Education
A father once proudly said to me, "My son has finished his education". He did not mean to be funny; but he was. Of course he meant that his son has taken his degree and left college; as though it is only in schools and colleges that education is to be had. "Finished his education!" Why, he had only just begun it.
"Education" means the drawing-out, or
development of the faculties. This begins in school and college; but it
does not end there. At school and college one learns the rudiments, and
gains a smattering of knowledge on various subjects. More important, one
learns there how to learn the best methods of acquiring knowledge.
School and college education trains the mind (or should do), and makes
it accustomed to continuous application and study. But this is not the
whole of education; in a sense, it is but a preparation for education.
Our education should never be "finished" at any rate so far as this life
is concerned, until we die.
"Every person", said Gibbon, the
historian, "has two educations: one which he receives from others, and
one, more important, which he gives himself". And Sir Walter Scott
confirmed this when he wrote: "The best part of every man's education is
that which he gives himself". "That which is put into us by others",
says Samuel Smiles, "is always far less ours than that which we acquire
by our own efforts. Knowledge conquered by labor becomes a possession a
property entirely our own."
If this is so, how do you hope, and
plan, to continue your education when you leave school or college? I say
"plan"; for mere hoping will not accomplish much. You must make up your
mind to do it, and form some definite plan of studies.
First, you must keep up your reading.
Too many young men close their books when they have taken their degrees,
and learn no more. They very soon forget all they have ever learn. But,
if you intend to continue your education, you must find time for
serious reading. Go on with the subjects or some of them, you began as a
student; and take up new ones that you feel will interest you.
Further, if you have the chance, join
continuation classes, attend what lectures you can, become a member of
some literary circle or debating society. Solitary study is not enough;
you can learn much from discussion and conversation with others. But,
what ever you do, never imagine that your education is "finished".
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 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. In the education sector, this goal
was translated into the 1974 Universal Primary Education Movement, whose
goal was to make primary education universally available, compulsory,
and provided free of cost to users to ensure it reached the poorest. By
the beginning of the 1980s, each village in Tanzania had a primary
school and gross primary school enrollment reached nearly 100 percent,
although the quality of education provided was not very high. From 1996
the education sector proceeded through the launch and operation of
Primary Education Development Plan - PEDP in 2001 to date.
2. Globalization in Education
In
education discipline globalization can mean the same as the above
meanings as is concern, but most specifically all the key words directed
in education matters. Although literatures for education leadership in
Tanzania are inadequate, Komba in EdQual (2006) pointed out that
research in various aspects of leadership and management of education,
such as the structures and delivery stems of education; financing and
alternative sources of support to education; preparation, nurturing and
professional development of education leaders; the role of female
educational leaders in improvement of educational quality; as will as
the link between education and poverty eradication, are deemed necessary
in approaching issues of educational quality in any sense and at any
level. 6. Globalization of Education and Multiple Theories
The
thought of writing this paper was influenced by the multiple theories
propounded by Yin Cheng, (2002). He proposed a typology of multiple
theories that can be used to conceptualize and practice fostering local
knowledge in globalization particularly through globalized education.
These theories of fostering local knowledge is proposed to address this
key concern, namely as the theory of tree, theory of crystal, theory of
birdcage, theory of DNA, theory of fungus, and theory of amoeba. The
theory of tree assumes that the process of fostering local knowledge
should have its roots in local values and traditions but absorb external
useful and relevant resources from the global knowledge system to grow
the whole local knowledge system inwards and outwards. According to this
theory, the design of curriculum and instruction is to identify the
core local needs and values as the fundamental seeds to accumulate those
relevant global knowledge and resources for education. The expected
educational outcome is to develop a local person who remains a local
person with some global knowledge and can act locally and think locally
with increasing global techniques. With local seeds to crystallize the
global knowledge, there will be no conflict between local needs and the
external knowledge to be absorbed and accumulated in the development of
local community and individuals.The expected educational outcome is to
develop a local person with bounded global outlook, who can act locally
with filtered global knowledge. The theory can help to ensure local
relevance in globalized education and avoid any loss of local identity
and concerns during globalization or international exposure.This theory
emphasizes on identifying and transplanting the better key elements from
the global knowledge to replace the existing weaker local components in
the local developments. In globalizing education, the curriculum design
should be very selective to both local and global knowledge with aims
to choose the best elements from them. The theory of fungus reflects the
mode of fostering local knowledge in globalization. In globalizing
education, the design of education activities should aim at digesting
the complex global knowledge into appropriate forms that can feed the
needs of individuals and their growth. The roots for growth and
development are based on the global knowledge instead of local culture
or value.This theory considers that fostering local knowledge is only a
process to fully use and accumulate global knowledge in the local
context. 7.1. The Presidential Commission on Education
In 1981, a
Presidential Commission on education was appointed to review the
existing system of education and propose necessary changes to be
realized by the country towards the year 2000. A vacuum was created
while fragmented donor driven projects dominated primary education
support. In 1990, the government constituted a National Task Force on
education to review the existing education system and recommend a
suitable education system for the 21st century.
3. Access to Primary Education
The
absolute numbers of new entrants to grade one of primary school cycles
have grown steadily since 1970s. This level reflects the shortcomings in
primary education provision. 7.3.2. Participation in Primary Education
The
regression in the gross and net primary school enrolment ratios; the
exceptionally low intake at secondary and vocational levels; and, the
general low internal efficiency of the education sector have combined to
create a UPE crisis in Tanzania's education system (Education Status
Report, 2001). In order to revitalize the whole education system the
government established the Education Sector Development Programme (ESDP)
in this period. Within the ESDP, there two education development plans
already in implementation, namely: (a) The Primary Education Development
Plan (PEDP); and (b) The Secondary Education Development Plan (SEDP).
The Local Government Reform Programme (LGRP) provided the institutional framework.
4. Education and School Leadership in Tanzania and the Impacts
Education
and leadership in primary education sector in Tanzania has passed
through various periods as explained in the stages above. In that case
school leadership in Tanzania has changed.
5. Prospects and Challenges of School Leadership
The Education and Training sector has not been spared for these challenges. 11. Conclusion
There
are five types of local knowledge and wisdom to be pursued in
globalized education, including the economic and technical knowledge,
human and social knowledge, political knowledge, cultural knowledge, and
educational knowledge for the developments of individuals, school
institutions, communities, and the society.
There were many myths
and misconceived notions about online education until recent past. It
was also believed that only those students having access to computers
and modern means of communication would benefit from online education.
However, with time such notions are giving way to an open acceptance
where people have started accepting online education as a viable
alterative for conventional education.Not all online education options
have a similar methodology and approach. Here we are discussing the
learning methodologies for online education:
Online Education Methodologies- Different Options
Live: This methodology is also
known as synchronous mode of learning. In this mode of online
education, there is instant communication between the students and
teachers and at times even among different students. The biggest
advantage of synchronous method of online education is that it allows
instant feedback for the student's performance and allows active
interaction among the students and teachers. Thus the students can get
the training and education that is tailored suit their needs.
Asynchronous: Asynchronous mode of online education is popularly termed
as store and forward education. Self-paced courses are the examples of
asynchronous online education where the students communicate with the
teachers and amongst themselves by exchanging emails and posting
messages on online bulletin boards and discussing groups. This is the
more popular mode of online education because it offers more convenience
and flexibility to the students and they
can decide the pace and schedule for their education and
training.Despite of the advantages, this mode of online education has
its disadvantages too. The students in this mode of learning, lack
discipline and motivation and generally tend to develop a lackluster
attitude towards education.The mixed mode of learning in online
education combines the advantages of both the modes and it is a
combination of personal lectures or face-to-face interaction learning
through online activities.
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. If the World Bank and United States Agency for International Development (USAID) could find ways to invest in private schools, then genuine education could result. 100 million children are still denied the opportunity of going to school. Child labor is common among the third world countries. Putting children into school may not be enough. Education for All: How?The goal is simple: Get the 100 million kids missing an education into school. 11 Assistant teachers could be trained. It will often mean reallocation of resources within the education budget to basic education and away from other levels. 16
A Closer Look: Private and Public Schools
Some of the most disadvantage people on this planet vote with their feet: exit the public schools and move their children in private schools. Why are private schools better than state schools?
Teachers in the private schools are more accountable. Private schools are able to carry quality education better than state schools. The new research found that private schools for the poor exist in the slum areas aiming to help the very disadvantage have access to quality education. The poor subsidized the poorest.Teachers in the public schools cannot be fired mainly because of incompetence. Principals/head teachers are not accountable to the parents if their children are not given adequate education. Should international aids be invested solely to private schools that are performing better and leave the state schools in total collapse? If private education seems to be the hope in achieving education for all, why not privatize all low performing state schools? Public schools can be made better.
The government has to be hands on in improving the quality of education of state schools. Standardized tests are also vital in improving schools and student achievements. Take for instance the idea of charter schools. As an alternative to failed public schools and government bureaucracy, local communities in America used public funds to start their own schools. The Education Department's findings showed that in almost every racial, economic and geographic category, fourth graders in traditional public schools outperform fourth graders in charter schools. 20 Every country is committed to develop its education to bring every child into school but most are still struggling with mountainous debts. Since the Dakar meeting, several countries reported their progress in education.
Source by ezinearticles.com
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. If the World Bank and United States Agency for International Development (USAID) could find ways to invest in private schools, then genuine education could result. 100 million children are still denied the opportunity of going to school. Child labor is common among the third world countries. Putting children into school may not be enough. Education for All: How?The goal is simple: Get the 100 million kids missing an education into school. 11 Assistant teachers could be trained. It will often mean reallocation of resources within the education budget to basic education and away from other levels. 16
A Closer Look: Private and Public Schools
Some of the most disadvantage people on this planet vote with their feet: exit the public schools and move their children in private schools. Why are private schools better than state schools?
Teachers in the private schools are more accountable. Private schools are able to carry quality education better than state schools. The new research found that private schools for the poor exist in the slum areas aiming to help the very disadvantage have access to quality education. The poor subsidized the poorest.Teachers in the public schools cannot be fired mainly because of incompetence. Principals/head teachers are not accountable to the parents if their children are not given adequate education. Should international aids be invested solely to private schools that are performing better and leave the state schools in total collapse? If private education seems to be the hope in achieving education for all, why not privatize all low performing state schools? Public schools can be made better.
The government has to be hands on in improving the quality of education of state schools. Standardized tests are also vital in improving schools and student achievements. Take for instance the idea of charter schools. As an alternative to failed public schools and government bureaucracy, local communities in America used public funds to start their own schools. The Education Department's findings showed that in almost every racial, economic and geographic category, fourth graders in traditional public schools outperform fourth graders in charter schools. 20 Every country is committed to develop its education to bring every child into school but most are still struggling with mountainous debts. Since the Dakar meeting, several countries reported their progress in education.
Source by ezinearticles.com
