can contact your mentor and get yourself back on track.
 
The cost of a college or university education can easily reach $100,000 depending on the major. The cost of Wealthy Affiliate University is less than $400 per year.
 
Once you compare the cost of the training and what you can realistically hope to be earning when you are done against the cost of college and what you might manage to earn and the choice will be abundantly clear.

New Policy On Distance Learning In Higher Education Sector | campusboard.mypressonline.com

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.BACKGROUND1. 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 distance learning or education through distance mode in India, goes way back when the universities started offering education through distance mode in the name of Correspondence Courses through their Directorate/School of Correspondence Education. In those days, the courses in humanities and/or in commerce were offered through correspondence and taken by those, who, owing to various reasons, including limited number of seats in regular courses, employability, problems of access to the institutions of higher learning etc., could not get themselves enrolled in the conventional `face-to-face’ mode `in-class’ programmes.3. In the recent past, the demand for higher education has increased enormously throughout the country because of awareness about the significance of higher education, whereas the system of higher education could not accommodate this ever increasing demand.4. Under the circumstances, a number of institutions including deemed universities, private universities, public (Government) universities and even other institutions, which are not empowered to award degrees, have started cashing on the situation by offering distance education programmes in a large number of disciplines, ranging from humanities to engineering and management etc., and at different levels (certificate to under-graduate and post-graduate degrees). There is always a danger that some of these institutions may become `degree mills’ offering sub- standard/poor quality education, consequently eroding the credibility of degrees and other qualifications awarded through the distance mode. This calls for a far higher degree of coordination among the concerned statutory authorities, primarily, UGC, AICTE and IGNOU and its authority – the Distance Education Council (DEC).5. Government of India had clarified its position in respect of recognition of degrees, earned through the distance mode, for employment under it vide Gazette Notification No. 44 dated 1.3.1995.6. Despite the risks referred to in para 4 above, the significance of distance education in providing quality education and training cannot be ignored. Distance Mode of education has an important role for:(i)providing opportunity of learning to those, who do not have direct access to face to face teaching, working persons, house-wives etc.
(ii)providing opportunity to working professionals to update their knowledge, enabling them to switchover to new disciplines and professions and enhancing their qualifications for career advancement.
(iii)exploiting the potential of Information and Communication Technology (ICT) in the teaching and learning process; and
(iv)achieving the target of 15% of GER by the end of 11th Plan and 20% by the end of 12th five year Plan.7. In order to discharge the Constitutional responsibility of determination and maintenance of the standards in Higher Education, by ensuring coordination among various statutory regulatory authorities as also to ensure the promotion of open and distance education system in the country to meet the aspirations of all cross-sections of people for higher education, the following policy in respect of distance learning is laid down:(a) In order to ensure proper coordination in regulation of standards of higher education in different disciplines through various modes [i.e. face to face and distance] as also to ensure credibility of degrees/diploma and certificates awarded by Indian Universities and other Education Institutes, an apex body, namely, National Commission for Higher Education and Research shall be established in line with the recommendations of Prof. Yash Pal Committee/National Knowledge Commission. A Standing Committee on Open and DistanceEducation of the said Commission, shall undertake the job of coordination, determination and maintenance of standards of education through the distance mode. Pending establishment of this body:(i) Only those programmes, which do not involve extensive practical course work, shall be permissible through the distance mode.(ii) Universities / institutions shall frame ordinances / regulations / rules, as the case may be, spelling out the outline of the programmes to be offered through the distance mode indicating the number of required credits, list of courses with assigned credits, reading references in addition to self learning material, hours of study, contact classes at study centres, assignments, examination and evaluation process, grading etc.(iii) DEC of IGNOU shall only assess the competence of university/institute in respect of conducting distance education programmes by a team of experts, whose report shall be placed before the Council of DEC for consideration.(iv) The approval shall be given only after consideration by Council of DEC and not by Chairperson, DEC. For the purpose, minimum number of mandatory meetings of DEC may be prescribed.(v) AICTE would be directed under section 20 (1) of AICTE Act 1987 to ensure accreditation of the programmes in Computer Sciences, Information Technology and Management purposed to be offered by an institute/university through the distance mode, by National Board of Accreditation (NBA).(vi) UGC and AICTE would be directed under section 20 (1) of their respective Acts to frame detailed regulations prescribing standards for various programmes/courses, offered through the distance mode under their mandate,(vii) No university/institute, except the universities established by or under an Act of Parliament/State Legislature before 1985, shall offer any programme through the distance mode, henceforth, without approval from DEC and accreditation by NBA. However, the universities/institutions already offering programmes in Humanities, Commerce/Business/Social Sciences/Computer Sciences and Information Technology and Management, may be allowed to continue, subject to the condition to obtain fresh approval from DEC and accreditation from NBA within one year, failing which they shall have to discontinue the programme and the entire onus with respect to the academic career and financial losses of the students enrolled with them, shall be on such institutions/universities.(viii) In light of observation of Apex Court, ex-post-facto approval granted by any authority for distance education shall not be honoured and granted henceforth. However, the universities established by or under an Act of education programmes in the streams of Humanities/Commerce/Social Sciences before the year 1991 shall be excluded from this policy.(ix) The students who have been awarded degrees through distance mode by the universities without taking prior approval of DEC and other statutory bodies, shall be given one chance, provided they fulfil the requirement of minimum standards as prescribed by the UGC, AICTE or any other relevant Statutory Authority through Regulation, to appear in examinations in such papers as decided by the university designated to conduct the examination. If these students qualify in this examination, the university concerned shall issue a certificate. The degree along with the said qualifying certificate may be recognised for the purpose of employment/promotion under Central Government.(x) A clarification shall be issued with reference to Gazette Notification No. 44 dated 1.3.1995 that it shall not be applicable on to the degrees/diplomas awarded by the universities established by or under an Act of Parliament or State Legislature before 1985, in the streams of Humanities/Commerce and Social Sciences.(xi) The policy initiatives spelt out in succeeding paragraphs shall be equally applicable to institutions offering distance education/intending to offer distance education.(b) All universities and institutions offering programmes through the distance mode shall need to have prior recognition/approval for offering such programmes and accreditation from designated competent authority, mandatorily in respect of the programmes offered by them. The violators of this shall be liable for appropriate penalty as prescribed by law. The universities/institutions offering education through distance mode and found involved in cheating of students/people by giving wrong/false information or wilfully suppressing the information shall also be dealt with strictly under the penal provisions of law.(c) The universities / institutes shall have their own study centres for face to face counselling and removal of difficulties as also to seek other academic and administrative assistance. Franchising of distance education by any university, institutions whether public or private shall not be allowed.(d ) The universities /institutions shall only offer such programmes through distance mode which are on offer on their campuses through conventional mode. In case of open universities, they shall necessarily have the required departments and faculties prior to offering relevant programmes through distance mode.(e) It would be mandatory for all universities and education institutions offering distance education to use Information and Communication Technology (ICT) in delivery of their programmes, management of the student and university affairs through a web portal or any other such platform. The said platform shall invariably, display in public domain, the information about the statutory and other approvals along with other necessary information about the programmes on offer through distance mode, their accreditation and students enrolled, year- wise, etc. This may be linked to a national database, as and when created, to facilitate the stakeholders to take a view on the recognition of the degrees for the purpose of academic pursuit or employment with/under them.(f) All universities/education institutions shall make optimal use of e-learning contents for delivery/offering their programmes through distance mode. They shall also be encouraged/required to adopt e-surveillance technology for conduct of clean, fair and transparent examinations.(g) The focus of distance education shall be to provide opportunity of education to people at educationally disadvantaged situations such as living in remote and rural areas, adults with no or limited access to education of their choice etc.(h) In order to promote flexible and need based learning, choice-based credit system shall be promoted and all ODE institutions shall be encouraged to adopt this system and evolve a mechanism for acceptance and transfer of credits of the courses successfully completed by students in face-to-face or distance mode. For the purpose, establishment of a credit bank may be considered. Similarly, conventional universities, offering face to face mode programmes shall be encouraged to accept the credits earned by the students through distance mode. A switch over from annual to semester system shall be essential.(i) Convergence of the face-to-face mode teaching departments of conventional universities with their distance education directorates/correspondence course wings as also with open universities/institutions offering distance education, shall be impressed upon to bridge the gap in distance and conventional face-to-face mode of education.(j) Reputed Foreign education providers well established, recognized and accredited by competent authority in their country and willing to offer their education programmes in India shall be allowed, subject to the fulfillment of the legal requirement of the country.(k) A National Information and Communication Technology infrastructure for networking of ODE institutions shall be created under National Mission on Education through Information and Communication Technology.(l) Efforts would be made to create favourable environment for research in Open and Distance Education (ODE) system by setting up infrastructure like e- libraries, digital data-base, online journals, holding regular workshops, seminars etc.(m) Training and orientation programmes for educators and administrators in ODE system with focus on use of ICT and self-learning practice, shall be encouraged.(n) ODE institutions shall be encouraged to take care the educational needs of learners with disabilities and senior citizens.(o) An official notification clarifying the issue of recognition of academic qualification, earned through distance mode, for the purpose of employment, shall be issued.(p) A mechanism shall be set up for evaluation of degrees of foreign universities for the purpose of academic pursuit as well as for employment under the Central Government. This may include the assessment of the credentials of the university concerned as also to test the competence of the degree holder, if needed.

Successfully Achieve Your Dreams With Proper University Education | university education

There is no one who starts an online business with the hope of failure, or a plan to waste money on a venture that will produce minimum or zero results. With all the hype flying at you everyday, starting your own online business is becoming one of the fastest growing methods of working at home that is available to everyone with a computer and an internet connection.What many of the get-rich-quick-schemes do not tell you, is they are designed to help only a few people make money. Typically, the few people who started the company, and they are going to make money from your efforts. That really does not sound like self-employment. It really sounds more like someone starting a business and using your work and money will make it grow. Sure, they may share a trickle of the income with you, but since they took the trouble to think of the program, they are going to keep most of the income.Even if it is a promising product or service, how you promote it will determine how much income you can make. However, most of these programs do not share that information. They are still doing business the old-fashion way, probably because they do not know any better.The internet offers a way for you to learn how to market your own website or internet business, how to write killer headlines for your product or service and how to write ad copy that will draw your potential customers in and make them want to buy what you are offering. Even better, the internet can teach you how to organize your website and include the tricks of the trade to get you found on major search engines.The knowledge and expertise being offered by the experts that use the internet effectively can train you to convey effectively your message through internet marketing and how to reach those people who are interested in what you are offering. They can even teach you how to let people know you have what they want, even if they do not realize they want it.How to achieve success through internet auctions and working as an affiliate, either by promoting the products of others or by promoting your own through others, are two important aspects of internet marketing often overlooked by those operating an online business. One of the keys to success of making money on the internet is not just getting people toy our site, but to keep them coming back. Every internet marketer is sharing the secrets of successful online marketers to help you achieve the success you desire, at a price.A business graduate degree will help in the traditional world, but as time and experience has shown, internet marketing is not traditional and unless you have the knowledge to meet these new demands, your old-fashion education will net you old-fashion results. Learning how to successfully market online is the goal of the teachings available on the internet and the teachings are diverse enough and complete enough that they can be applied to any online business environment.

Know About Medical Education Conferences – Research Education

What are Medical Education Conferences?The medical education conferences are the worldwide friendly union of physicians, physician assistants, nurse practitioners, medical students etc. working in one or the other medical areas and are interested in enhancing outcomes in the healthcare industry. Leaders of the medical education come together to share ideas and experiences to improve educational practices. These meetings are held in a chosen medical field, especially at exotic places to make one relax with their families and friends along with subject enrichment.Registrations are being made for attending such kind of meets. Abstracts and Presentations submissions are done months before the held date of the specific conference. After the review of the abstracts, they are accepted or rejected and the full schedule is then made keeping in consideration the time of the seminar and question-answer session. The event is spread over two or more weeks depending on the number of abstracts to be discussed.Why are these conducted?Variety of sessions and workshops are conducted to enable the diverse group of educators and researchers to share and discuss interesting ongoing approaches, innovations, and interventions to medical education.It is a platform for people of similar interests.
to form a network with others.
to take part in workshops and seminars.
to present their own work via presentations.
It provides tools for training of health professionals in developing, mastering and maintaining the important knowledge, skills, and attitude required for safe and effective patient care. These conferences help in developing and implementing curriculum, assessment and evaluation competency, simulation and observation studies, and policy or ethical dilemmas in medical training.Undergraduate/Postgraduate level students get the opportunity to attend expert’s seminars. Plus, they also get a chance to lead a seminar which helps them to strengthen their basic skills and to reinforce a clinical experience with an evidence-based approach, in turn, it creates efficiency and improves compliance with duty hours and patient care.Upcoming Medical Education Conferences in 2018Medical schools, universities and many associations routinely offer conferences on medical education; from undergraduate medical education to resident and research education on the vast number of topics.Have a look at the lists which are given below-
1. 15th APMEC 2018: 10-14 January 2018, Singapore.
2. Pain Management & Addiction Medicine for Primary Care: 16-18 February 2018 in Whistler (Vancouver) in Canada.
3. Cardiology for Primary Care: February 17-19, 2018 in Disneyland, California.
4. Infectious Diseases for Primary Care: 22nd – 24th February 2018 in Riviera Maya/Cancun, Mexico.
5. Clinical and Patient Wellness Program Series: February 22-24, 2018 in Orlando, Florida.
6. Pharmacology and Pain Management for Primary Care: Between 2-4 March 2018, it will be held in Sedona/Grand Canyon, Arizona.
7. Neurology and Psychiatry for Primary Care: In Napa Valley/Sonoma Wine Country, California, 9-11 March 2018.
8. Ottawa 2018.ICME 2018: 10-14 March 2018, Abu Dhabi.
9. Pediatrics for Primary Care: March 16-18, 2018 in Kapolei, Hawaii-Aulani.
10. Women’s Health and Pain Management: 24-26 March 2018 in Montego Bay, Jamaica.
11. Emergencies in Primary care: March 29-31, 2018 in Punta Cana.
12. Psychiatry and Women’s Health for Primary Care: March 29-31, 2018.
13. 13th International Medical Education Conferences 2018: 13-15 April 2018, Kuala Lumpur, Malaysia.
14. AMEE 2018: 25-29 August 2018, Basel, Switzerland.
15. Learn Serve Lead 2018 AAMC: 2-6 November 2018, Austin, USA.

Letting Albany State University Be Your Guide Towards a Brighter Tomorrow | campusboard.mypressonline.com

What do you look for in a college or a university? Educational amenities, extra-curricular activities, scholarships, campus, sports conveniences and a plethora of other educational aspects is what is on the educational bucket list of prospective collegians. The best part about the young generation is not only their capability of thinking, but their ability to utilize this strength.If you are looking for undergraduate courses, degrees or other final touches to your educational career, then Albany State University would be a good option for you. The state university which was established in the year 1903 is the educational lifeline for people for Atlanta and parts of Georgia as well. With a marvelous history, the campus has given some of the most illustrious sports related folks, print media barons, glamour celebrities and educationalists.What is at Offer Here in Terms of Academics?
Arts & humanities, business, science and health domains are offered at the campus. Major areas of studies include business administration, science, educational leadership (M.Ed and Ed.S), nursing, special education, English literature, health and physical education, mathematics, criminal justice, music education, public administration and even counseling. James Pendergrast Memorial Library is the local pride.With more 30 undergraduate degree courses and about half a dozen advanced degrees and diplomas, Albany State University attracts a host of students from all parts of United States.
In terms of arts and music, the bustling campus breeds talent all throughout the year. With music bands celebrating the music scene, it is but obvious that many emerging musicians have the Albany State University connection in terms of education.In terms of sports popularity, football, baseball, basketball, volleyball, track & field events and even cheerleading are promoted by the university. The results are here to see for everyone; many shield championships form the pride of the students of this campus. Also, Olympic champion Alice Coachman once jumped here as swiftly as she scaled the high jump scene in some of the biggest international events held during those days. U.S. News & World Report has rated the state university very highly in terms of educational courses, training programs and other aspects especially for undergraduates. Albany State University is rightly called the ‘delight of the undergraduates’ and even finds a worthy place in any local college directory and even national educational informative portals.

US Education Rankings: 9 Strategies For Raising Education Rankings Thru Increasing Education’s Value – Research Education

In researching this article, I noticed stats about economics and education. Yes, we know that the higher the education we have, the more money we make. This doesn’t address the VALUE OF EDUCATION TO THE STUDENT.Education must hold value for students, whether this be getting an education to get a high paying job, ranking first in our class, feeling the satisfaction of learning, enlightening ourselves, pleasing our families. Value is personal, and we all invest in what has value on our own terms.When we are young, especially, we need the guidance of our mentors, including educators, family, friends, society and media, any of which can lead us well or not. If we are taught that the most important thing is to spend 15 hours a day studying, we may believe it. If we are taught that education doesn’t matter because the salary per hour of slinging crack depends upon how much time we spend out of school, we still have a good chance of realizing that this is a bad lesson. If we are given a creative array of lessons that will affect how we value education, we have a better shot at building a foundation and understanding the positive nature of education for ourselves than if we are taught rote, unrelated facts.I recall a running debate I had with a friend about responsibility and teaching. Was it the teacher’s job to do whatever it took to impart the lesson to the student who didn’t understand it the first time along with the others, or was it the student’s responsibility to study to the ends of the earth to understand the lesson?I was raised in a progressive, nurturing household where learning was pleasurable, and I never felt fear in asking questions, in not understanding a lesson. I just said I needed help and got it. My opposing friend in this debate was raised by foreign parents. His father (by U.S. standards) oppressed him and brought fear to his heart that shook him should he not be first in the class. In this case, it looks like environment had a lot to do with our various sides.I believe teachers should be willing to morph their methods in such a way that the lesson is understood by each student, also creating an atmosphere where the student loves the knowledge, doesn’t fear failure and blossoms because of it. My opposing friend was sure that any student who could not understand the lesson was not trying hard enough and had on her/his shoulders the responsibility of figuring out the lesson alone. He saw this as the only mark of a true student. He also expected to be physically reprimanded.What I see is that the best learning comes out of cooperative education and out of creative learning environments where the lesson integrates with life lessons, builds social stature and touches upon current trends.Here are nine sample lessons that could fit into the technological and creative pace of our current world.1. Have students make individual videos or one group video showing a segment of history. This leaves the subject matter open and stimulates the imagination. An example of this is to film an ant walking up the building, the falling of a leaf in autumn from tree to ground or some group project that is more involved. If no equipment is available, students can act out the material and record it on paper. Or call a local law firm and ask them to donate or let you borrow a video camera.2. Take students on a photographic field trip. If there is no means for bus transportation, the field trip can be as far as around the building or on the school grounds. The theme can be about measurement, for example, if it is a math lesson. The photos would show the angles of bridges, the slope of a roof, the uprightness of a telephone pole, the angle of twigs in a bird’s nest. The photos would then be exhibited in a photo gallery where each student would get to invite parents or other meaningful adults. Inviting “others” insures there is a support system so that the event is not traumatic for students whose families don’t usually participate or do not exist. The presence of other significant adults, including other teachers, coaches, clergy, social workers, tutors, would allow for each student to be supported and for no one to feel alone. If there are no cameras available, a local camera store might be willing to provide a loan. Or Canon might participate with a loan or a gift to enhance the lives of your students who could pass on the cameras to every class in the school, if necessary.3. Create a social issue in the classroom that requires a judge and a jury, such as trying a thief who stole to feed her/his family. Have students act out the parts of each role. Have students take turns being “innocent” and “guilty,” judge and jury. Then, take a field trip to the courthouse or local magistrate. Arrange to sit in on a session or, structure prohibiting that, have the magistrate talk about justice and our American way.4a. Create a mock central market in the classroom where students buy and sell wares and practice their math skills. Have the money they use in this market be based upon tokens that they have earned through a Good Samaritan program in the classroom. Those who help another during the day get a token. The program develops citizenship, planning and math. Then, take the students out on a field trip and give them each a dollar that you get from petty cash or your pocket. No student money should be used. Only the dollar that you give the student. The mission: see who can bring back the most items for one dollar. Thus, we include budgeting as part of the lesson.4b. Create a mini stock exchange in the classroom. Use large beans to buy and sell shares. Have a professional trader come to explain basic concepts.5. Have each student write a poem that rhymes. Then call a local rock star or rap star to come in and turn the poem into a song that the whole class learns. Yes, the music teacher could lead this activity, but celebrity sells in business and education and invites the juices of creativity to flow in the classroom, instills confidence and will involve community celebrities in the betterment of education.6a. Have a drum circle in the classroom. Call a local drummer to come in and lead. Teach three to five messages from old drum communication. Talk about communication through drumming and have each student drum one message that you have taught during this lesson. Have the others interpret the message.6b. As a follow-up lesson, have a cell phone tech come in and talk about the method of cell tower transmission. Then talk about the differences in social communication between drumming and cell phones.7. Have each student think up an example of how we use math in the world. Exclude being able to go buy something in a store, online or on the phone. Call a local app maker to donate an app that has the class photo and an individual photo with each student’s idea as part of an app that pulls up. Then have the app maker talk about the skills s/he had to acquire to learn app making.8a. Pick a theme including success, education, happiness, for example. Have students create an abstract painting that represents this theme and have them present it. In-school project only, since some parents are not at home to help and some parents do the project for the student. Film the presentations as well as the creative process. Post the art on the classroom website. If there is no classroom website, call a local web person and ask if s/he will donate putting up (online) a page with the students’ presentations.8b. Go to a local museum or research the art at the museum online and find art that represents the particular theme to each individual person.9. Have a regular tea time once a week. This will develop unity of community. Call a local tea specialist to start you off with how to have tea and some of the history of tea. This quiet time will give the class a spirit of camaraderie while developing value for quiet reflection and experiencing its benefits.To summarize, these ideas are samples, for different grades, different social climates. The idea is to give school value to the student, to make the lessons relevant to the life of the student, so that we increase the number of students in school and US educational rankings. How many times do we slack off on a task because it is not pleasing to us? And, yet, we slave away at another task because we like it. I remember working hard for my 6th grade teacher because one of the ways he showed he cared was by letting us get the school piano and wheel it into the classroom on Friday afternoons. Everyone sang; I got to play the piano and sing. This added value to education for everyone.We even discussed the lyrics, which, I learned 12 years later, getting an M.A. in Music Therapy, had extreme importance in molding us. Which brings us to the next point: how do creative modules such as these fit into the present system? That is a discussion for the article titled Education 2.0: 5 Ways To Make Exceptional Lessons Of Yesterday The Educational Normal Of Today, soon to be published.The most exhilarating part of teaching comes when the student receives the knowledge. Most of us in the profession enjoy the creativity it takes to teach, motivate and inspire. This is the skill set that builds value in the student.Singing the education blues won’t work. Looking at charts of where we rank in the world education system can motivate but is not the answer: http://xrl.us/guardian2010educrank. We need in-road builders to make these types of lessons the norm, rather than special events. It is one thing to offer an isolated lesson such as the photography trip in number 2. above. It is quite another to build this structure into our current educational infrastructure. Onward, teachers. Now is the time.

Could ‘Hands On’ Certification Be The Education Route For Many? | university education

It has been one of the biggest debates for awhile. Is certification a good alternative to a University education? And can it indeed be just as worthy and valued? A few Harvard scholars of education believe that alternative education to University could be the path to prosperity.Outlined in their booklet ‘Path to Prosperity’ is the undoubting fact that with so many young people going to University, the University education system has been somewhat devalued compared to prior decades. With so many young people swarming about on campus, it has also meant that the education system has had to adapt to numbers, which has meant for most graduates a massive skills gap between them and an employed individual. This for many has meant that they have been unable to find work or have settled for minimum wage white-collar posts.Besides these problems, the Harvard scholars bring up the matter that simply University education does not suit everyone, nor can it serve all in the long term. We can then see from this opinion that a more varied education system is needed with training that fits to everyone’s needs, including academic and practical training.Although we do have vocational training in the UK, it is still rather limited and has been cut since the recession. In the US, vocational training does not currently exist, but the Harvard scholars are suggesting the vocational approach which was adopted by Europe originally. If America is to expand vocational training, enabling many young people to get appropriate posts, it may be time for us in Europe to think about how we can improve and expand our vocational education system, so that more young people can get the skills necessary to start in employment.It would offer many benefits, including a more fitting and practical education for many, where they can learn skills that can help them compete on the competitive job market. Although it would mean a decrease in University applicants, it would lower the number of young people in debt who simply cannot afford to pay their debt off. It would also open up different and more varied routes to jobs, proving perhaps an education that is more wholesome.Providing a more varied education could help solve ‘skill gap’ issues, but nevertheless there is still the issue of rising unemployment, particularly between the ages of 16-25. It will not solve the problems of the recession, but it could help many young people gain employment as well as fill up that skills gap in the future.

Social Mobility And Education In The United Kingdom – Research Education

I have researched education in the Philippines, a nation where participation in all levels of education has been high for generations. Despite this high enrolment in education, the Philippines has been characterised by low economic development associated with low levels of social change, especially in the area of social mobility.One aspect of my research was to identify whether there were aspects of the education system, itself, that led to these results. I focussed on the private nature of most Philippine education, an aspect which became more important during the last quarter of the twentieth century when, as a result of structural adjustment programmes, there was a shortage of public investment in education. In the Philippines, therefore, there is effectively a market in education.What I concluded was that the Philippine elite competes from within its own ranks for access to the high value end of this market, thus excluding poorer Filipinos from participation in that part of the sector which appears to offer educational quality. The intra-elite competition has effectively become the education system’s function and focus, so access to quality education is denied to the vast majority of the population. My findings also suggested that the continued use of market forces in education accentuates and exacerbates this effect, thus further precluding social mobility.The Philippines is thus a country where it matters where you were educated, where there is an identifiable queue of graduates of education, with the elite associated with particular institutions and geographical areas.The British appear to be proud of the “high standards” set by the elite sector of their education system, hence we can still have a debate about the potential of grammar schools to promote social mobility, despite the fact that if implemented they would exclude three quarters of the population. In addition, it is clear that access to quality education at all levels in Britain is determined by a market in house prices, a market in which where the elite sector competes within its own ranks for access to quality, thus driving the market. It is not exactly the same as the privatised Philippine education system, but it would appear to work the same way. Today’s finding on social mobility cannot therefore be surprising.