Tag: <span>indian education system</span>

01 Dec

Developing a College or University Mace

Colleges and universities often employ a “mace” to connect the institution’s customs with the best traditions of higher education dating to the first universities founded during the Middle Ages.

A mace symbolizes authority, learning and scholarship, history, reputation, and values. It suggests commemoration, elegance, honor, pageantry, purpose, quality, solemnity, stability, and continuity.

During my service as the President of Cornerstone University we developed a mace for the university. While the product of our efforts is spectacularly beautiful, that result was by no means guaranteed during development because we were forced to learn by trial-and-error. We discovered articles about the history and significance of the academic mace, but we did not find helpful “how-to” content. Helping you with process is the purpose of this article.

First, your president should endorse the effort and preferably be enthusiastically engaged. His or her leadership can smooth bumps in a process that will require months and may take years.

Second, identify a Mace Development Coordinator. The importance of who this person is and what vision, talent, and work ethic he or she brings to the task are not possible to overstate. This project needs a champion, because the president has neither the time nor maybe the expertise to give to it. Developing a distinctive mace involves a unique combination of knowledge and skills: artistic, philosophic, administrative, political. Identifying a highly regarded coordinator who possesses these gifts-and who “gets things done”-is key to success. I found a retired, emeritus professor of music who was eager to continue contributing. She was a god-send.

Third, take time to research carefully and thoroughly the history of university maces, the style of maces used in universities around the world, the artistry and symbolic significance of mace workmanship, and the types of academic events wherein university maces are presented. Perhaps visit other colleges and universities to view their maces and to learn how those maces were developed. Only after this review is completed should you begin the long process of drawing a sketch in which the shape, size, and evolving symbols of the mace can be visualized and evaluated. This is an iterative experience. You’ll embrace, than abandon, a series of “great ideas.” Metal versus wood. Philosophic versus practical. Academic, athletic, regional or state images? Length or height, weight. Precious gems and metals? Cost. Maces range from inexpensive functional pieces to unique, “priceless,” objects d’art.

Fourth, at this juncture we found it helpful to share a progress report with personnel and selected constituents, inviting their feedback. We worked especially closely with three or four professors whose expertise in philosophy, traditions of the academy, and our university’s history protected us from inadvertent errors of presentation. Throughout the process, the Mace Coordinator regularly kept me informed as President, which allowed me to contribute ideas and to connect the project with appropriate supporters. We found this interim exposure also generated interest and excitement in the project.

Fifth, if appropriate, connect your mace physically, not just symbolically, with your institution’s heritage. For example, identify a piece of wood or metal taken from the original campus or Old Main and include this element in your mace’s design. Our institution was founded by religious leaders in a church, so we contacted the current leadership of the church, requesting their assistance. They graciously gave to the university a piece of original oak from which our woodcarver crafted a part of the university seal featured on the mace. This element is not only beautiful, it is emotional, packed with meaning, honoring our forbears, and reminding our students the university was not born yesterday. And the people attending the church were warmed by the university’s remembrance.

Sixth, once you’ve determined, at least generally, the materials and probable design of your mace, the next step is to search for craftsmen or women with qualitatively superior artistic and technical skills capable of making a university mace at the level of excellence you require. We made our mace from Honduran Mahogany and found, amazingly, an incredibly skilled-and fast-woodcarver in our city. Precious gems were donated and installed by local jewelers. A nearby fine furniture business donated and completed our mace’s polished lacquer finish, highlighting the mace’s intricately carved features and preserving the wood’s natural tones. Both a local architect and a sculptor contributed their design expertise. Area carpenters crafted and contributed a Michigan cherry wood armature, along with a black marble base, to create the mace’s pedestal. I recommend you give first preference to regional craftsmen or women in order to facilitate communication, preserve local character, and promote constituent engagement. Who you select also influences the time required to complete the project.

Seventh, as the mace development project nears completion, write a set of standards governing when and how the mace will be presented. Remember, to develop your institution’s traditions by associating a certain aura with your mace you must handle it in a special way. Consider these guidelines: the mace should be used in all official ceremonies and only in official ceremonies (not borrowed for a fraternity party or an athletic championship); a Mace Bearer, a position of high honor, should be chosen for his or her accomplishments; the Mace Bearer should wear white gloves to signify elegance and to preserve the finish of the mace; the mace should lead all processionals and recessionals; the mace should be placed in a position of prominence and dignity on the speakers’ platform, etc. You may also wish to designate a Mace Trustee, a person charged with caring for the mace before and after the event, including delivering the mace to the event location and returning it to the Office of the President after the event’s conclusion. Appointing a Mace Trustee is a practical matter, but it also provides the university with another opportunity to involve individuals in the august traditions of the university.

Eighth, the university mace should reside in the Office of the President, which will be responsible for securing and displaying the mace. Institutions have placed their maces in other locations, but I believe the symbolic authority vested in the mace is reinforced by residence in the Office of the President, somewhat like the key to the city in the mayor’s office.

Ninth, when we unveiled our mace, I was able to say that all funds necessary for the development of the mace had been contributed by friends of the university. This comment always goes over well with the faculty and the CFO.

Tenth, finally, when your mace is finished, I recommend a mace commissioning ceremony during the fall or perhaps a special convocation. When you present and explain the mace’s symbolism you are celebrating the values and the growing prestige of the institution.

The university mace we developed was quickly embraced as an iconic addition to the university’s tradition. Those who bear it speak of the honor accorded them. It connects us with those who have come before and those who will come hereafter in the pursuit of learning. Like great art, it moves us. It is the university.



Source by Rex Rogers

01 Nov

The Canadian Education System

The Canadian education system consists of three levels. The first level is known as the elementary level, the second is called the secondary level and the third is called the post-secondary education level. If you are in Canada or you have plans to go there, we suggest that you read up on the education system over there, especially if you want to go there for education. Let’s know more about the education system in Canada.

The Education System

In Canada, governments at provincial and territorial levels govern education. Therefore, there is a little difference between each education system. For example, the difference is that the grades where the levels start and end are different. Each province and territory offers free education for 12 years. However, for Quebec, the free education is offered for 11 years. Based on the province, education is a must for age 15 and 18.

Education levels

Now, let us read up on the education offered at different levels in Canada. This will give you a lot better idea of how the education system works over there.

· Elementary

Typically, kids aged 5 enter kindergarten. In elementary schools, kids study from grade one to grade 6. Afterwards, the students study for 2 years. In other areas, the school offers education till grade 8. As far as Quebec goes, the elementary school provides education from grade 1 to grade 6. Afterwards, the students go directly to high school.

· Secondary

Most often, secondary school is called high school. In these schools, students study from grade 9 to grade 12. Moreover, in areas with junior high and middle school, it includes both grade 7 and grade 8. On the other hand, in Quebec, students study from grade 7 to grade 11. Afterwards, the students study in CEGEP for 24 months and then go to university.

· Post-secondary

This level of education consists of career college, grade school, university and community college.

Programs for language

In Canada, language programs are provided at private language schools, universities, colleges, high schools and middle schools. Since English is the international language, more importance is given to teach this language across Canada.

Structure

Districts: In Canada, the division of provinces is done based school districts. Moreover, school districts include school boards that implement curriculum and policy established by the province. Usually, a school district provides services to a couple of towns or cities based on their size.

Religious affiliation

Schools can be Christian, Catholic or secular. However, in some provinces, you can find different school boards for both non-religious and religious schools. So, students from religious families can also go to the school based on their religious affiliation.

Private and public

The education system in Canada consists of public schools as well as private schools. The public schools receive funds from the government. On the other hand, private schools don’t get funded by the government and students have to pay fees to study in private school. Moreover, at the post secondary level, students pay a considerably smaller amount of tuition fee than in private universities.

So, this was a brief introduction to the education system in Canada.



Source by Navdeep Kumar

02 Oct

What Does a Community College Cost?

Community college costs are normally lower than four year universities. Students can take classes at community college and earn credits toward a two year or four year degree program at a lower cost.

Community colleges are local colleges that offer two year degrees, certifications and many classes will transfer later to a four year university. On average community college costs are lower than four year universities.

The national average college tuition cost for public universities is $4,694 per year for in state residents. This figure includes both tuition rates and fees for a full time student.

The average college tuition cost at private colleges and universities is around $20,000 per year in tuition and fees.

Now compare this to the average yearly tuition for a community college. The average cost of community college tuition is only $2,076 per year. This is less than half than a traditional four year public university and much less than a private college.

Attending a community college will also help offset the costs if a student decides to continue his or her education toward a bachelor’s degree. Since community college costs are lower students are not likely to be accumulating student loans which will help their financial state in long term future.

Another factor to consider is that each year tuition rates rise. In fact college tuition costs increase at about twice the general inflation rate, about 8% per year. The future and long term costs are something that all college students, current and future, should consider when choosing a college.

Even though community college tuition costs and four year college costs increase, many students benefit from financial aid programs. Government grants such as the Pell grant provide funding for many college students. In fact students who attend community colleges may qualify for grants that would cover most or all of their community college tuition costs.

Scholarship programs awarded by colleges, businesses and non profit organizations are also available to help students defray the cost of community college tuition. With a combination of savings, financial aid, and scholarships many students today are able to afford college tuition costs and further their education.



Source by Michael Carter

02 Sep

Working With a Difficult Doctoral Advisor

One of the most frustrating situations to find yourself in as a Ph.D. student is to have an advisor who is not responding to your communication or providing feedback on your work. You have completed all of the course work and passed all of the exams your department and/or university requires, and are now in the dissertation stage and hoping to finish, but you are struggling and not getting the direction from your advisor that you need. For this reason, choosing your advisor is crucial. However, sometimes there are limited faculty members to select from in your department (as an advisor), or your advisor may have difficult things going on in his or her life that are affecting the feedback and communication you get.

The first thing that can be helpful is setting up regular meetings with your advisor. If you both know you will meet every week on a certain day and at a certain time, you can get into a routine, which can help you move things forward. It also gives you a deadline to focus on in working on the tasks you have to complete, such as writing the literature review, and gives your advisor a deadline in terms of providing feedback on the tasks you complete. If your advisor fails to set up regular meetings, or fails to show up to any scheduled meetings, document everything. This is important if it comes to the point where you feel you must switch to another advisor and/or must speak to the Graduate Studies Chair in your department or the Department Head about the situation. If you feel that your advisor is holding you back from moving forward in the program, talk to the Chair of Graduate Studies in your department first and explain the situation. That person has probably worked with your advisor and can advise you on how to improve the situation, or can direct you to other forms of assistance.

Before you talk to the administrators in your department about the situation with your advisor, it is important to communicate with your advisor and let him or her know your concerns (in a respectful way!). The point is not to confront your advisor, but to let him or her know what you need and to better understand his or her viewpoint. Perhaps he or she isn’t giving you the feedback you’re asking for because he/she thinks it is work you need to figure out on your own, and that figuring these things out independently is a part of becoming a scholar in your field. As with any relationship, communicating with your advisor is crucial, and the ability to communicate with a variety of people is a part of all working relationships, so developing these skills during your graduate studies will greatly benefit you in your career.



Source by Samuel Josephs

03 Aug

Medical Education in Russia

Medical education in Russia usually lasts 6 years for an undergraduate MD or MBBS. The curriculum for the first two years is the same at all Faculties. It includes preclinical and fundamental medical sciences that are the essential basis for any medical specialty. Medical specialization starts at the third year of studies; the curriculum includes propedeutics, biochemistry and pathology (pathological anatomy and pathological physiology) clinical and special subjects, depending on the orientation.

The principal feature of medical education in Russia for both the Faculties of curative medicine and pediatrics is the introduction of a new approach to the training of internists and pediatricians that implies a two-year continuing primary specialization, one year while at the institution and the other year after graduation. The nature of medical education in russia and its curriculum at these Faculties is designed to cover all the general medical education within five years.

During the third, fourth, and fifth years, students perform clinical work as nurses, feldshers, and clinical assistants. In the sixth year, medical students take their primary specialization in one of the following clinical subjects: Faculty of Curative Medicine (surgery, obstetrics, and gynecology) of Faculty of Pediatrics (pediatrics, including child infectious diseases, and pediatric surgery, including orthopedics). Sub specialization in clinical areas is not an option during the undergraduate program, as profound knowledge of the main clinical subjects is believed to be fundamental for adequate training of doctors.

After 6 years of medical education in Russia, students pass a state examination according to the curriculum, obtain a Doctor’s Diploma, and complete a one year internship in medical units under the supervision of specialists. Instruction in ophthalmology, otolaryngology, dietology, climatotherapy, endocrinology, clinical biochemistry, physiotherapy, and such aspects of surgery as oncology and neurosurgery is provided by the appropriate departments.

The instructional methodology in Russian medical schools includes lectures by the leading specialists and regular practical classes throughout the course of studies.

Training programs at medical schools in Russia are adjusted to the needs of population in accordance with health priorities. Thus, when in the 1950s the non-communicable diseases became a real health problem; these subjects were strengthened and introduced more widely into curricula. When the role of primary health care became more evident in the 1970s, medical education in Russia became adapted to this target-problem.

In Russian medical schools following the annual examinations at the end of the fourth and fifth years, senior students of all Faculties usually spend the breaks between semesters in professional training. Students are taught to use their knowledge, develop their professional skills, master up-to-date methods of diagnostics and treatment, and become familiar with all other work they will do in the future. It should be emphasized that at least 25 percent of the time within the training program of all specialties is devoted to practice at the primary health care level.

Finally after completion of medical education in Russia, students must pass state examinations in general and special medical subjects (depending on the orientation of a particular Faculty) to receive a diploma as physician of general medicine at the Faculty of Curative Medicine (VRAC), as pediatrician at the Faculty of Pediatrics, as sanitary officer at the Faculty of Hygiene, as stomatologist at the Faculty of Stomatology, or as pharmacist at the pharmaceutical institution or faculty.

Annually, about 60,000 students graduate from Russian medical schools. – Professor Felix Vartanian, MD Vice-rector of Russian Academy for Advanced Medical Studies December 2008



Source by Mike Flood

04 Jul

Education and Education Institution’s Mafia

The most important and desirable thing human beings are gifted is the wisdom. At the outset, we are programmed in our reality of creation that we all should strive for education to acquire knowledge. In the past, many centuries ago, people acquired knowledge from those who were educated and from the experience of others. They learn how to evaluate through reasons and implement in their lives all the virtues.

Anil Sadgopal is an Indian educationist and activist, known for the Hoshangabad Science Teaching Program and for advocacy related to the Right to Education Act. The main feature of basic education is free and compulsory education for children of 7 to 14 years, education through craft, self-supporting education, mother tongue as medium of instruction, ideal citizenship and flexible curriculum.

In olden days educational institutions and teachers were very sincere and earnest in their profession. They ensured that the students were groomed into the system and they learn diligently with all sincerity. As the societies grew and spread across the globe, the education pattern has changed accordingly to suit to whom monetary benefits matters most. The respective governing bodies have issued guidelines to both government school and private schools to ensure students get the benefits. Alas! This has never been translated into factuality and the main purpose was relegated to the back and remained until to date. The government school failed in their aspect of duties whereas the private school has progressed to some extent of the huge cost of financial burden on the parents.

Bhanu Jain wrote in his Policy Institutions and Practice Term Paper and strongly recommended that the common school system is a must step that should be taken to insure the development of India as a superpower and as a developed country. Although it has been well-recognized decades ago that CSS is an essential step for attaining equality, social justice and social change until now no concrete and effective steps have been taken for its implementation.

The grave scenario is the behavior of developed and developing countries. The underdeveloped countries remain below the threshold of basic educational standard awaiting mercy from some philanthropist to elevate their academic level. It is a wishful thinking displaying their incompetence and ignorance to come to terms with reality. They get carried away by the false propaganda and modern infrastructure and doomed defeat at the end. They become victims of financial burden and remained in debt for many years.

These corporate educational institutions aim to haul maximum financial benefits from the parents and acquire properties from the government schools. The façade they create in the form of infrastructure, publicity, pomp and show besides greasing the palms of government officials. They also promote their image on social media and in print media.

On the contrary, the story is different when it comes to government school and its performance. A principal of the Urdu medium school in the old city of Hyderabad (India), Mrs. Gupta has elevated the ranking of the said school from below 250 to an astounding top 5 in the twin cities. It is to be noted that the government school in question has never raised any fee nor the salaries of the teaching staff. It has unequivocally established a fact that who is at the helm of the institution. A sincere and dedicated person will achieve a remarkable feat within the existing system and environments.

If consider, the government schools and the number of students who not only excel in academic curriculum but also in sports and other extracurricular areas. All outstanding sportsmen, whether in Golf, Hockey, cricket or any other faculty of sports has come from average families and government or private schools which do not belong to corporate school category. In the field of politics, research or administrative services majority has come from humble background and poor financial status. They all studied in regular government school in simple and humble surroundings. All philosophers, scholars and geniuses are from a humble background and not from the corporate education system.

The outstanding features of all corporate schools are hypocrisy, corrupt practices and snobbish attitude. They practice class distinction and make them conscious of their background. It is not openly reflected nor advertise, but progressively the Zionist culture infiltrated in Indian education system to create a society of corrupt wealthy group as seen in western societies.

It evidently and unequivocally established that what matters is not the corporate school, but the leadership and will to change the scenario. The foreign degrees and overseas stay for many decades are no criteria to achieve remarkable feat. The sincerity and dedication of commitments to provide valuable and meaningful education to poor and below average income group children is of prime importance.

These corporate educational institutions are slow poison which will make our societies hollow from inside. They are the termites and cause irreparable damage to the societies and their very personalities. They make feel inferior among themselves ultimately, they will be relegated in delusion in the long run. They will drift in the wilderness of chaos and confusion. They live a short life thriving on financial gain, eventually failed in their vision of faith and religious practices.



Source by Ehtesham Mirza