Alternative Education

Education is one of the most important aspects to enrich the lives of individuals, opening the doors of knowledge and eradicating ignorance. However education is acquired through various formats. The face to face learning format is also known as main stream education is one of the most popular formats opted by many schools around the globe. This format includes a large group of students attained by a teacher. This teacher is responsible of inculcating the knowledge in the students. However every student is gifted with different intellect and learning ability, thus this mainstream education format might now be suitable for everybody. Some students have different choices in terms of education, some might have different traits some are unable to attend the mainstream education. Thus such students opt for alternative education.

Alternative education many inculcate certain principles or ideologies from mainstream education, however alternative education is aimed at the niche classes.

 Alternative education basically has three popular approaches, political approach, philosophical approach and scholarly approach.

Alternative education mostly has a class with a small group of 15 students who are goal oriented. The teachers and the other staff are more or less compassionate and experienced. The teachers are highly professionals and have personal touch with every student and thus know the capabilities of each child personally. The teachers adapt their teaching styles with the learning styles of the student that enables the student to comprehend the content matter properly. Alternative schools provide flexible school schedules that aid the learner to establish proper tempo for education.

Thus this format guarantees the success of each and every student.

Alternative education has been broadly categorized in four major forms namely, school choice, alternative school, independent school and home based education.

School Choice: School is regarded as one of the most basic aspect in education. Some students are having the caliber to educate themselves with niche learning. There are several public schools offer with alternate education. Thus public schools provide an open opportunity to almost every student in their community to opt for alternate education. The most popular school options include charter schools that are often the combination of private organization and public funding, magnet schools which includes students with peculiar skills like performing arts, music schools, etc

Alternative Schools: Alternative schools are specifically set up for the students with the choice of interest. Alternative schools offer wide range of philosophy and teaching methods. Though alternative schools are provided with financial aid from the government, many alternative schools seem to run independently. Alternative schools are basically established for certain students with disciplinary and social changes. Alternative schools are also established for separate section of students with physical or emotional disabilities.

Independent Schools: Independent school or private school, it is basically described as a learning centre which has greater amount of flexibility in staff selection and educational approach. Different forms of independent schools include free schools, schools based on experiential education, schools based on international curriculum, etc…

Home based Education: Home based schools are more or less practiced those who wish to opt out of the traditional education format. The reasons may vary from education, philosophy, religion, etc… These students do not follow regular curriculum approach on the contrary they depend on internet for their education.

Alternative education is acquring increasing importance in recent years. In its differnt forms, alternative deucation has made the knowledge and education process easier for the special section of students.

LAGOS EDUCATION

While talking about the education in Lagos we feel the great pleasure as the educational status of the Lagos is a higher one. To meet the running time the Lagos state introduced the latest courses, teaching styles in all the educational institutes. To educate the children, boys and youngsters there are different institutes in Lagos which are discussed as under:-

NURSERY EDUCATION AND EDUCATION FOR KIDS IN LAGOS.

In Lagos for the education of kids and nursery students up till now the usual education system is there however now a new practice is under progress. The new manner to be adopted is the education to the kids and nursery students through songs to be performed in groups. Relevant syllabus in being converted into rhymes by different schools teachers/other genius for the convenience of the students. Priority is science subject.

It is being expected that it would be proved an easier way to learn for the students of nursery and kids.
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UNIOR SCHOOL SYSTEM OF LAGOS/PRIMARY EDUCATION.

After the nursery there is junior school system in Lagos where the students are taught different subjects of that level. Primary education is being considerably focused and for this very basic education in 2000 a policy was made by the Nigerian Government. According to this policy the teachers for this education were to be trained prior to teach the students. In 1994 the Lagos state established an institute namely LAGOS STATE COLLEGE OF PRIMARY EDUCATION to educate/train the graduate persons for the primary school system of the Lagos.
SENIOR SCHOOL SYSTEM IN LAGOS.
Like the junior school system of Lagos the senior school system has also been amazingly improved by the Lagos State. The subjects have been selected according to the current necessity of the time. Special training for the education of senior school students has been given to the new and already serving teachers of this system.

LAGOS STATE COLLEGE OF EDUCATION.

For the students seeking for the college education Lagos State College of Education is there. As per importance of the college education this college has been made a very useful channel for the needy students. All the subjects preferably the science subjects are studied there by the skilled lecturers and professors.

LAGOS UNIVERSITIES.

It is very important to talk about the LAGOS STATE UNIVERSITY while mentioning the universities of the Lagos city. Federal Government of the Nigeria is owner of this university and the education for all the classes/subjects is strictly controlled by the Government. This university has given so many talented persons to the state who have/had the remarkable status in the country. Because of its discipline, education, skilled teachers and other activities this university is a famous one in the Lagos as well as Nigeria.

OTHER EDUCATIONAL INSTITUTIONS OF LAGOS.

Not only the Lagos has sufficient institutions for the younger’s and the elders education owned by the Lagos state but also has several private educational institution. There is a useful competition between private nursery, primary, junior, senior schools, colleges and universities for the best education of the students.

TECHNOLOGY/VOCATIONAL COLLEGES OF LAGOS.

In Lagos for different technologies and vocations there is a plenty of such institutions owned by the State and private individuals. These institutes have served the country with a large number of technical persons who are the important figures in the progress of the country.

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Education Dissertation

Education is one of the broad fields studied by college, university, graduate and postgraduate students. This field consists of many branches such as early childhood education and special education. Assignments done by students taking courses in the field of education are called education papers. An education paper may either account for a students final grade or just account for continuous assessment marks. There are several steps that a writer has to follow when writing an education paper and some of the steps will be examine din this article. The very initial step that is required when writing an education paper is to think of an education topic.

The topic should neither be too general nor too restrictive. It should also be a researchable topic so that a writer can collect enough information for writing the paper. After thinking of the topic, a writer should gather or collect information form different sources so that he or she can use this information to write an education paper. It is advisable to take down the major points when researching so as to incorporate them in research papers. After taking down the notes and exhausting all the information sources, the next step is the actual education paper writing. An education paper such as an education dissertation consists pf three key sections. The first section is the introduction that introduces the topic and briefly states the role of the education dissertation paper.

The next section is the body of an education paper that presents the main discussion about a given topic or subject. Hence, an education dissertation body consists of a given number of paragraphs depending on the length of an education dissertation. Long dissertation papers are made up of many body paragraphs while short education dissertations are made up of only a few paragraphs.

Writing an education paper such as an education dissertation is a hectic task to most students and hence many of these students are unable to complete education dissertation papers. The best solution for these students remains to buy an education paper such as education dissertation from custom writing companies. It is essential to buy a custom education dissertation paper from a company that is most reliable and has several desirable characteristics. One of the characteristics is that a custom writing company should sell custom education papers such as a custom dissertation at an affordable price. Moreover, a custom education paper has to be quality and custom written by professionals.
Our custom research qualifies to be the most reliable company where one can buy a custom education paper. Our companys custom education paper writers have degrees in the field of education and the expertise to write quality custom education papers. The other fact is that all our custom education papers such as education dissertation papers are superior quality and highly affordable.
These papers are also plagiarism free since they are thoroughly scanned through anti-plagiarism software. Our company provides other types of custom papers for education in addition to education dissertation papers. Examples of these additional custom papers are education term papers, essays, theses and custom research papers for sale. I advise all students to rely on our custom company whenever they need any kind of custom research papers on any given field including the field of education.

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Education Jobs

Education jobs can vary widely in the most modern countries. The education jobs are usually found for primary, secondary, graduation and for higher studies. In each and every step the kind of responsibility one has to shoulder would be different. Apart from being an academician, education industry opens the door for much other kind of jobs as well.

And those jobs are also of tremendous responsibility and have to be performed with true dedication and passion. Usually in such places the work ambiance is very safe and secure so naturally one feels the urge of doing well.

There are many coordinating jobs which require the professional to see whether in an institute everything is running smooth or not. A curriculum coordinator will manage small to big tasks in any institute or school. So you see he or she must have a background in terms of qualifications in education.

The executive posts of dean and provosts are considered to be really prestigious.

It is held really highly. Apart from these there are posts of administrators and vice chancellors which are also very important and they are considered as posts of real responsibility actually.

But usually for such jobs apart from high qualifications a good amount of experience in the education industry is highly desired. Since these posts and positions are not only posts of academicians but also of an executive manager. So naturally if the person has got the qualification but has got not much experience in the field then it would be difficult for him to perform.

There have been many unfortunate souls who were forced to leave their job during the period of economic slump. More than the money, perhaps the passion matters to be associated with such a field and when situations force this dedicated individuals to leave their jobs, it becomes really difficult for them.

Fortunately many states have taken aid from the department of education in order to revive their system once again. And now again hopes are something, that are coming up in the minds of people. Not only new employees but the ones who were earlier employed but due to this predicament went unemployed for sometime will also be hired back.

Apart from these if you have a background in both education and marketing then there are executive education search firms that are badly in need of sales executive for education related work of the firm. They have to go around from one place to another convincing people of the education material provided by their company or organization being the best. They need to prepare the budget and weekly reports and for all this they need a strong background of both education and marketing.

The standard of education is being raised from the primary levels and this is the reason why skilled professionals and lecturers are required who can cater to the need of students and pupils studying at various levels. This industry is really opening its arms and inviting passionate people to apply for jobs.

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Distance Education

Education is very important for an individual. In recent times, government has raised the banner high to spread education, even to remotest areas of the county. There are many educational books and magazines, which discuss various courses available for the youth and prospective career options. Even the internet is full of education articles and news regarding various courses available and the esteemed colleges that provide these courses. With the change in educational structure, new methods of imparting education have barged in. it had been noticed that students who are financially unstable or have prior things to complete cannot attend regular classes and therefore miss on receiving education. Government has started distance-learning programmes for such students making their life easier.

Our government is very supportive in spreading awareness regarding education and conducting various seminars and meetings which discuss the use of education.

In these seminars, professionals of different fields read out education articles and how best education can be received. There are so many career counselors and institutes, which guide the students regarding career options to opt for that there, is no scope for students to go wrong. Education has spread out from the four -wall classrooms and has become a much bigger and dynamic structure. The days of rote learning are long gone. These are days of smart classes where students are taught through computerized mediums and are open and friendly with their teachers. Even in school level, students are taught about education news and achievements in the field of education so that they find it easier to choose a career later in life.

One of the major achievements in the education system is the introduction of distance learning courses. Distance learning courses are a blessing for all those who had to give up education to fulfill prior commitments. Many students have to do jobs in order to support their families others have some other problem and they cannot attend regular classes. Due to distance learning courses, they can now, enroll themselves in courses of their choice and attend weekend classes or just appear for the exams.

One needs to have the habit of reading articles about distance education or listening to education news in order to be updated with the educational field. One cannot achieve anything without efforts, even a student studying a distance-learning course has to put in same efforts as the student attending regular classes. There is no short cut to success.

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Everyday Education-Everyday Education

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Education

Education has over the years been highly acknowledged for its vital role in the human society. Many scholars and personalities have demonstrated the worth of education in the various sectors of human society including economics, culture, religion, and politics. Both developed and developing nations have shown a high regard on the worth of education, thus investing numerous societies. The 20th and 21st centuries have been outstanding in the numerous developments and revolutions in education. This has been evident in the sophisticated methodologies and structures set up for facilitating education. Technology on the other hand has also been highly incorporated in the education system thus making it more worthwhile. Despite these developments in education, optimum efficiency in the education system has not been realized thus calling for increased commitment from the different stakeholders. As a result, the role of the community engagement in schools has received significant attention in recent days. This phenomenon has drawn substantial attention concerning its influence in success and efficiency in the education system. This research paper will provide an in-depth analysis and discussion on community engagement in school.

According to Gelsthorpe and West-Burnham (2003), community engagement is the involvement of community members in school planning, decision making, communication, activities, visioning among other school related activities. The concept has been in place for quite some time, whereby various communities have adequately adopted it. Both developed and developing nations have shown an increased adoption of community engagement in school affairs. From another perspective, community engagement is also referred to as community involvement, collaboration or public engagement. All the concepts have the same or similar meaning in that they entail the engagement of the entire community or public in the running of the school (Gelsthorpe and West-Burnham, 2003).

Chadwick (2004) postulated that the concept of community engagement in school emerged following the speculation that children whose communities have engaged in schooling have a richer and diversified educational experience. This is not a new phenomenon, whereby it has been in place since the late 20th century. With reference to the high demand for quality in provision of education, there has been every need to devise the best strategies. In this case, community engagement has been one of the strategies for enhancing success and efficiency in the education system. With this in mind, the concept has gained momentum over the last century and diffused to all corners of the globe. Presently, the concept of community engagement is adopted in nearly all education systems both in developing and developed nations (Chadwick, 2004).

As noted by Hughes-hassell and Wheelock (2001), the scope of community engagement goes beyond the parents and their children. Hughes-hassell and Wheelock (2001) indicated that the business community around a school is also part of the school community and has to be included. Despite that the companies or the business communities living around the school do not have children; they have key interests in the welfare of the school. Their contribution is also vital in the success of the school, thus the need for their involvement. It is worth noting that the administrators of any school have a key role in deciding who to include or exclude from the school affair. This is based on the fact that not all community members have good interests in the school.

Background

The concept of community engagement in school has been influenced by a wide number of factors. To begin with, the issues of industrialization, advancement in technology as well as globalization have led to a high sense on the quality standards in education. Through globalization, parents and other interested parties to a school are able to open their reasoning in the gap in quality standards. This has been closely associated with comparisons on the education systems among various countries, where in this case developing nations have key interests on the education systems of developed countries. As a result, the issue of community engagement has come into place, whereby it seeks to bridge the knowledge in the running of the schools as well as policy making (Gelsthorpe and West-Burnham, 2003).

In relation to the increased expectations and workloads of school administrators in recent days, there is every need to incorporate the community. This is aimed at reducing the workload of the school administrators and thus enhances efficiency. School administrators in recent days are spread thin. This has made them to be inefficient thus leading to low quality education as well as failure of meeting the objectives of education. Based on this scenario, the quality of education has been compromised. With increased demand of education, the school resources and management has been put under high pressure. The issues of management in the school institutions have been a serious problem, with reference to the limited administrators. Most of the human personnel in the school have not been able to deliver services to the optimum. Hughes-hassell and Wheelock (2001) noted that the high demand of education has been the main cause of these problems.

On the other hand, discipline of students as well as school relations have also been a problem. In reference to this phenomenon, the school administrators are required to seek assistance from the community. Gelsthorpe and West-Burnham (2003) noted that the management of school funds as well as policy making has also been a vital problem. This is in relation to the high expectations on better quality education as well as financial efficiency in the running of the school. In light to this phenomenon, there has been a human resource gap in the running of the schools thus calling for community participation.

Benefits

Many researchers and scholars in the field of education have shown a strong correlation between community engagement and the success of a school. To begin with community engagement has helped in reducing the high workload of school administrators. Over the last 2 to 3 decades, there has been a very high expectation from school administrators and the entire school system. Based on this phenomenon, community engagement helps in reducing the workload of administrators thus enhancing their efficiency. The role of parents in school activities has been of great help in reducing the pressure on the administrators. This helps in enhancement of efficiency thus leading to quality improvement (Gelsthorpe and West-Burnham, 2003).

The burden overlying school administrators is lifted through community involvement. As indicated by Hughes-hassell and Wheelock (2001), community engagement enhances role sharing thus reducing the tasks played by the different personnel. In addition the scenario of administrators being spread in a spread thin is also overcome by community engagement. From this scenario, community learns on how to take the lead thus helping the administrators in undertaking their roles. The energy and time of community to a school is a vital resource to the success of the school. Hughes-hassell and Wheelock (2001) stipulated that the input of community to school can not be taken for granted. By sharing roles, specialization is achieved thus helping in attaining efficiency and increase in output and quality.

 

Scs and Sts: Educational Realization

SCs and STs: Educational Realization

- Ramaiah Bheenaveni*

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The world of today, by and large, is comparatively a rapidly changing one and the changes have been in a variety of directions. Not long ago society was through of as a reality sub-generis far beyond the control of individuals to change it –and education as a process of inducting new entrants into society. The idea that societies can be changed and, that too, education can be vital instrument of social transformation is increasingly felt. Geared to the preservation and perpetuation of tradition in the past, education is now being used to bring about social transformation in a large scale. This represents a kind of dilemma in respect of the social role of education in traditional societies.

Ignoring this dilemma, many social scientists today re inclined to believe that education is a powerful instrument of social transformation. The prevailing opinion in circles of social science is that education is an agency of modernization. It is argued that education promotes modernity in many ways but chiefly in two: (i) by sharpening the “critical awareness” of the people about the social structure in which they are placed, and (ii) by changing the consciousness of the people in a direction congruent with the dominant value of our age-rationality-which is also the mainspring of modernity. Following this reasoning, there has come up an impressive body of literature in recent years of documenting the impact of schooling on individual modernity in developing societies. The profound social changes that India has witnessed in the last few decades or so have affected its entire population, yet in some sections of its society their impact has been much more marked than in others.

Education is the key to development of any community. It can broaden the world view of the people, equipping them to meet the present day challenges. Education can be an input to their development. It can also build up inner strength of the people. Almost all studies have emphasized the importance of education in the development of the people. Ignorance is the biggest reason for weakness and knowledge is power. In the development effort, education has a pride of place in the priorities of the people. This is particularly so when the two systems of unequal strength come in contact. Education brings knowledge to he community and keeps in acquiring a new strength to enable it to face the new challenges which naturally come by when the process of change unfold unforeseen forces.

The role of education as an investment in human resources has been increasingly recognized all over the underdeveloped and developed countries. Education has special significance for the weaker sections of society, which are facing a new situation in the development process to adjust themselves properly to the changing circumstances. For them, education is an input not only for their economic development, but also for promoting in them self-confidence and inner strength to face the new challenges.

This position SC/ST education critically examines the contemporary reality of schooling of children belonging to Scheduled Caste and Scheduled Tribe communities who have been historically excluded from formal education – the former due to their oppression under caste feudal society and the latter due to their spatial isolation and cultural difference and subsequent marginalization by dominant society. There are thus sharp differences between these two categories of population in terms of socio-economic location and the nature of disabilities. However, there is also growing common ground today in terms of conditions of economic exploitation and social discrimination that arise out of the impact of iniquitous development process. Concomitantly, the categories themselves are far from homogenous in terms of class, region, religion and gender and what we face today is an intricately complex reality. Bearing this in mind this paper attempts to provide a contextualized understanding of the field situation of the education of SC/ST children and issues and problems that directly or indirectly have a bearing on their future educational prospects.

The educational effort so far as the SC and ST communities are concerned has to be somewhat different than for the general areas. In case of advanced groups and areas, demand for education is already there. Establishment of an educational institution itself is sufficient to attract the children from the advanced communities because their parents are interested in their education. This is not the case with the poorer section of the community. The message has as yet not reached the more backward rural and tribal areas where the citizen is still not very much aware about the practical utility of education. Thus, a number of socio-economic factors are coming in the way of members of SC and STs in sending their children to schools. In many cases, it is sheer economic hardship. Therefore, the universal educational programmes at the elementary stage in the case of these communities have to be much more than mere opening up of educational institutions. The students belonging to these communities may have to be provided with free textbooks, mid-day meals, and in the case of girls, even a pair of uniform. As the children grow, they become economic assets to the family. It may be necessary, therefore, that they are provided suitable scholarships and stipends in higher classes. It has to be ensured that if we cannot compensate the family, at least education should not be a burden on a poor family. In the case of tribal areas, it may be necessary that at middle school and high school levels adequate hostel facilities are also provided, as an institutional network itself will not be of much help. It is commonly observed that in some tribal areas much of the institutional capacity remains under-utilized.

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Special state institutions were set up for the advancement of SC/ST and various legislations, social policies and programmes were drafted which were geared to their economic and political development and achievement of equal social status. It has been difficult however, to identify these categories in terms of criteria laid down by the state. The ‘problem’ of the scheduled tribes has been a vexed one, given the various levels of social and cultural distance and varying degrees of voluntary or forced assimilation exploitation and/or displacement. In fact, it has been pointed out by Galanter that just where the line between Scheduled Tribes and non-Scheduled Tribes is to be drawn has not been clear. There are problems of overlap with caste and controversy whether a specific group is more appropriately classified as a ST or SC. Policy however treats the SC and ST groups homogenously. Moreover it rests largely on the assumption that mainstreaming is progress, while paying lip service to preserve distinctive cultures, especially of tribals who are coerced into assimilation.

Education was perceived as crucial to processes of planned change. It was seen as the key instrument for bringing about a social order based on value of equality and social justice. Expansion and democratization of the education system was sought, the two primary egalitarian goals of which were the universalisation of elementary education and the educational “upliftment” of disadvantaged groups. The State’s special promotional efforts have undoubtedly resulted in educational progress for the SC/ST especially in regions where policy implementation combined with the dynamism of reform, and most crucially with anticaste, dalit, tribal and religious conversion movements.

The last two decades have spelt the decline of the Welfare State under the powerful impact of global economic forces and neo-liberal economic policies. The egalitarian ethic underlying planned change and development is being rapidly decimated. The ideology of the Indian State’s New Economic Policy emphasizes the pre-eminence of markets and profits. In the context of an elite directed consensus on the inevitability of liberalization and structural adjustment, the predominant problems and debates of education have undergone major shifts. Structural adjustment have provided the legitimacy and impetus for a number of educational reforms that pose a direct threat to the mission of universalizing elementary education and equalizing educational opportunity for SC/ST, especially those left behind. The state is withdrawing from social sectors of education and health and delegating its social commitments and responsibilities to private agencies and non-governmental organizations. There is already enough indication that basic educational needs of the SC and ST are getting seriously undermined under the new dispensation adversely affecting life chances of vast sections of those who have yet to make the shift to first generation learning.

Urban migration, education, occupational change and religious conversion have been pursued by the scheduled castes as key strategies of socio-economic emancipation, status change and acquisition of a new social identity. They have achieved varying degrees of success. Anti caste and dalit movements have provided the bases for political consciousness and assertions of new self-consciousness and new self-respecting collective identities grounded in both moderate-reformist and radical ideologies. Contemporarily, the rigours of pollution, social practices of untouchability and social relations of servility vary greatly in different parts of the country. The

Postmodern, Strategic Planning, Kashan Ishag, William Allan Kritsonis, Kashan Ishag, Educational Leadership, Administration, Management, Supervision

Kashan Ishaq and William Allan Kritsonis, PhD 

Introduction

            The results of a successful strategic plan require that all stakeholders are moving in a constructive direction.  Many school leaders fail in this important task. Parental involvement is one of the key areas where most schools face challenge. Facing this challenge, leaders of the school must strategically plan towards enhancement of the holistic educational system by knowing and understanding each component of the realms of meaning written by Dr. Kritsonis. For us to fix today’s educational problems, we must deeply analyze the problems of the past system and implement a postmodern theory into today’s educational system. Educational leaders must escape from their fear to bring change and take it as a challenge to fix the educational system but it does require the passion for change, meetings the needs of all stakeholders of the school.

Purpose of the Article

 The purpose of this article is to discuss how school leaders’ understanding of the six realms of meaning (Kritsonis, 2007) can be strategically integrated in solving the educational problems of today and improving the schools of tomorrow. Dr. Fenwick W. English (2003) has described how postmodernism can change the educational system today. School administrators must believe in postmodernism theory to bring change in the educational system.

Values of Educational Leader

 What are values and where do they come from? How do our values make a difference in the educational system today? In the Ways of Knowing Through the Realms of Meaning (2007), Dr. Kritsonis highlights traits for developing a person holistically. According to him,

 A person should be skilled in the use of speech, symbol, and gesture (symbolics), factually well informed (empirics), capable of creating and appreciating objects of esthetic significance (esthetics), endowed with a rich and disciplined life in relation to self and others (synnoetics), able to make wise decisions and to judge between right and wrong (ethics), and possessed of integral outlook (synoptics). (Kritsonis, 2007, p.15)

 Educational leaders have an enormous responsibility to carry on the vision of the school. According to Haydon (2007), Educational leadership today promotes critical thought and constructive analysis about underlying values that involve aims and moral purpose in education; individual qualities in educational leadership, vision in education, school ethos and culture, and schools as an educational communities. (p.1)

 Creating a road map of the school’s strategic plan helps educational leaders increase parental  involvement.  A  lack of strategic  planning can  cause financial  loss for  the scfool. Brain and Reid (2003), stated: “The more expansive the view of parental involvement, the greater the costs in running such projects and, hence, particularly in poor areas, the less chance of them is being sustainable” (p. 293). Parents are expected to take ownership of different programs in schools. Parents are responsible for the children’s attendance, behavior and willingness to learn in schools and provide support to schools.

Brain and Reid stated, “Parental involvement is seen as a mechanism for simultaneously raising standards, developing new partnerships between schools and parents in the local community and promoting social inclusion” (2003, p. 291). Parents and teachers are full partners in raising the children today.  McNamara (2000) mentioned that the current labor government has placed a renewed emphasis involving parents as active partners in the production of educated children (McNamara, Hustler, Stronach, Rodrigo, Bresford, & Botcherby, 2000, p. 474). Postmodernism guides educational leaders to use innovative and creative ways to improve the educational system. Educational leaders with the postmodernistic approach can take the school so many years a head, where all students are successful and schools are technologically advanced.  According to English (2003),

 Postmodernism is about constructing a way of looking at the world of ideas, concepts and systems of thought through the historicity of context and the shifting nature of linguistic meaning and symbols as they are manifested in discursive practices which run through educational administration and related fields. (p.3)

 Educational leaders that are the true role models of the stakeholders of the school enforce epistemological and axiological framework; they believe in the positive change of the school’s educational system.

 Strategic Planning for Educational Leaders              For educational leaders to be successful at creating effective schools where all stakeholders are highly involved in attainment of the school’s vision, the educational leader needs to know how to apply steps of strategic planning in enforcing the vision of the school to all stakeholders.  According to the Center of Organizational Development and Leadership (2007), there are six planning phases:

 Mission, Vision, and Values,

Environmental Scan, Goals, Strategies and Action Plans, Plan Creation, and Outcomes and Achievements.  (pp. 3-4)

 Each step of strategic planning relates directly and indirectly to the six realms of meaning. Educational leaders usually get in their comfort zone and never think beyond changing the system of the school. They have a fear to align everyone’s vision and as they see obstacles, educational  leaders stop and continue operating in their comfort zone.

 English (2003) states, “The mental baggage of modernism is represented in the way conceives of itself as a compelling singularity: total, final and absolute” (p. 62). School administrators’ tunnel vision directs them to never think beyond modernism, they find everything absolute and seldom make any changes. English (2003) said, “Postmodernism is not so much interested in the answers as the questions” (p. 4). We have to ask questions such as where we went wrong, and seek solutions instead of continuing to play the blame game.

 The First Realm: Symbolics

             Symbolics play a major role in the development and improvement of the educational programs. Dr. Kritsonis states: “The first realm, symbolics, comprises ordinary language, mathematics and various types of nondiscursive symbolic forms, such as gestures, rituals, rhythmic patterns, and the like” (Kritsonis, 2007, p.11). This realm focuses on the key component that creates a successful organization. One of the areas that it focuses on is communication. Effective communication is one of the areas that are also highly emphasized in the strategic planning. According to the Center for Organizational Development and Leadership (2007), “Without careful communication, planning organizational change is likely to meet with resistance by colleagues. Successful communication requires attention to each group likely to be affected by the planning process and the plan’s goals” (p.5). This realm is the essential component of the educational system. Leaders of the school must know how to effectively communicate with all stakeholders of the school. Symbolics addresses communication instruments, which can be utilized for conferences and professional development for educators. Educational leaders with the vision of involving parents and stakeholders of the school must know the power of communication effectively through different sources and how it can bring people towards the mission of the school. Electronic communication through electronically such as websites, emails, automated phone messages, text messages and newsletters are excellent forms of communication.  Leaders also need to know the power of written and oral communication and how it impacts people differently. Kritsonis stated, “Ordinary language is the forms of discourse employed in every day speech and writing” (2007, p.111).  Educational leaders need to know the significance of using ordinary language defined by him.  Dr. Kritsonis defined ordinary language, “It allows humans to communicate on a personal level. Many like to take a break from “shop talk” from time to time and become comfortable with associates” (2007, p.114). Educational leaders should learn to communicate effectively knowing when and where to use ordinary language. Dr. Kritsonis said, “The objective of using language is communication (2007, p. 114).

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Language is a binding force in society. It is a means of establishing human relationship” (Kritsonis, 2007, p.116).  Building,  maintaining and  sustaining relationship with people are highly important for educational leaders and meaningful relationships can be established with effective communication. Kritsonis said, “Perhaps the deepest of all human needs is to be understood and accepted by others” (2007, p.116).  One of the biggest challenges of educational leaders is to gain parental support. To overcome such a challenge, strategic planning of an organization must be planned where the idea is to empower parents and gain their trust by involving them in the campus improvement meetings.  According to Fisher

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Postmodernism in language planning

EDUCATION IS THE FOUNDATION FOR WOMEN’S EMPOWERMENT IN INDIA: PROSPECTS, CHALLENGES AND REMEDIES

EDUCATION IS THE FOUNDATION FOR WOMEN’S EMPOWERMENT IN INDIA: PROSPECTS, CHALLENGES AND REMEDIES

Mr. D.Sambangi

Senior Associate Professor  &  Head

Department of Social Work, Kodaikanal Christian College, Tamil Nadu, India

Education is a potent tool in the emancipation and empowerment of women. The greatest single factor which can incredibly improve the status of women in any society is education. It is indispensable that education enables women not only to gain more knowledge about the world outside of her hearth and home but helps her to get status, positive self esteem, and self confidence , necessary courage and inner strength to face challenges in life. Apparently it also facilitates them to procure a job and supplement the income of family and achieve social status. Education especially of women has a major impact on health and nutrition as an instrument of developing a sustainable strategy for population control. Moreover educated women can play an equally important role as men in nation building. Thus there is no denying fact that education empowers women. Indeed the different organs of the United Nations and experts on women‘s liberation argue for women’s education as the basic step to attain equality with men.

One of the recommendations of National Policy on Education (1986) by the Government of India is to promote empowerment of women through the agency of education and it is considered to be a land mark in the approach to women’s education of illiterate. The National Literacy Mission is another positive step towards eradication of illiteracy in the age group of 15-35 years. Women’ education has assumed special significance in the context of India’s planned development, as it is incorporated in every Five-year plans as the major programme for the development of women. Universalization of elementary education, enrolment and retention of girls in the schools, promotion of balwadies and crutches, raising number of schools and colleges of arts , science, and professional for girls , politechniques, girls hostels, multipurpose institutions and adult education programmes are some of the steps being  taken by both central and state governments in India to boost-up women’s education

WOMEN’S EDUCATION: PROSPECTS AND CHALLENGES

In spite of the forceful intervention by a bastion of female privilege, feminist critics, constitutional guarantees, protecting laws and sincere efforts by the state governments and central government through various schemes and programmes over the last 62 years and above all , the United Nation’s enormous pressure with regard to the uplift of the plight of women in terms education is still in the state of an enigma in India for several reasons. The 2001 Census report indicates that literacy among women as only 54 percent  It is virtually disheartening to observe that the literacy rate of women India is even much lower to national average i.e. 65.38 .The growth of women’s education in rural areas is very slow. This obviously means that still large womenfolk of our country are illiterate, the weak, backward and exploited. Moreover education is also not available to all equally. Gender inequality is reinforced in education which is proved by the fact that the literacy rate for the women is only 54% against 76% of men as per 2001 Census.

Table -1 The Literacy Rate in India 1901-2001

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Percentage   of     Literates    to   total    population

Year                                                         Persons                  Males           Females

1901                                                  5.3                           9.8                 0.7 1911                                                  5.9                         10.6                 1.1 1921                                                  7.2                         12.2                 1.8 1931                                                  9.5                         15.6                 2.9 1941                                                 16.1                         24.9                 7.3 1951                                                 16.7                         24.9                 7.3 1961                                                 24.0                         34.4               13.0 1971                                                 29.5                         39.5               18.7 1981                                                 36.2                         46.9               24.8 1991                                                 52.1                         63.9               39.2 2001                                                65.38                       76.0               54.0

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Source: Census of India, Government of India (2001)

According to the Table-1 the pre-Independence time literacy rate for women had a very poor spurt in comparison to literacy rate of men. This is witnessed from the fact that literacy rate of women has risen from 0.7 % to 7.3 % where as the literacy rate of men has risen from 9.8 % to 24.9 % during these four decades. During the post-independence period literacy rates have shown a substantial increase in general. However the literacy rate of male has almost tripled over the period e.g 25% in 1951 and 76 % in 2001.Surprisingly the female literacy rate has increased at a faster pace than the male literacy during the decade 1981 -2001. The growth is almost 6 times e.g. 7.9 % in 1951 and 54 % in 2001. From this analyse one can infer that still the female literacy rate (only half of the female population are literates) is wadding behind male literacy rate (three fourth of the male population are literates).The rate of school drop outs  is also found to be comparatively higher in case of women. This higher rate of illiteracy of women is undoubtedly attributing for women dependence on men and to play a subordinate role. The lack of education is the root cause for women’ exploitation and negligence. Only literacy can help women to understand the Indian’s constitutional and legislative provisions that are made to strengthen them. Thus promoting education among women is of great important in empowering them to accomplish their goals in

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Importance of educating women as a tool emancipation and empowerment