Impact of Education on Domestic Violence and Development of Women through Education

 

                                                                                                                                               

 

INTRODUCTION

You can tell the condition of a nation by looking at the status of its women.

- Jawaharlal Nehru

“Literary education is of no value, if it is not able to build up a sound character.”

- Mahatma Gandhi

 

            Education has been regarded as the most significant instrument for changing women’s subjugated position in the society. It not only develops the personality and rationality of individuals, but qualifies them to fulfill certain economic, political and cultural functions and thereby improves their socio-economic status. One of the direct expectations from educational development in a society is the reduction in the inequality among individuals and that is why Education was included as the basic right of every human being in the Universal Declaration of Human Rights. The constitution of UNESCO also directs its efforts to achieve `The ideal of equality of educational opportunity without regard to race, sex or any distinction, economic or social’.

            Domestic Violence (sometimes referred to as domestic abuse or spousal abuse) occurs when a family member, partner or ex-partner attempts to physically or psychologically dominate another. Domestic violence often refers to violence between spouses, or spousal abuse but can also include cohabitants and non-married intimate partners. Domestic violence occurs in all cultures; people of all races, ethnicities, religions, sexes and classes can be perpetrators of domestic violence. Domestic violence is perpetrated by both men and women, occurring in both same-sex and opposite-sex relationships.  

What Is Domestic Violence?

            Domestic violence is controlling behaviour and includes all kinds of physical, sexual and emotional abuse within all kinds of intimate relationships. The perpetrators of domestic violence or abuse are usually men and the victims or survivors are usually women and children that they know. It includes:

• Punching and slapping

• Kicking and hair pulling

• Biting and pinching

• Pushing and shoving

• Being forced to have sex

• Being beaten or cut with other objects

• Disrespect, neglect and emotional blackmail

• Verbal abuse and swearing

• Being prevented from going out or seeing people – being isolated

• Lying, harassment and putting pressure on you through threats

            1:4 women experience domestic violence at some point in their lives and 1:10 will be experiencing domestic violence today

WOMEN VIOLENCE IN DIFFERENT STATES OF INDIA

            Over 37 per cent married women in the country were victims of physical or sexual abuse by their husbands with Bihar topping the list. Women in Himachal Pradesh faced less violence at home compared to other states in the country. The latest National Family Health Survey-III found that 37.2 per cent women had experienced violence and cited lack of education as the key reason behind their woes. “Women with no education were much more likely than other women to have suffered spousal violence. However, spousal abuse also extends to women who have secondary or higher secondary level education, with 16 per cent reporting abuse,” the survey said.

            The survey showed that countrywide more women face violence in rural areas (40.2) as compared to those in the urban areas (30.4).

            In Bihar, women in urban areas fared worse than those in rural areas. While 62.2 per cent underwent the trauma in urban areas, it was 58.5 per cent women in villages.

            It is followed by Rajasthan (46.3) Madhya Pradesh (45.8), Tripura (44.1), Manipur (43.9), Uttar Pradesh (42.4), Tamil Nadu (41.9), West Bengal (40.3) and Arunachal Pradesh (38.8).

            Among the metros, the fairer sex was better off in Delhi (16.3) and Mumbai (19.5) recorded relatively low percentage as compared to Chennai (40.6) and Kolkata (26.7).

            Nearly, 17 per cent women in Goa have experienced violence, with 17.2 women in rural areas at the receiving end as compared to 16.4 per cent women in urban areas.

            In Chhattisgarh, a total of 30 per cent women suffered at the hands of their husbands, while in Jharkhand, the figure was 37 per cent. About 40.8 per cent women in Jharkhand villages found the going tough as compared to 24.6 per cent in the urban areas.

            In the hill state of Uttarakhand, nearly 28 per cent women experienced violence, with those in villages (29.8) fared worse than their urban counterparts (22.8). After Himachal Pradesh, women fared relatively better in Jammu and Kashmir (12.6), Meghalaya (13.1), Nagaland (15.4), Sikkim (16.5) and Kerala (16.4).

Other states where women find themselves vulnerable are Assam (39.6), Arunachal Pradesh (38.8), Orissa (38.5), Maharashtra (30.7), Andhra Pradesh (35.2), Haryana (27.3), Gujarat (27.6) Punjab (25.4), Mizoram (22.5) and Karnataka (20).

CRIME AGAINST WOMEN IN INDIA

·        One crime against women every three minutes

·        One rape every 29 minutes

·        One dowry death case every 77 minutes

·        One case of cruelty by husband and relatives every nine minutes

·        Once suicide every 240 minutes.

Source: National Crime Records Bureau       

CHILD VIOLENCE

           Children are the nation’s assets. A happy child will make his/her home and the country happy. The future of any country depends upon the right upbringing of its children, for which a congenial environment and adequate opportunities for wholesome development are essential.

According to UNICEF’s  “The State of the World’s Children,” report for 2006, one-third of the world’s children lack adequate shelter, 31% lack basic sanitation and 21% have no access to clean, potable water.  Illness, malnutrition, and premature death are common when children lack the most basic protection.

            A government commissioned survey has found that more than 53 per cent of children in India are subjected to sexual abuse, but most don’t report the assaults to anyone.

            The survey, released last April and which covered different forms of child abuse physical, sexual and emotional as well as female child neglect, found that two out of every three children have been physically abused.

            Parents and relatives, persons known to the child or in a position of trust and responsibility were mostly found to be the perpetrators of child sexual abuse in the country. According to the women and child development ministry-sponsored report, which assumes greater significance in the backdrop of the Nithari killings that brought into focus the issue of children’s safety, those in the age group of 5-12 years reported higher levels of abuse.

            While releasing the survey, Women and Child Development Minister Renuka Chowdhury said, “Child abuse is shrouded in secrecy and there is a conspiracy of silence around the entire subject. The ministry is working on a new law for protection of children’s rights by clearly specifying offences against children and stiffening punishments.”

            The survey carried out across 13 states and with a sample size of 12,447, revealed that 53.22 per cent of children reported having faced one or more forms of sexual abuse, with Andhra Pradesh, Bihar, Assam and Delhi reporting the highest percentage of such incidents. In 50 per cent of child abuse cases, the abusers were known to the child or were in a position of trust and responsibility and most children did not report the matter to anyone.

            The survey, sponsored by WCD ministry and carried out by the NGO Prayas in association with UNICEF and Save the Children, found that more than 50 per cent children were subjected to one or the other form of physical abuse and more boys than girls were abused physically. The first-ever survey on child abuse in the country disclosed that nearly 65 per cent of school children reported facing corporal punishment beatings by teachers mostly in government schools.

            Of children physically abused in families, in 88.6 per cent of the cases, it was the parents who were the perpetrators. More than 50 per cent had been sexually abused in ways that ranged from severe such as rape or fondling to milder forms of molestation that included forcible kissing.

            The study also interviewed 2,324 young adults between the ages of 18 and 24, almost half of whom reported being physically or sexually abused as children. When it comes to emotional abuse, every second child was subjected to emotional assault and in 83 per cent of the cases, parents were the abusers.

Children living with domestic violence may:

 

• Express behavioural problems.

• Be more likely to truant or have difficulties at school.

• Turn to alcohol or drugs.

• Self-harm or attempt suicide.

            According to the NSPCC (National Society for the Prevention of Cruelty to Children) of Children living with domestic violence:

 

Ø      100% are emotionally abused.

Ø      48% are psychologically abused.

Ø      26% are physically abused.

Ø      13% are accidentally injured.

Ø      7% are sexually abused.

Recent figures from the International Labour Organisation (ILO) show that:

v     Globally, 1 in 6 children work.

v     218 million children aged 5 - 17 are involved in child labour world wide.

v     126 million children work in hazardous conditions.

v     The highest numbers of child labourers are in the Asia/Pacific region, where there are 122 million working children.

v     The highest proportion of child labourers is in Sub Saharan Africa, where 26% of children (49 million) are involved in work.

DEVELOPMENT OF WOMEN THROUGH EDUCATION       

 

        Education is the process of instruction aimed at the all round development of boys and girls. Education dispels ignorance. It is the only wealth that cannot be robbed. Learning includes the moral values and the improvement of character and the methods to increase the strength of mind.

            Once the first Prime Minister of India, Jawaharlal Nehru said, “you can tell the condition of a nation by looking at the status of its women”. This is absolutely true. Woman of any nation is the mirror to its civilization. If women enjoy good status it shows that the society has reached a level of maturity and sense of responsibility while a decadent image conjures up if the opposite is true. The story of Indian women is as old as the history of Indian civilization.

            Kumud Sharma of the Centre for Women’s Development Studies in New Delhi traced the correlation between education and domestic violence to patriarchal attitudes. “Educated women are aware of their rights,” she said. “They are no longer willing to follow commands blindly. When they ask questions, it causes conflicts, which, in turn, leads to violence. In many Indian states, working women are asked to hand over their paycheck to the husband and have no control over their finances. So, if they stop doing so or start asserting their right, there is bound to be friction.”

Female Literacy in India

            According to last census held in 2001, the percentage of female literacy in the country is 54.16%. The literacy rate in the country has increased from 18.33% in 1951 to 65.38% as per 2001 census. The female literacy rate has also increased from 8.86% in 1951 to 54.16%. It is noticed that the female literacy rate during the period 1991-2001 increased by 14.87% whereas male literacy rate rose by 11.72%. Hence the female literacy rate actually increased by 3.15% more compared to male literacy rate.

 

WOMEN UNIVERSITIES IN INDIA

 

Ø      Andhra Pradesh

      Sri Padmavati University, Tirupati

Ø      Delhi

      Lady Shri Ram College for Women, Lajpat Nagar

Ø      Maharashtra

      SNDT Women’s University, Mumbai

Ø      Rajasthan

      Banasthali Vidyapith, Banasthali

Ø      Tamil Nadu

      Stella Maris College, Chennai

      Women’s Christian College, Chennai

      Madura College, Madurai        

 

            It is necessary to establish some more universities and colleges for women in India. Education is a solution for any type of problem in the society. Education gives strength, power and character. Education helps to improve economic position also in the society.

            The number of women job seekers has increased from 99.3 lacs in 1999 to 106.1 lacs in 2004. Thus the percentage of women job seekers to the total job-seekers has also increased from 24.6per cent in 1999 to 26.2per cent in 2004.

Table 1: Number of Women Job Seekers

Year

Number of Women (in lacs)

Percentage to total

1999

99.3

24.6

2000

104.5

25.3

2001

108.8

25.9

2002

106.0

25.9

2003

107.5

26.0

2004

106.1

26.0

      Number of Educated Women Job Seekers as on December 2004 was 7537.7 thousand. Educated Women at the end of 2004 accounted for 25.8per cent of the total educated job-seekers.

Table 2: Number of Educated Women Job Seekers

Year

Number of Women

Percentage to total

2000

7911.7

27.1

2001

8525.6

28.1

2002

7921.4

26.8

2003

8032.4

26.6

2004

7537.7

25.8

 

Vision of National Commission for Women

 

            Dr.( Miss. ) Girija Vyas took over as Chairperson of the National Commission for Women on 16th February, 2005.

            The Indian Women of Today Culturally rooted, Globally oriented Healthy, Educated, Self Reliant Secure in her Home and Safe Outside With Access to all the Rights of a Citizen With Opportunity to Contribute in all walks of life.

 

MODERN INDIAN WOMEN

 

            The status of women in modern India is a sort of a paradox. If on one hand she is at the peak of ladder of success, on the other hand she is mutely suffering the violence afflicted on her by her own family members. As compared with past women in modern times have achieved a lot but in reality they have to still travel a long way. Their path is full of roadblocks. The women have left the secured domain of their home and are now in the battlefield of life, fully armored with their talent. They had proven themselves. But in India they are yet to get their dues. The sex ratio of India shows that the Indian society is still prejudiced against female. There are 933 females per thousand males in India according to the census of 2001, which is much below the world average of 990 females. There are many problems which women in India have to go through daily. These problems have become the part and parcel of life of Indian women and some of them have accepted them as their fate.

FIRST WOMAN OF INDIA

            Women had played an important role in the Modern World. Here are some of the most successful & first women of the world, who lead a Nation, a Party, a State, etc.

·        First woman President of Indian National Congress — Annie Besant (1917)

·        First Indian woman President of Indian National Congress — Sarojini Naidu (1925)

·        First woman Ambassador from India — Vijay Lakshmi Pandit (to USSR from1947-49)

·        First woman Governor of an Indian State — Sarojini Naidu (UP from 1947-48)

·        First woman Minister of an Indian State — Vijay Lakshmi Pandit (UP)

·        First Mayor of Delhi — Aruna Asif Ali (1958)

·        First woman Central Minister — Rajkumari Amrit Kaur

·        First woman Film star to be a member of Rajya Sabha — Nargis Dutt

·        First woman Chief Minister of an Indian State — Sucheta Kriplani (UP from 1963-67)

·        First woman Prime Minister of India — Indira Gandhi (1966-77 & 1980-84)

·        First woman Speaker of an Indian State — Shano Devi

·        First woman winner of the Bharat Ratna — Indira Ghandi (1971)

·        First woman Judge of the Supreme Court — Justice M Fatima Bevi (1989)

·        First woman Chief Justice of a High Court — Leila Seth (CJ of Himachal Pradesh 1991)

·        India’s officially recognized billionth citizen — Aastha (Born on May 11, 2000 at ND)

CONCLUSIONS

            Indian women have mastered anything and everything which a woman can dream of. But she still has to go a long way to achieve equal status in the minds of Indian men. The desire of Indian women can be best summed up in the following lines of ‘Song of an African Women’:

I have only one request.

I do not ask for money

Although I have need of it,

I do not ask for meat . . .

I have only one request,

And all I ask is

That you remove

The road block

From my path.

            Educate all the children in the family. Education is the most powerful instrument for the development of women and children in the society.8th March is observed as International Women’s Day. It is necessary to celebrate International Women’s Day every year in a grand manner. Our present president Pratibha Patil is also a woman. It is the power and credit of woman. It is also very important to celebrate Children’s Day on November 14th and Mother’s day.  

Reference:

1.      National Institute of Child Health and Human Development. (2001). The National Reading Panel: Reports of the Subgroups.

 

2.      UNESCO Institute for Statistics: Literacy rates, youth (15-24) and adult (15+), by region and gender (September 2006 Assessment).

 

3.   Heilbroner, R. L. (1995) Visions of the future: the distant past, yesterday, today,      

     and tomorrow (New York: Oxford University Press).

 

4.   Child and Women Development Report, (2006), Ministry of Women and Child  

      Development, Government of India, New Delhi.

 

5.    National Family Health Survey, (2006), Government of India, New Delhi.

 

6.    National Crime Records Bureau, (2007), Government of India, New Delhi.

 

7.   Census of India, (2001), Government of India, New Delhi.

 

 

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By: naraginti amareswaran

About the Author:

Basically prior to the coming of the Europeans or more aptly introduction of Western education in Nigeria there were basically two distinct education systems in Nigeria namely the Indigenous system and Quoranic type. Formal or Western education was brought to Nigeria perhaps in 1843, a system which added to the already existing two bring the systems to three. Indigenous system entailed becoming apprenticed in crafts and services in leather works, painting, medicine etc passed down in families. Skills are acquired in this way and utilized. Quoranic system had to do with Islamic education in which a child learns the whole lot of the chapters of the quoran usually by rote and said his prayers regularly as required.

 

Western education in Nigeria as introduced by the Europeans mainly was all about the spread of Christianity and was thought useful and important to evangelism which appeared to reign supreme in the hearts of these Europeans other than the much desired education by Nigerians. Perhaps the Europeans were of the opinion that the combination of education and evangelism was a necessity in achieving their aims.

 

The spread of western education was successful in the southern part of the country were curiosity to learn was considered very high. In the forefront of the introduction of this western styled education were Methodist Church of Scotland Mission, the Church Missionary Society (CMS) and the Roman Catholic. These missionary worked so hard to spread western education particularly in the south. In the north the difficulty of efficiently planting western education was considered not very smooth because the region had already deeply rooted in Islamic education and a host of other reasons, still the missionaries continued to put in their efforts. It should be noted that Islamic education was delivered under the tutelage of Malams and scholars.

 

Some people have argued that the system of education as handed down by the Europeans was ultimately aimed at merely producing Nigerians who could only read and write and no more. They further argue that the subjects taught in majority of the elementary schools such as Scripture, English Compositions, English Grammar, Arithmetic, Geography, Music, Singing, Reading, writing, Dictation, and sewing (Fafunwa, 1974) Prof. Babs Fafunwa may not share this idea though.

 

It held that the combinations of subjects like these will produce nothing of teachers, Court clerks, Interpreters etc. These may not be a misleading idea anyway but I wish to state that there were other militating factors on the part of Nigerians such as unwillingness to send their especially girls to school. This is still exhibited in some parts of Nigeria today.

 

There is no doubt however that one needs to commend these early European missionaries who left their countries and tirelessly established these schools even though certain drawbacks may have undermined these gestures in so many ways.

 

On the 25 January 1976 the Federal Government of Nigeria acting on the idea or advice of Alhaji Yakubu Adamu the Executive Chairman, kano State Primary Education Board changed from the former 7-5-3 system of education to 6-3-3-4 systm. In 1982, the same Nigerian Governent established the Junior Secondary School (JSS) and senior secondary School (SSS) dividing the system into two i.e. junior and secondary the same Nigerian government argued was aimed at awarding certificates after the first three years of junior school and second years of senior schools. It is however very clear that the Federal Republic of Nigeria erred when it suddenly jumped into the system.

 

Till Today I am yet to see any junior secondary school “graduate” awarded with a certificate in search of job or further educational pursuit. This system will hurriedly replace the West African GCE ‘O’ Level in 1989 is nothing but effort to produce nothing. It is no news that our standard of education has fallen completely to the ground with the Nigerian government fast neglecting the education sector. Public schools are rotting away and now declared a no go area in the minds of the people and by the people.When Nigerian graduates are not employable (Prof. Charles Soludo) How is the system introduced by the Nigerian Government comparable to that operated by the early European Missionaries?

 

Nigerians are now getting accustomed to the establishment of private universities too expensive for the children of the common masses who require education. Church owners in Nigeria have joined the race too. It is now the race to establish, control and spin money using universities. Many of these universities are no go areas for the poor masses. So the question again is who are these universities established for? When Nigerians see these universities and run to Ghana we start asking ourselves what is wrong with these big expensive universities.

 

The Nigerian Government needs to do something about it fast before it gets too late because when education becomes out of bounds for its citizens, the citizens will choose nothing but ignorance. Early European missionaries did better and deserve our praise.  

 

 

 

      



By: Emeka Esogbue

About the Author:

Why do many people like to go on a study tour to UK colleges and Universities? What do you know about education system in UK? Like many other countries United Kingdom has developed and diversified education system foe school graduates and those who want to get further or higher education. The incredible number of colleges and universities offers thousands of courses and subjects to study. Thus, it is very important to be well-oriented in education institutions diversity to choose the right one which will suite your interests and further career best. First, there is a difference between further education and higher education. Further education is provided by colleges and gives a number of special qualifications such as Business Study, Engineering, Catering etc. They are specially designed for basic knowledge study, which is an integral part of further education and special subject study. Often further education students are able to combine a few subjects and get two or three certificates accordingly. Most further education students are adults who are above 21 years old. They prefer to study part-time and go to work while studying. Anyway, it is your choice whether you will study full-time or part-time. Usually part-time jobs allow further education students cover their tuition fees expenses. UK educational institutions are divided into state and private colleges and universities. Some decades ago state colleges and universities considerably differed from each other, especially in education funding system and costs. Nowadays both types of institutions have high tuition fees and smaller amount of grants, University Access Funds and student loans assistance programs. Universities UK provide a wide range of subjects and qualifications to study. Education programmes at universities include lectures, seminars, workshops, trainings and practices. Some of them even organize working experience for a year or less. High tuition fees cover access to university books, software and computers. Be aware of ALL university facilities before applying for study: you must know well what you will have for your big money! Although higher education requires much study, research, writing and reading the most study process is independent; lectures, seminars and workshops take much less time than self-research and study. Of course you will be signed your own individual tutor who will guard your study and control your results, but be ready to become a self-organized student who plans his education process himself. All universities and even further education colleges in UK have specially assigned consultants who provide all information which you need. They are happy to consult you even in your private matters. However, it would be better to check the university or college environment by yourself. For example, such aspects as social environment, college/university city or town society, availability of night clubs, sports clubs or beaches play a significant role in our life. City/town living standards will help you count your accommodation and living expenses; remember, you are going to spend a couple of years there! Each year both private and state universities reduce their financial assistance, state and university grants cover only about 10 percent of education fees. Find out as much as possible about financial aid availabilities, at least you can apply for student education loans system. This system is the easiest way for funding education in UK now. However, you should remember it is repayable and sometimes has high interest ratio which expands to 20 years for paybacks to be affordable.



By: Daniel Jowssey

About the Author:

Why Online Education?

After a hectic time in high school, most graduates want to take some time off and have plenty of fun and unwind. A few also take jobs in order to pay for their education later - and others just want take the time to find out what they want to do. However, all of these delays are only hindrances to obtaining a degree and can have a negative effect on economic stability and future prospects.

It is well known that a bachelor’s degree is prerequisite to getting a lucrative job in any industry - and the earlier one has it, the better it is in terms of career growth. So with all these choices to make, online undergraduate programs are becoming more popular than ever.

The Advantages

With the Internet maturing day by day, the quality of online education is improving, removing all possible barriers to higher education. The primary benefit of an undergraduate online education program is that physical presence is not required to take a course. So with a busy lifestyle for a time consuming job, if a person has the zeal to pursue further education, the online option gives students the opportunity to do both.

When work takes up most of your time, even after a few hours of socializing and doing chores a few hours to spare, online education makes it easy to progress in your chosen career field. For those who cannot pursue a degree because of geographical constraints, pursuing an undergraduate education online enables them to attend classes from their home computer and saves them time and gas.

Other Advantages

Pursuing an undergraduate online education offers a similar level of education that is provided in regular classes. Students can work on their program of study at their convenience. Studies never interfere with travel plans, employment and basically any activity that couldn’t be done on the campus. Undergraduate online education is unique. They are more facilitative, as discussions are quick and easy to understand. Classes are held through chat, Internet meetings and email, as well with the subject coordinator and other students. There are virtually no shortcomings in online interactions.



Another advantage of undergraduate online education is that it is different from traditional education and benefits students by giving them access to develop technological competencies and exposure to telecommunication technologies. Also, online education gives students an exceptional experience in education, irrespective of age and geographic location. It provides psychological support by shedding introvert behavior and slow learning processes. With online education, students have time to prepare notes and other information discussed in the virtual classroom because all the subjects discussed will be posted online.



The best and most valid advantage of undergraduate online education is that there are a limitless number of courses by many educational institutes. From courses in fine arts to medical science, most are provided online and these e-learning courses are as simplified as possible.



By: Tony Jacowski

About the Author:

What really works in character education? What techniques teacher should adopt to teach character education? These are couple of questions that most teachers and parents ask when they start to teach the Character Education. Most children are very non serious in the attitude, their behaviour and the treatment to others.Over the past few decades, educators have become increasingly interested in implementing character education in their districts, schools, and classrooms, and the pace of this expansion seems to be accelerating. There is a rapidly growing, but still quite inadequate, level of funding available for both practice and research in character education. There are also a bewildering variety of programs, vendors, consultants, and concepts for educators to choose from in their search to improve their schools and positively impact the development and learning of their students.

Following are some ideas which can be given to the students for building their character. First, Appreciation is the most powerful weapon. Many times middle school students do not realize how great efforts from their parents, teachers, friends and family have affected them. As an activity, students needed to first decide on one person who they see as a positive role model. Second, Special thank you notes. Let some very special people know how much you appreciate them! This is a writing activity that can fit in at any time of year. Character education is all about teaching young people how to make responsible choices and helping them to develop the internal controls necessary to make those choices. As such, character education must do more than impart information, it must also inspire and strengthen students to act nobly—even when every inducement conspires to encourage them to act otherwise. This is the point at which character is manifest, for in these circumstances, if the will to act nobly does not exist within, it does not exist at all.

The Persians who taught virtue as a liberal art or science in their public schools, declared that the ability to govern one’s passions in spite of temptation, to be just in one’s dealings, and to be temperate in one’s pleasures were qualities of far more real advantage to a person than being “master of all the arts and sciences in the world besides.” Character education is far easier to implement when the lessons are easy to slide into your daily routine and are mutually supportive of the academic concepts you are teaching. The stories and activities in The Seven C’s of Thinking Clearly are truly teacher friendly. Schools often have character education programs that focus on the qualities of character that are honored by most cultures and traditions. Character education is the development of knowledge, skills, and abilities that encourage children and young adults to make informed and responsible choices. Ethics are a philosophical reflection of moral beliefs and practices. The Greek and Roman philosophers were particularly interested in discussions related to ethics. Religions and faiths each have their own ethical systems to guide their people. Ethical decision making involves the process of making informed decisions when faced with difficult dilemmas with many alternative solutions.

The School which are interested in implementing character education programs. Must follow the safety programs that are implement by some schools. These effective school safety programs include a balance of strategies focused on school climate, firm and fair discipline, prevention and intervention programs, strong academic and extracurricular programs, community involvement, proactive security measures, and crisis preparedness guidelines.  Character education issues can clearly play a role in enhancing the school climate component of overall comprehensive safe schools plans.

In the modern education, The character counts programs hold SIX pillars of Character:

1. Trustworthiness

2. Respect

3. Responsibility

4. Fairness

5. Caring

6. Citizenship



By: charactereducation

About the Author:

There are a lot of people who have probably heard of the Career Education Corporation. However, there are other people who have never heard of them and don’t have a clue as to what they are. Let me explain what the Career Education Corporation is.

The CEC Career Education Corporation was founded in 1994. They have grown rapidly since that time. They are well on their way to becoming the world’s leading provider of quality educational services.

The Career Education Corporation is the world’s largest on-campus provider of education. They are also one of leading providers for online education. There are many colleges, schools and Universities that are a part of the CEC Career Education Corporation.

 

The many schools, colleges and universities that make up this corporation offer education to students all over the world. They have over 95,000 students that they provide quality education to. They have many different campuses that serve students all over the world. They currently have campuses in the U.S., Canada, France, the United Kingdom, and the United Arab Emirates. These are just a few of the locations that they have. They have 80 plus campuses which their students can use.

They also offer many types of programs and education choices. Some of these are the doctoral, master’s, bachelor’s, and associate degrees. They also offer diploma and certificate programs for their students.

A lot of the students that use the CEC Career Education Corporation to receive their education will take advantage of their web-based virtual campuses. These are campuses that they can take their courses online and not have to go to an actual physical campus. Two of the biggest web-based virtual campuses that the students can attend are the American InterContinental University Online and the Colorado Technical University Online. Most people have heard of these two campuses. Even if you have not they are two of the best ones that you can attend for the online programs that are available today.

The Career Education Corporation has many schools that are a part of this corporation. You have probably heard of some of the schools, colleges and universities that are a part of the CEC Career Education Corporation.

The main goal of the Career Education Corporation is to ensure that their students graduate successfully and are prepared for the career choices that they want to do. This way they will be ready for the work place when they do get out of school. When you want to get a good education you will definitely want to check into the CEC Career Education Corporation.



By: Lester Lee

About the Author:

Paper presented at the official launch and mini-conference of the Journal of the University College of the Cayman Islands. (JUCCI) Thursday October 16th 2008

Good evening ladies and gentlemen. 

The need to recruit teachers into Initial Teacher Education and Training (ITET) is a worldwide occurrence. However, for the Caribbean region, the challenge is made worse when looked at in light of the fact that trained Caribbean teachers are being recruited to serve in other countries and regions.

Mike Baker, the British Broadcasting Cooperation’s (BBC) education correspondent in his 2002 article entitled United Kingdom ‘poaching’ Jamaican teachers, pointed out that between 2001 and 2002 six hundred teachers (600) left the island to work abroad, mostly in the United States and  the United Kingdom. During that same period, the United Kingdom government issued six thousands (6,000) work permits to teachers from outside the European Community.

The global demands for teachers including those from the Caribbean, offers the region both a challenge and an opportunity. A challenge in that new teachers need to be attracted, recruited, educated and trained and an opportunity, in that, trained teachers who seek economic independence can achieve it by practicing their craft in an economically buoyant community.

While there are many strategies for encouraging the recruitment of persons into ITET, given the social, cultural, political and educational context of each Caribbean state and, in particular the Cayman Islands, it is not easy to discern what will and will not work. Therefore, the contribution of the paper I have written and published in the Journal of the University College of the Cayman Island, is an analysis of relevant recommendations resulting from research, which sought to address the problems of teacher recruitment not only in the Cayman Islands, but also in the Caribbean region.

In that published work, recommendations and results of two studies were analyzed; the 2006 Organisation of American States Sub-Region Consultant Study Report concerned with the challenges of improving the quality of teacher education, recruitment and selection, initial education and training, professional development and evaluation of teachers in countries of the Caribbean. And, the 2001 report of the committee set up to examine the conditions relating to the recruitment of Caymanians into the teaching profession.

What are specific ways of encouraging the recruitment of teachers into ITET in the Cayman Islands? Some thoughts follow. There is the need to:

1. Undertake innovative and strategic approaches to policy development in the area of ITET. Policies are needed that would direct actions and guide innovations, thus boosting people’s trust in the process and product of ITET.

2. Formulate policies to address the nature and kinds of academic qualifications offered and the standards at which local teacher education and training institutions operate.

3. Develop policies on the process of recruitment into ITET and on the promotion of teaching and the identification of appropriate target populations for recruitment.

4. Offer a competitive and internationally recognized bachelor’s programme in education. (this is happening right now at the University College)

5. Develop a clearly articulated alternative paradigm for career structure and its underlying values in the Cayman Islands, coupled with efforts to improve the economic status of teachers.  Morris and Williamson (1989) reveal that in Japan and Taiwan, among other countries, where teaching is thought of as extremely important, teachers are relatively well compensated hence teaching is viewed as a relatively well-paying job, the supply of new teachers is high and there is a low level of attrition. The writers go on to state that additionally those countries place high value on their peoples remaining in a profession or a post for the duration of an entire career.

So my point is, what is required, (in addition to marketing strategies and advertising campaigns), is a paradigm shift or change in the way we think about teaching,  not just for the Cayman Islands but for the Caribbean region.

6. Enable ITET programmes to be framed in a reflective model of teaching which encourages the development of skills and knowledge in content areas, professional studies, and practical teaching, grounded in the real world of the school and classroom.This model of teaching presently guides the teacher education and training department here at the University College of the Cayman Islands.

For more details, please consult  my article entitled “Encouraging the Recruitment of Teachers into Initial Teacher Education and Training (ITET) in the  Cayman Islands published in the  Journal of the University College of the Cayman Islands Volume 2 August 2008, pp.65-78. Copies of the journal are on sale at the main entrance to the auditorium.

Thank you, the floor is now open for questions and discussion.



Reference

Baker, M. (2002). UK “poaching” Jamaican teachers. BBC education correspondent, British Broadcasting Corporation (BBC), 15 March 2002. http://news.bbc.co.uk/2/hi/uk_news/education/1871706.stm (accessed 2 October 2007).

McLean, G. (2001). The report of the committee to examine the conditions relating to the recruitment of Caymanians into the teaching profession. Ministry of Education, Human    Resources and Culture. Cayman Islands. 29th June.

Mark, P. (2006). Organization of American State Hemispheric Project Draft Harmonized Policy for Teacher Education (Summary Document) Caribbean Sub-Region Consultant Report (Unpublished).

Morris, P., and J. Williamson. (1998). Teacher education in the Asia-Pacific region: A  comparative analysis. Asia-Pacific Journal of Teacher Education and Development 1: 17–27.

 For more on Teacher Education in the Cayman Islands



By: Dr. Mark A. Minott

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