About SAT

The SAT is an aptitude test. Like all aptitude tests, it must choose a medium in which to measure intellectual ability. The SAT has chosen Math and English. Most of the aspirants for undergraduate studies to US need to take it. NEW SAT takes about 3 hours and 45 minutes. It contains Critical Reading, Math and Writing Section. The NEW SAT is about 2400 marks, English section is for 1600 marks while Math section is 800 marks. The writing section is measured on a scale of (0 to 6 points). SAT is offered 6 times a year in India you can register for the exam online on www.collegeboard.com. The present fees for SAT is around $ 85 USD, You will select a test day, pay with an international credit card and complete the transaction entirely online. SAT scores are valid for a period of 5 years.

About SAT SUBJECT TEST

SAT subject test where formerly known as SAT II, subject tests are given to access your skills in specific areas subjects include Math, History, Physical Science, Literature and SAT Subject Tests are given to assess your skills in specific areas. Subjects include math, history, physical sciences, literature, and foreign languages. SAT Subject Tests are an hour long and consist entirely of multiple-choice questions.

The score is from 800 marks. It is taken as per direction of universities for the choice of programs mentioned.

About Graduate Record Exam

Graduate Record Exam (GRE) is taken by students interested in pursuing their Masters program in US but renowned universities across the globe accept GRE scores. GRE is essentially a computer adaptive test which is about 2 hours and 30 minutes. It consists of Verbal, Quantitative and Analytical Writing. The scoring pattern of GRE is on Verbal (800), Math (800) and Analytical Writing section is graded on a scale of (0 to 6 points). GRE is offered all year around you can register for GRE on www.gre.org. You need to pay $160 USD for registration. GRE scores are valid for a period of 5 years.

About GRE subject test:

The GRE Subject Tests are intended to measure your knowledge of specific subject matter. Subject Tests are available in eight disciplines: Biochemistry, Cell and Molecular Biology; Biology; Chemistry; Computer Science; Literature in English; Mathematics; Physics; and Psychology. These tests are given in paper-and-pencil format. These tests are given separately from the GRE General Test and require additional fees. Check with the universities to which you are applying to determine whether any of these extra tests are required.

About GMAT:

The Graduate Management Admission Test (GMAT) is taken by students interested in pursuing MBA program in the US. It is also accepted by major business schools world wide. It consists of 3 sections (Quantitative, Verbal, and Writing). It is a 4 hour computer-adaptive test (CAT). Scoring pattern is on a scale of 800. GMAT is offered all year around you can register for GMAT on www.mba.org . You need to pay $250 USD for registration. GMAT scores are valid for a period of 5 years.

Importance of SAT, GRE, GMAT:

As the admission process gets tougher every year. It is mandatory for

the students to prepare sincerely for the above exams. The preparation

time for these exams extends from three months to six months. On a

broad spectrum the ETS board the governing body for the exam evaluates

students on their knowledge in Math and English from grade eight to

degree level, but individual stress is given on basic writing skills

as far as Analytical writing is concerned.

Do’s and Don’t for Exam preparation.

The do’s

1. Be realistic in your expectations.

2. Do take the writing Analytical section seriously.

3. Take practice test with the sole aim of improving your endurance and timing.

4. Take mock test as far as possible it acts as a dress rehearsal.

5. Practice alone makes you perfect.

The Don’t

1. Don’t be too confident about your test taking abilities.

2. Don’t focus only on particular testing areas at the cost of other sections.

3. Don’t be obsessed about scores during practice.

4. Don’t burn the mid night oil without a proper back up plan.

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Help answer the question about education

In school still

Wondering what education it takes, do you have to be OP Eligible

I know you can sit a tafe course but can i still reach my goals through that ???

Questions:
What education ?
Whats there pay ?
What it takes ?

Thank you for your time.

Curricular Changes in Teacher Education

India is a developing country. We have thousand years of Tradition and Culture. Different types of people are living in India. In olden days the educational institutions were called as ‘Ashramam’ and teacher was called as ‘Guru’. Guru is a respectable person in the society after mother and father. According to our Vedas Guru is a third God. In olden days they were given importance for shravana, Dhyana and Asana. All types of information are there in Vedas. Yoga is a greatest gift of India to the world. Yoga has its origin in the Vedas, texts that were heard by ancient sages in their state of meditation, and hence are known as srutis. The great sage Vyasa organized the Vedas in a systematic manner. Hence he is known as Veda Vyasa.

Now we are living in the technological world. Vast changes are occurring in day to day life of human being. The effect of Television, Telephone, Radio, Computer, Internet and Mobile is very much in our daily life. Even today also teacher is a role model for the students in the society. Teaching profession is a respectable job in the society. But there are enormous changes were occurred in the system of education.

Western culture is increased. Because of globalization we see everything in the form of commercial. But it is not good. Teacher is a nation builder. The development of any country depends upon its educational system. Any type of development is possible through education.

The concept of curriculum can be perceived as a connective link between teacher and student, organized in such a way to achieve goals previously set by the teacher, the learning organization or by the curriculum specialists.

            Curriculum is a means to the education. While education is learning, curriculum signifies situations for learning. While education deals with ‘how’ and ‘when’, Curriculum deals with ‘what’ education is a product, curriculum is the plan.

Teacher Education

Teacher education is an integral component of the educational system. It is intimately connected with society and is conditioned by the ethos, culture and character of a nation. The constitutional goals, the directive principles of the state policy, the socio-economic problems and the growth of knowledge, the emerging expectations and the changes operating in education, etc. call for an appropriate response from a futuristic education system and provide the perspective within which teacher education programmes need to be viewed.

When India attained freedom, the then existing educational system was accepted as such because it was thought that an abrupt departure from the same would be disturbing and destabilizing. Thus a predisposition to retain the system acquired preponderance and all that was envisaged by way of changes was its rearrangement. Consequently, education including teacher education largely remained isolated from the needs and aspirations of the people. During the last five decades certain efforts have been made to indigenize the system. The gaps, however, are still wide and visible. The imperatives for building the bridges may be as follows:

- To build a national system of teacher education based on India’s cultural ethos, its unity and diversity synchronizing with change and continuity.

- To facilitate the realization of the constitutional goals and emergence of the new social order.

- To prepare professionally competent teachers to perform their roles effectively as per needs of the society.

- To upgrade the standard of teacher education, enhance the professional and social status of teachers and develop amongst them a sense of commitment.

Scenario of Teacher Education

The need for improved levels of educational participation for overall progress is well recognised. The key role of educational institutions in realising it is reflected in a variety of initiatives taken to transform the nature and function of education — both formal as well as non-formal. Universal accessibility to quality education is considered essential for development. This has necessitated improvement in the system of teacher education so as to prepare quality teachers.

Various Commissions and Committees, Sarvepalli Radhakrishnan Commission (1948), Secondary Education Commission (1953), Kothari Commission (1964-66) etc., are appointed by the Central and the State Governments in recent decades have invariably emphasised the need for quality teacher education suited to the needs of the educational system. The Secondary Education Commission (1953) observed that a major factor responsible for the educational reconstruction at the secondary stage is teachers’ professional training. The Education Commission (1964-66) stressed that ‘in a world based on science and technology it is education that determines the level of prosperity, welfare and security of the people’ and that ‘a sound programme of professional education of teachers is essential for the qualitative improvement of education.’

India has a large system of education. There are nearly 5.98 lakh Primary Schools, 1.76 lakh Elementary Schools and 98 thousand High / Higher Secondary Schools in the country, about 1300 teacher education institutions for elementary teachers and nearly 700 colleges of education / university departments preparing teachers for secondary and higher secondary schools. Out of about 4.52 million teachers in the country nearly 3 million are teaching at the primary/ elementary level. A sizeable number of them are untrained or under-trained. In certain regions, like the North-East, there are even under- qualified teachers. As far as in-service education is concerned the situation is not very encouraging. It is estimated that on an average 40% of the teachers are provided in-service teacher education once over a period of five years. Regarding non-formal education, though a number of models are in vogue in various states in the country, much more needs to be done to prepare teachers and other functionaries for the system.

The National Council for Teacher Education (NCTE) as a non-statutory body (1973-1993) took several steps as regards quality improvement in teacher education. Its major contribution was to prepare Teacher Education Curriculum Framework in 1978. Consequently, teacher education curricula witnessed changes in teacher preparation programmes in various universities and boards in the country. A similar effort was made in 1988.

During the last decade, new thrusts have been posed due to rapid changes in the educational, political, social and economic contexts at the national and international levels. Curriculum reconstruction has also become imperative in the light of some perceptible gaps in teacher education. Teacher education by and large, is conventional in its nature and purpose. The integration of theory and practice and consequent curricular response to the requirements of the school system still remains inadequate. Teachers are prepared in competencies and skills which do not necessarily equip them for becoming professionally effective. Their familiarity with latest educational developments remains insufficient. Organised and stipulatory learning experiences whenever available, rarely contribute to enhancing teachers’ capacities for self-directed life long learning. The system still prepares teachers who do not necessarily become professionally competent and committed at the completion of initial teacher preparation programmes. A large number of teacher training institutions do not practice what they preach. Several of the skills acquired and methodologies learnt are seldom.

Definitions of curriculum, from Oliva (1997). 

Curriculum is:

      That which is taught in schools

      A set of subjects.

      Content

      A program of studies.

      A set of materials

      A sequence of courses.

      A set of performance objectives

      A course of study

      Is everything that goes on within the school, including extra-class activities, guidance, and interpersonal relationships.

      Everything that is planned by school personnel.

      A series of experiences undergone by learners in a school.

      That which an individual learner experiences as a result of schooling.

Flexibility of the Curriculum

            In India there are large number of communities living in the hilly area, the plateau area, the dessert area, plain area and costal area all having their own peculiar individuality, environment customs and needs. There fore, the same curriculum can’t be forced upon all, irrespective of their needs and environment. It must differ from locality to locality and from society to society.

            “The destiny of India now being shaped in her class rooms”. In the world based on science and technology it is education that determines the level of prosperity, security and welfare of the people (Education Commission 1964-66).

Different types of Curricula

There are eleven types of curricula

1.      Overt, explicit, or written curriculum

2.      Societal curriculum

3.      The hidden or covert curriculum

4.      The null curriculum

5.      Phantom curriculum

6.      Concomitant curriculum

7.      Rhetorical curriculum

8.      Curriculum-in-use

9.      Received curriculum

10.  The internal curriculum

11.  The electronic curriculum

Teacher Education Curriculum at Different Stages – NCTE

Teacher Education at the Pre-Primary Stage

 Objectives

·         Enabling student teachers to inculcate among children a desire to know their immediate natural environment, to love and respect it;

·         Preparing student teachers to use local resources and local contexts. 

Curriculum Content and Transaction

Teacher education curriculum at this stage need to develop awareness about literacy programmes, community dynamics, national and local customs, fairs and festivals and community mode of social living. It may also develop awareness of forces affecting environment including pollution, appreciation of places of historical and cultural significance and special educational features and developmental tasks contained in policies and programmes. 

Teacher Education at the Primary Stage

Objectives

·         Developing among student teachers skills for teaching integrated environmental studies, integrated social sciences and integrated science and technology;

·         Enabling student teachers to inculcate among children a desire to know their immediate natural environment, to love and respect it; 

Implications for Pre-service Teacher Education

 Curriculum Content and Transaction

It is necessary that student teachers be sensitised to the need for reducing curriculum load, organise appropriate learning experiences which are joyful in nature and related to immediate environment of the learner and help them develop and imbibe desirable values.

Teacher education programmes at this stage shall have to provide subject based orientation. Teaching and learning of mathematics would be woven around the environment of the learners so that environmental concerns are properly integrated. The activities would focus on local culture and environment using the local specific contexts and resources. Student teachers shall have to be provided with experiences to help children develop socio-emotional and cultural aspects. A realistic awareness and perspective of the phenomena occurring in the environment will have to be linked with social or scientific events. This may be accomplished by emphasizing observation, classification, comparison and drawing of inferences, conducted within and outside the classroom. 

Teacher Education at the Secondary Stage& Higher Secondary Stage

Objectives

·         Developing among student teachers awareness and sensitivity towards environment concern and promoting skills for meeting environmental challenges; 

Implications for Pre-service Teacher Education

Academic Stream

In addition, concerns like ecological imbalances, environmental degradation also have to be studied in their socio-cultural-economic context. 

Addressing Special Educational Needs of Learners

Education of the Gifted and Talented: Major Thrusts

Objectives

·         Enabling student teachers to develop among the gifted and talented students social responsibility and commitment to the society and the environment; 

In-Service Education of Teachers

Objectives

·         Enabling teachers to be sensitive to gender and environment-related issues. 

Need of Curriculum Changes in Teacher Education

            India has thousand years of tradition and culture. Educational institutions were called as Ashramam and teacher was called as Guru. A tremendous change was occurred in our daily life. Due to globalization now the educational system is affected totally. Now the educational institutions give importance for technical education. Teacher is a national builder. He has a capacity to change the society. By knowing the importance of technology, communication skills, National Council of Teacher Education (NCTE) introduced a separate subject on technology known as ‘Educational Technology’ at both B.Ed and M.Ed levels. Computer Education, Communicative English, Personality Development are also introduced at B.Ed. level. Now we are facing so many problems like terrorism, poverty and high-population. We want such type of curriculum which improves peace, non-violence, positive attitude and values in the society. By inculcating these things in teacher education curriculum, we will get positive change in the society. Our National Education Policy (1986) and other Education Committees and Commissions were also given importance for quality teacher education. But it is our duty that to follow such type of curriculum. By conducting national seminars, workshops and conferences it is important to collect eminent scholars attitude towards importance of curricular change in the present scenario. There are many recommendations about curriculum change, but they are not in practice.

Guidelines/Suggestions

Ø      The present curriculum format of teacher education at different levels, pre-primary, elementary and secondary education is generally based, apart from others on Foundation Courses, which includes philosophical, sociological and psychological perspectives of education. The intention is that the teacher must have a conceptual understanding of the field of education, its significant concerns which are relevant for political, social and cultural development of the nation so that the teacher is just not responsible only for performing “knick knacks” of the task of teaching but is also imbued with the perspectives of creating individuals who can apply their minds to the diverse situations that obtain in the field of education. It is the Foundation Courses which provide a lot of scope for being recast to lay focus on discussion on the issues listed in the preceding chapters. Apart from others, it can re-look at the existing curriculum and divide it into appropriate cluster of topics which include the core elements of the NPE and the Constitutional concerns related to non-discrimination. Other areas of equal relevance for development of the ideas are the internship in teaching and working with the community.

Ø      The type of exercises for developing the values related to non-discrimination as given in the chapters on sex/gender, caste/tribe, disability, etc. could become the central themes of co-curricular and extra-curricular activities of the teacher education institutions. It is not the intention to repeat the listing of those activities here in this chapter; a reference can be made to these activities in the appropriate chapters in which they have been listed.

Ø      It could also be helpful to plan orientation programme on teacher education on this theme. The seminars could familiarize the teacher educators with strategies for operationalizing the teaching-learning dimensions relevant to the theme. An effective way to institutionalize the concept is to incorporate it in the elementary and secondary pre-service teacher education curriculum. This could be supplemented by a suitable co-curricular programme which should aim at offsetting some of the shortcomings in the curricular approach especially in terms of attitude and value development.

Ø      What is needed is a vigorous advocacy with state educational agencies, teacher education institutions and university departments of education for conscious inclusion of such components in the curricula.

Ø      In order to overcome the disadvantage of fragmented treatment of the theme, it is suggested that an independent comprehensive unit comprising familiarization with the Constitution of India and its concerns as impinge on education should be incorporated in the elementary and secondary teacher education courses.

Ø      In India, evaluation system influences the educational process especially the quality of classroom teaching significantly, and as such a separate unit of educational imperatives of Constitution will ensure due importance and weightage to the theme in the classroom teaching.

Ø      A great deal depends on the ingenuity and dedication of teachers and teacher educators in achieving anything substantial through education. If the concerns are handled with sincerity and purpose, they could definitely bring about the desired transformation in the educational system through teacher education.

Conclusion

Today we are in a technological world where things are happening fast. Parents and teachers would like to be getting results fast. India has kept pace in science and technology with forward nations but we have shown slower pace in our value system even when we have a strong heritage of human values.

An overview of the context and concerns as discussed earlier, teacher’s profile and general and specific objectives would define the boundaries of a curriculum framework. The perceived characteristics of the envisaged curriculum framework would include the following:

- Reflects the Indian heritage, acts as an instrument in the realization of national goals and fulfills aspirations of people.

- Responds to the latest developments in the field of education.

- Establishes integration of theory and practice of education.

- Provides multiple educational experiences to teachers.

- Enables teachers to experiment with new ideas.

- Ensures inseparability of pre-service and in-service education of teachers.

- Sets achievable goals for various stages of teacher education.

According to Swami Vivekananda Teacher gives knowledge and bright future to his students. He always trying to help students and encourages good habits not only in the students but also in the society. Teacher is a backbone for country’s development. The influence of teacher is more in the student life. Any type of social development depends upon its educational system. So it is very important to give prime priority for Teacher Education Curriculum. It is very important to give place to science and technology in Teacher Education Curriculum. Then surely India will become powerful and rich country in the world.

References

1.      Saxena N.R., Mishra B.K., Mohanthy R.K. ‘Teacher Education’, Surya Publications, Near Govt. Inter College, Meerut, First Edition, 1998.

2.      http://www.ncte-in.org/

3.      http://www.aponline.gov.in/

4.      http://www.ncert.nic.in/

*****

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Bonus of Voleurz Outdoor Education

Help answer the question about education

Education system is the backbone of a progressing society. It is the standard of education that determines an individual’s and the country’s progress. A typical educational system consists of Primary Schools, High Schools, Colleges and Higher education institutes. It is important to provide quality education at all levels in order to have sustainable growth and development.

To improve the educational system, it is important that people are aware of the education issues and problems in the education system. Awareness about the current issues in education helps people in finding the loop holes in their education system and suggests innovative ideas to plug these holes. Some important issues/challenges related to education are:

1.Improving quality – Invariably one of the most important education issues, the quality can be improved by initiatives taken by schools and teachers. Here the importance of a trained, understanding and well informed teacher to raise the education standards cannot be stressed enough. An efficient teacher will use the latest innovations in the field of education and the outcomes of educational surveys for the benefit of his students.

2.Improving access – Along with improving the quality of education, it is also essential to improve the access to higher education; this can be done by increasing the number of higher education institutions. Essentially, every individual who is interested in studying should have an institute nearby.

3.Reducing costs – A lot of people who are interested keep away from higher education because of their inability to afford the tuition fees. Easy education loans must be available and also for those who cannot afford studies, fees must be low. Government and educational institutions must join hands in reducing the enormity of this issue.

4.Reducing drop-out rate – The rise in the drop-out rate is also a case of concern. This can be resolved by revising the curriculum in such a way that the diverse interests of students are taken care of. The introduction of more practical activities in place of plain theoretical teaching also goes a long way in keeping the students interested in their studies, thus reducing the number of drop outs.

Websites dealing in education-issues also keep one informed and updated on the latest in the field of higher education. One of such websites is www.websites-for-teachers.com. Here you will get the most comprehensive list of education-issues websites, which will provide you with all the information you require on problems in education, higher education issues, physical education issues and teacher education issues.

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If you was teaching driver education, what would you do to keep the students attention?

Reason to exist as Catholic school

The Purpose of a Catholic School is to be a Catholic School. Any institution which bears the name Catholic and participates in this mission must find its own specific mission under its maternal shadow. The Catholic school must be of, with and for the church because her purpose, identity and mission proceed from the Communion of the Church. In words of Congregation for Catholic school, the church clearly indicates that the establishment of catholic school is for the mission of the church. It asserts that “To carry out her saving mission, the Church uses, above all, the means which Jesus Christ has given her. She also uses other means which at different times and in different cultures have proved effective in achieving and, promoting the development of the human person. She establishes her own schools because she considers them as a privileged means of promoting the formation of the whole man, since the school is a centre in which a specific concept of the world, of man, and of history is developed and conveyed”.

The Sacred congregation for Catholic School emphasizes catholic school to present itself catholic and states clearly that for this reason only that catholic school has the right to exist. It states the following:

“While acknowledging this duty of the local Churches, the Sacred Congregation believes that now is the opportune moment to offer its own contribution by re-emphasising clearly the educational value of the Catholic school. It is in this value that the Catholic school’s fundamental reason for existing and the basis of its genuine apostolate is to be found. “

In line with the above, the great Western Bishop Augustine states “Catholic schools are an extension of the Catholic Church, a cell of the Body of Christ”. Since the church has its mission in evangelization, She establishes her own schools because she considers them as a privileged means of promoting the formation of the whole man, since the school is a centre in which a specific concept of the world, of man, and of history is developed and conveyed. 

In support of the above view, Deacon Keith Fournier, a Deacon of the Diocese of Richmond, Virginia asserted that “The Catholic School derives its’ very reason for existence, its’ identity, by living in the Heart of the Church. It finds its missionary assignment only when it sees its placement within the Ark of the Church. Thus, like the Church of which she is an extension, the Catholic school shares in the mission of Jesus Christ”.

To conclude the catholic school does not exist for itself. It owns its existence on the mission of the church that is to evangelize. The existence of catholic is therefore is to inform and educate the whole student, who is an integrated human person, in the teaching, “the mind” of the Catholic Church, thus preparing men and women with a profoundly Catholic Vision of life. Catholic school therefore finds its true justification in the mission of the Church. This justification finds its meaning on an educational philosophy in which faith, culture and life are brought into harmony. Through it, the catholic school evangelizes, educates, and contributes to the formation of a healthy and morally sound life-style among its students. Only by doing this will the Catholic school fulfill its vital mission and has the right to pursue its existence.

Catholic school mission

As mentioned above, Catholic school attaches its meaning to mission of the church. The church herself is clear of her mission for She always and seriously reflects on it. In the Catholic school (1977), she states the Church is constantly deepening her awareness of herself and meditating on the mystery of her being and mission. Thus she is ever rediscovering her living relationship with Christ “in order to discover greater light, energy, and joy in fulfilling her mission and determining the best way to ensure that her relationship with humanity is closer and more efficacious” – that humanity of which she is a part and yet so undeniably distinct. Her destiny is to serve humanity until it reaches its fullness in Christ. Evangelisation is, therefore, the mission of the Church; that is she must proclaim the good news of salvation to all, generate new creatures in Christ through Baptism, and train them to live knowingly as children of God.

In light of the above catholic school as part of the church can not do otherwise, but to evangelize, that is it must proclaim the good news of salvation to all, generate new creatures in Christ through Baptism, and train them to live knowingly as children of God. 

The church herself realizes that to find Her light and strength she needs to constantly renew Her living relationship with Christ. Moved by the same Spirit, Catholic school must always deepen its awareness and meditates on the mystery of its being and mission so that it is ever rediscovering its living relationship with Christ. As a result Catholic school will be able to discover greater light, energy, and joy in fulfilling its mission and determining the best way to ensure that its educational mission with the young will be more efficacious and more fruitful until it reaches its fullness in Christ.

In the words of the Congregation for Catholic education, the church further shed light to catholic school of its commitment. It asserts:

“The Catholic school is committed thus to the development of the whole man, since in Christ, the Perfect Man, all human values find their fulfillment and unity. Herein lies the specifically Catholic character of the school. Its duty to cultivate human values in their own legitimate right in accordance with its particular mission to serve all men has its origin in the figure of Christ. He is the One Who ennobles man, gives meaning to human life, and is the Model which the Catholic school offers to its pupils.”

The document continues to insist that Catholic school should transition itself from an institution to a community. This community dimension is primarily built on theological concept rather than a sociological category. Catholic school therefore should reflect its mission entrusted to it by the Lord, the Church gradually develops its pastoral instruments so that they may become ever more effective in proclaiming the Gospel and promoting total human formation. The Catholic school is one of these pastoral instruments; its specific pastoral service consists in mediating between faith and culture: being faithful to the newness of the Gospel while at the same time respecting the autonomy and the methods proper to human knowledge.

The document further ascertains that the Catholic school finds its true justification in the mission of the Church; it is based on an educational philosophy in which faith, culture and life are brought into harmony. Through it, the local Church evangelizes, educates, and contributes to the formation of a healthy and morally sound life-style among its members. The Holy Father affirms that “the need for the Catholic school becomes evidently clear when we consider what it contributes to the development of the mission of the People of God, to the dialogue between Church and the human community, to the safeguarding of freedom of conscience …”. Above all, according to the Holy Father, the Catholic school helps in achieving a double objective: “of its nature it guides men and women to human and Christian perfection, and at the same time helps them to become mature in their faith. For those who believe in Christ, these are two facets of a single reality”

Thus the catholic school needs to deepen its understanding on the mission of the church. Realizing the importance of its mission will provide a clear and distinct picture of what catholic school should be like and run itself in such a way that its service will be directed to the right path in enhancing its students in line with the mission of the church.

Examination of Catholic School Mission: A Synthesis of Faith, Culture, and Life

In order to respond to the new challenges faithfully and truthfully, Catholic school needs to examine its distinguishing characteristic of a Catholic school. Moreover the Church also invites Catholic school to reflect whether or not the words of the Council have become a reality.  The Church describes it this way: “The Catholic school pursues cultural goals and the natural development of youth to the same degree as any other school. What makes the Catholic school distinctive is its attempt to generate a community climate in the school that is permeated by the Gospel spirit of freedom and love. It tries to guide the adolescents in such a way that personality development goes hand in hand with the development of the “new creature” that each one has become through baptism. It tries to relate all of human culture to the good news of salvation so that the light of faith will illumine everything that the students will gradually come to learn about the world, about life, and about the human person”  (the Religious Dimension of Education in Catholic School).

In Declaration on Christian Education, the document asserts that “Christ is the foundation of the whole educational enterprise in a Catholic school. His revelation gives new meaning to life and helps man to direct his thought, action and will according to the Gospel, making the beatitudes his norm of life. The fact that in their own individual ways all members of the school community share this Christian vision, makes the school “Catholic”; principles of the Gospel in this manner become the educational norms since the school then has them as its internal motivation and final goal.” This vision is to form pupils into development of the whole man, in Christ, the Perfect Man. In Him all human values find their fulfilment and unity.

Meaning to say the core of Catholic school mission is on Christ and in Him it finds its manifestation in the principles of the Gospel. Catholic school must therefore be aware of this and devotes itself to cultivate human values in their own legitimate right in accordance with its particular mission to serve all pupils and its origin in the figure of Christ. In so doing only Catholic school can claim its achievement and on these educational norms only catholic school can qualify itself.

In the light of this vision, the Church suggests a means to form Her children in school. She considers culture as a means of communication to do so. She states “the Catholic school has as its aim the critical communication of human culture and the total formation of the individual, it works towards this goal guided by its Christian vision of reality “through which our cultural heritage acquires its special place in the total vocational life of man””

The church further suggests that Catholic school becomes aware of the existing relationship between faith and human culture in them and help them grow beyond this limited human reality. In GAUDIUM ET SPES, it stresses:  “Human culture remains human, and must be taught with scientific objectivity. But the lessons of the teacher and the reception of those students who are believers will not divorce faith from this culture. This would be a major spiritual loss. The world of human culture and the world of religion are not like two parallel lines that never meet; points of contact are established within the human person. ……….Everyone should work together, each one developing his or her own subject area with professional competence, but sensitive to those opportunities in which they can help students to see beyond the limited horizon of human reality.”

The church clearly sees where the achievement of Catholic education lies in. She considers the achievement of the aim of catholic school not so much in the method of teaching or the subject matters but in the person of teacher who must be able to integrate culture and faith together. In the same document, it states “To achieve this specific aim of the Catholic school depends not so much on subject matter or methodology as on the people who work there. The extent to which the Christian message is transmitted through education depends to a very great extent on the teachers. The integration of culture and faith is mediated by the other integration of faith and life in the person of the teacher. The nobility of the task to which teachers are called demands that, in imitation of Christ, the only Teacher, they reveal the Christian message not only by word but also by every gesture of their behaviour. This is what makes the difference between a school whose education is permeated by the Christian spirit and one in which religion is only regarded as an academic subject like any other.”

Here too, in the communication of culture, teachers have a special role to play. They are the authors of, and the sharers in, the more lay aspects of culture; their mission, then, is to help the students come to understand, from a lay point of view, the global character that is proper to culture, the synthesis which will join together the lay and the religious aspects of culture, and the personal contribution which those in the lay state can be expected to make to culture. 

Moreover the church considers teachers to be in an excellent position to guide pupil to a deepening of his faith and to enrich and enlighten his human knowledge with the data of the faith. The church suggests that teachers need to find occasions in teaching when pupils can be stimulated by insights of faith. They can use academic subjects to form pupils towards the development of a mature Christian and a total commitment to Christ. Furthermore teachers should also be concerned with the educational context when they apply their methods of teaching. In support of this aspect the church states:

“The communication of culture in an educational context involves a methodology, whose principles and techniques are collected together into a consistent pedagogy. A variety of pedagogical theories exist; the choice of the Catholic educator, based on a Christian concept of the human person, should be the practice of a pedagogy which gives special emphasis to direct and personal contact with the students. If the teacher undertakes this contact with the conviction that students are already in possession of fundamentally positive values, the relationship will allow for an openness and a dialogue which will facilitate an understanding of the witness to faith that is revealed through the behaviour of the teacher.” 

From this it is clear that Catholic school has to review its entire programme of formation, both its content and the methods used, in the light of that vision of the reality from which it draws its inspiration and on which it depends.  It means that all subjects and all activities in a Catholic School should be conducted and taught in consideration with culture of the pupils under the same aim that Christ is the center of their lives and in Him they find fulfillment of their lives. The achievement of this aim is mostly laid upon the endeavour of teachers, their endeavour to interweave faith and culture which has become the heart of individual subjects, makes for unity, articulation and coordination, bringing forth within what is learnt in school a Christian vision of the world, of life, of culture and of history.

Conclusion

The attempt of this paper was to present to catholic Educators in Thailand a framework on which they can base their response to the new challenges such as the crisis of values assumes the forms, often exalted by the media, of subjectivism, moral relativism and nihilism, the extreme pluralism pervading contemporary society leads to behaviour patterns which are at times so opposed to one another as to undermine any idea of community identity, and the rapid structural changes, profound technical innovations and the globalization of the economy affect human life more and more throughout the world (The Catholic School on the Threshold of Third millennium).

To function as an effectively Catholic educational institute, Catholic school can not but realize itself as Catholic. The understanding on Catholic school concept will come as an accident. It needs to be in continual reflection on its mission as part of the church which is to evangelize.

Deepening itself in the true knowledge of its mission catholic school will ultimately crystallize its idea of what Catholic school is like in the light of church’s teaching. As a result, a framework on which new content, new capabilities and new educational models can be drawn to face the new challenges. This framework focuses on the importance of synthesis of Faith culture and Life that means to integrate all the different aspects of human knowledge and growth of the virtues characteristic of the Christian through the subjects taught, in the light of the Gospel.

The achievement of this aim is mostly laid upon the endeavour of teacher, their endeavour to interweave faith and culture which has become the heart of individual subjects, makes for unity, articulation and coordination, bringing forth within what is learnt in school a Christian vision of the world, of life, of culture and of history. Teacher also has to lead the pupil on to a personal integration of faith and life through the relationship that will allow for an openness and a dialogue which will facilitate an understanding of the witness to faith that is revealed through the behaviour of the teacher.” 

From this writing the following points are proposed:

1.      Catholic schools in Thailand should not be clouded only with the vision of how to respond relevantly to the new challenges but also how to preserve their identity as catholic school.

2.      Catholic school should give due importance to the formation of its teachers and also provide them with adequate knowledge and practice.

3.      Establishment of Advanced Learning for Catholic Educators should be considered urgent and necessary.

REFERENCES

Congregation for Catholic Education, The Catholic School, 1977.

Congregation for Catholic Education, Lay Catholics in Schools: Witnesses to Faith, 1982.

Congregation for Catholic Education, The Religious Dimension of Education in a Catholic School, 1988. Pope John Paul II, At the Beginning of the Third Millennium, 2001. Pope John Paul II, The Church in America, 1999.

Congregation for Catholic Education, The Catholic School on the Threshold of the Third Millennium, 1997.

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Terminology

The federal law governing special education is called the Individuals with Disabilities Education Act, or IDEA.  It is codified in Title 20, United States Code, starting at section 1400.  It was initially passed in 1975.  A number of major reauthorizations have taken place.  The two most recent were in 1997 and in December 2004.  The December 2004 changes took effect, for the most part, on July 1, 2005. The changes made in the 2004 Act are numerous and varied, but perhaps not revolutionary.

In early 2002, President Bush signed the No Child Left Behind Act (NCLB) which is intended to ensure quality education and a high level of accountability.  Many of the provisions of NCLB had an uncertain impact on IDEA 1997.  Hence, IDEA 2004 attempts to clarify the impact of NCLB.

The IDEA speaks in terms of a State Education Authority (SEA) and a Local Education Authority (LEA).  In Connecticut, the SEA is the State Department of Education.  The LEA is generally the local school district, which is referred to as the district or the Board.  In this context, the Board refers to the district’s administration, not to the actual Board of Education and its elected members.

State and Federal Law

Connecticut passed its special education law in 1967.  The federal Education of All Handicapped Children Act initially passed in 1975.  Hence, the Connecticut act predates the federal.  The federal law did not pre-empt the field.  Rather, federal courts can enforce both federal and relevant state law.  “Relevant state law” is law which is not inconsistent with federally mandated requirements, both substantive and procedural, of the Act, and includes, inter alia, procedural safeguards which are more stringent than required procedures set forth in the federal law.  Burlington v. Department of Education, 736 F.2d 773 (1st Cir. 1984), aff’d 471 U.S. 359 (1985).  For the most part, Connecticut and federal requirements have converged.  Yet, most of the detailed procedures for eligibility and due process stem from Connecticut law, as does the nomenclature.  In Connecticut, there is a Planning and Placement Team (PPT) meeting.  In New York, it is called a Committee on Special Education (CSE) meeting.  In the federal
law, it is called an Individualized Education Plan Team (IEP Team) meeting.

The Connecticut Approach

The Connecticut State Department of Education (SDE) takes a hand-off approach to local school boards.  This compares to New York, where the state department closely regulates most aspects of special education.  The Connecticut SDE advises local school boards on questions, when raised.  Indeed, SDE also provides advice to parents.  The state approves private special education schools, but the approval is largely a matter of seeing if the right boxes are checked, rather than looking at the quality of the education provided.  The state, pursuant to federal law, receives and processes complaints, but appears to be interested only in procedural requirements, avoiding making any comments on the substance of the claim.  And, the state runs the due process and mediation systems.  This is all done by a tiny group of people in Hartford.  The SDE also runs the Special Education Resource Center (SERC), which serves as an information clearinghouse, library, and training center.  As a general rule, the State Department of
Education sees itself as a consultant, rather than as a regulator.

The Special Education Universe in Connecticut

For the 2007-2008 school year, there were 68,989 children in Connecticut who were designated as eligible for special education services.  This number is a drop of 5,000 from five years earlier.  Special education students represent about 12% of the total student population of 574,287.  Districts vary widely in percentages designated as eligible for special education, with some districts near 5% and others over 18%.

Among disabilities, the largest group, comprising 32% of the special education population, consists of students with learning disabilities (LD).  Five years ago, learning disabled students represented 38% of the special education population.  The next largest group, accounting for 21% of the special education population, contains students with speech or language impairments.  Other health impairment (OHI) accounts for 17%, severe emotional disturbance (SED) is 8.5% and intellectual disabilities (ID) are 4%.  Some 6.4% of special education students in Connecticut carry the Autism label.  The racial differences are, however, significant.  The following chart shows the 2007-2008 percentage of each racial/ethnic grouping that has a particular special education designation.

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I am exactly one class shy of earning the BS degree that I claimed on my CV. I walked during graduation and everything, but I never got the *incomplete* for that class cleared up and, hence, never completely fulfilled my graduation requirements.

In an education background check, do companies verify that you have the degree or just that you attended the university during the dates you claimed?

Any help would be appreciated. Thanks.

For more information please log on to: http://www.navodaya.gov.in/welcome sbs.htm which is the official website for the same.

HIV/AIDS is the global issue of new era of science and technology and we should know that the problem of widespread AIDS is challenge for human survival. Children and young people need to be equipped with the knowledge, attitudes, values and skills that will help them face these challenges and assist them in making healthy life-style choices as they grow. Education delivered through schools is one of the ways through which children can be helped to face these challenges and make such choices.

Providing information about HIV (transmission, risk factors, how to avoid infection) is necessary, but not sufficient, to lead to healthy behavioral change. Programs that provide accurate information, to counteract the myths and misinformation, frequently report improvements in knowledge and attitudes, but this is poorly correlated with behavioral change related to risk taking and desirable behavioral outcomes. Education can be effective in the more difficult task of achieving and sustaining behavior change about HIV/AIDS. The schools can either be a place that practices discrimination, prejudice and undue fear or one that demonstrates society’s commitment to equity.School policies need to ensure that every child and adolescent has the right to life education; particularly when that education is necessary for survival and avoidance of HIV infection.

HIV infection is one of the major problems facing school-age children today. They face fear if they are ignorant, discrimination if they or a family member or friend is infected, and suffering and death if they are not able to protect themselves from this preventable disease.

It is estimated that 40 million people, worldwide, are living with HIV or have AIDS, at least a third of these are young people aged 15-24. In 1998 more than 3 million young people worldwide became infected including 590,000 children under 15. More than 8,500 children and young people become infected with HIV each day. In many countries over 50% of all infections are among 15-24 years old, who will likely develop AIDS in a period ranging from several months to more than 10 years.

Studies have shown the enormous impact HIV and AIDS have on the education sector and the quality of education provided, particularly in certain regions of the world such as Sub Saharan Africa. Consequences of the AIDS epidemic include a probable decrease in the demand for education, coupled with absenteeism and an increase in the number of orphans and school drop out, especially among girls. Girls are socially and economically more vulnerable to conditions that force people to accept risk of HIV infection in order to survive. A decrease in education for girls will have serious negative effects on progress made over the past decade toward providing an adequate education for girls and women. Reduced numbers of classes or schools, a shortage of teachers and other personnel, and shrinking resources for educational systems all impair the prospects for education.

Effective HIV/AIDS education and prevention is needed in all schools for all children so that no one is left ignorant. Yet in many places schools are apprehensive about providing sex education or discussions of sexuality because of cultural demands to protect adolescents from sexual experience. Women often lack skills needed to communicate their concerns with their sexual partners and to practice behaviors that reduce their risk of infection, such as condom use, which is often controlled by men.

The school can either be a place that practices discrimination, prejudice and undue fear or one that demonstrates society’s commitment to equity. School policies need to ensure that every child and adolescent has the right to HIV/AIDS education; particularly when that education is necessary for survival and avoidance of HIV infection.

A UNAIDS review (1997) of 53 studies which assessed the effectiveness of programs to prevent HIV infection and related health problems among young people concluded that sex education programs do not lead to earlier or increased sexual activity among young people, in fact the opposite seems to be true. 22 reported that HIV and/or sexual health education either delayed the onset of sexual activity, reduced the number of sexual partners or reduced unplanned pregnancies and STD rates. 27 studies reported that HIV/AIDS and sexual health neither increased nor decreased sexual activity, pregnancy or STD.

The review concluded that school based interventions are an effective way to reduce risk behaviors associated with HIV/AIDS/STD among children and adolescents.

There are three main objectives for this paper to integrate the education effectively with the HIV/AIDS preventions and other health aspects related with it.

These are as follows:

Objectives:

1) Health education focusing on HIV/AIDS prevention.

2) Raising awareness about HIV/AIDS among educators and learners.

3) Stimulate peer support and HIV/AIDS counseling in schools.

The main focus of the paper is to give the importance to the HIV/AIDS precaution with the health education raising the awareness about it among all the students as well as their teachers also and provide the supportive environment for the HIV/AIDS education for all.

Need of HIV/AIDS education:

In area such as HIV/AIDS prevention individual behavior, social and peer pressure, cultural norms and abusive relationships may all contribute to the health and lifestyle problems of children and adolescents. There is now increasing evidence that in tackling these issues and health problems, a healthy approach to HIV/AIDS and sex education works, and is more effective than teaching knowledge alone. T

here are numerous studies indicating that providing information about issues such as sex, STDs (Sexually Transmitted Diseases) and HIV (transmission, risk factors, how to avoid infection) is necessary, but not sufficient, to lead to healthy behavioral change (Hubley, 2000). Programs that provide accurate information, to counteract the myths and misinformation, frequently report improvements in knowledge and attitudes, but this is poorly correlated with behavioral change related to risk taking and desirable behavioral outcomes (Gatawa 1995, UNAIDS 1997a). HIV/AIDS with health education can be effective in the more difficult task of achieving and sustaining behavior change.

Health education with HIV/AIDS is widely applicable:

This problems largely affecting men and women as well as older children and adolescents, both this age group and younger children also face a wider range of health problems where education can play a vital role in sustainable prevention and management. Health education with HIV/AIDS programs plays a vital role in preventing infections. This is done through promoting knowledge of areas such as symptoms, transmission, and behaviors that are specifically relevant to many infection in each community; attitudes such as responsibility for personal, family and community health, confidence to change unhealthy habits; skills such as avoiding behaviors that are likely to cause infection, encourage others to change unhealthy habits, communicate messages about infection to families, peers and members of the community (WHO, 1996).

 This kind of health education with HIV/AIDS prevention focuses upon the development of Knowledge, Attitudes, Values, and Skills (including life skills such as inter-personal skills, critical and creative thinking, decision making and self awareness) needed to make and act on the most appropriate and positive health-related decisions. Health in this context extends beyond physical health to include psycho-social and environmental health issues.

This approach utilizes student centered and participatory methodologies, giving participants the opportunity to explore and acquire health promoting knowledge, attitudes and values and to practice the skills they need to avoid risky and unhealthy situations and adopt and sustain healthier life styles.

HIV/AIDS – a critical need for health education:

HIV/AIDS is an area where the scale and impact of the problem is such that the urgency of implementing preventative measures, including health education, is critical. Health education programs are being increasingly adopted as means of reaching children and young people to help halt the spread of this crippling epidemic. Studies from African countries show that children between the ages of 5 and 14 have the lowest prevalence of HIV infection. Below the age of 5 they are susceptible to mother to child transmission and after they become sexually active, the rate of infection increases rapidly – especially for girls (Kelly, 2000). Children aged 5-14 need to be reached at this critical stage in their lives and offer the ‘window of hope’ in stopping the spread of HIV/AIDS.

 Health Education with HIV/AIDS prevention Does Change Behavior:

There is now strong evidence from an increasing number of studies that health education HIV/AIDS prevention applied in an appropriate context, changes behavior – including behavior in sensitive and difficult areas where knowledge based health education has failed.

For example: Sexuality and HIV education –USA:

This study was implemented in 4 schools in New York City with 9th and 11th grade students (867 students), in intervention (AIDS prevention program) and control classes (no AIDS prevention program). The program focused on correcting facts about AIDS, teaching cognitive skills to appraise risk of transmission, increasing knowledge of AIDS-prevention resources, changing perceptions of risk-taking behavior, clarifying personal values, understanding external influences and teaching skills to delay intercourse and/or consistently use condoms. An evaluation carried out three months after the end of the program found that the intervention group showed the following positive behavioral outcomes when compared with the control group: decrease in intercourse with high risk partners, increase in monogamous relationships and an increase in consistent condom use. (Walter & Vaughan, 1993).

 HIV/AIDS prevention-Nigeria:

Health education programs are being implemented in many schools in Nigeria to increase levels of knowledge, influence attitudes and encourage safe sexual practices among secondary school students. A study to evaluate one such program was conducted comparing 223 students who received comprehensive sexual health education with 217 controls. Students in the intervention group received 6 weekly sessions lasting 2-6 hours, with activities including lectures, film shows, role-play stories, songs, debates, essays and a demonstration of the correct use of condoms. Following the intervention, students in the intervention group showed a greater knowledge and increased tolerance of people with AIDS compared to the control. The mean number of sexual partners also decreased in the intervention group, while the control group showed a slight increase. The program was also successful in increasing condom use (Fawole et al., 1999) Above mentioned studies shows that health education with HIV/AIDS prevention does change the behavior of students especially adolescents.

 Method for implementing Health Education with HIV/AIDS prevention:

Although there is strong evidence that HIV/AIDS prevention is effective when properly applied and supported, implementing this approach and achieving this success on a larger, countrywide scale is one of the greatest challenges to be faced.

To be effective, HIV/AIDS prevention programs must address the following areas:

•Reassure stakeholders that these messages are beneficial:

Talking and teaching about reproductive health and HIV/AIDS issues does not result in earlier initiation of sex or promiscuity. The evidence suggests that well implemented skills-based programs, conducted in an atmosphere of free discussion of all the issues, is likely to lead to young people delaying the initiation of intercourse and reducing the frequency of intercourse and number of sexual partners (Kirby et al. 1994, UNAIDS 1997a).

•Provide support to teachers: The lack of support for implementation of new programs is one of the most important factors affecting success. For most teachers both the content and methods of HIV/AIDS prevention programs are new and perhaps sensitive, and yet the approach has great potential to assist teachers both in their work and also their personal lives since HIV/AIDS is, of course, also affecting teachers. Sufficient support, training, practice and time needs to be available to teachers, in both pre- and in-service training sessions and workshops, to facilitate reflection and development of their own attitudes, and to motivate them to apply their new knowledge and skills, rather than continue with the more didactic, traditional teaching methods, which are often focused on information alone (Gatawa 1995, Gachuhi 1999). In addition, sufficient time and an appropriate place must also be given in the curriculum so that all students have access to HIV/AIDS prevention.

•Start early: As well as targeting adolescents, programs need to be targeted at children at an early age, with developmentally appropriate messages, before they leave school (Gachuhi 1999, Partnership for Child Development 1998). Because younger children are generally not sexually active, these programs will address the building blocks for healthy living and avoiding risk, rather than the very specific issues related to sexual relationships and HIV/AIDS which are progressively introduced to programs for older ages. However, the large number and diverse age range of children within primary schools is an enduring challenge, especially when addressing sensitive issues. Active and self-directed learning methods which are commonly used in education can be helpful in overcoming these classroom management issues to some extent.

•Provide a supportive environment: Schools need to have strong policies and a healthy supportive environment in terms of behavior of students towards each other, teachers and school personnel. Sexual abuse can occur in schools, with both boys and girls reporting abuse by school staff (Kinsman et al. 1999, Lowensen et al. 1996). Programs need to address this potential problem by training and supporting teachers, so that they can become role models rather than neutral or adverse figures in relation to sexual behavior.

•Respond to local needs: Many of the models for HIV/AIDS prevention have been developed in western, developed countries. The available evidence from developing countries, although more limited in scope than the studies from non-developing countries, supports skills-based health education for HIV/AIDS and reproductive health (Hubley, 2000). The main issue is that wherever programs are to be implemented they must be shaped to meet the local socio-cultural norms, values and religious beliefs, and need to include ongoing monitoring (Kirby et al 1994, UNAIDS 1999, Kinsman et al.1999).

Elements of a Health Education for HIV/AIDS prevention:

Reviews of school-based HIV/AIDS prevention programs (23 studies in the USA (Kirby et al. 1994), 37 other countries (reported in UNAIDS 1999) and 53 studies in USA, Europe and elsewhere (UNAIDS 1997a) have identified the following common characteristics of successful programs:

1.Focus on a few specific behavioral goals, (such as delaying initiation of intercourse or using protection), which requires knowledge, attitude and skill objectives.

2.Provision of basic, accurate information that is relevant to behavior change, especially the risks of unprotected intercourse and methods of avoiding unprotected intercourse. 3.Reinforcement of clear and appropriate values to strengthen individual values and group norms against unprotected sex.

4.Modeling and practice in communication and negotiation skills particularly, as well as other related “life skills”.

5.Use of Social Learning theories as a foundation for program development.

6.Addressing social influences on sexual behaviors, including the important role of media and peers.

7.Use of participatory activities (games, role playing, group discussions etc.) to achieve the objectives of personalizing information, exploring attitudes and values, and practicing skills.

8.Extensive training for teachers/implementers to allow them to master the basic information about HIV/AIDS and to practice and become confident with life skills training methods.

9.Support for reproductive health and HIV/STD prevention programs by school authorities, decision and policy makers, as well as the wider community.

10.Evaluation (e.g. of outcomes, design, implementation, sustainability, school, student and community support) so that programs can be improved and successful practices encouraged.

11.Age-appropriateness, targeting students in different age groups and developmental stages with appropriate messages that are relevant to young people. For example one goal of targeting younger students, who are not yet sexually active, might be to delay the initiation of intercourse, whereas for sexually active students the emphasis might be to reduce the number of sexual partners and use condoms.

12.Gender sensitive, for both boys and girls.

 Conclusions:

 Health Education with HIV/AIDS prevention offers an effective approach to equipping children and young people with the knowledge, attitudes and skills that they need to help them avoid risk taking behavior and adopt healthier life styles. The scope of health education means that it can be applied to a wide range of areas, especially STDs and HIV/AIDS prevention, but also including violence, substance abuse, unwanted situations such as early pregnancy and all areas where knowledge and attitudes play a critical role in promoting a healthy lifestyle for children and young people growing up in the 21st century. We can sum it in following points- •The constitutional rights of learners and educators must be protected equally.

•There should not be compulsory disclosure of HIV/AIDS status.

•No HIV positive learner or educator may be discriminated against.

 •Learners must receive education about HIV/AIDS and abstinence in the context of life- skills education as part of the integrated curriculum.

•Educational institutions should ensure that learners acquire age and context appropriate knowledge and skills to enable them to behave in ways that will protect them from infection.

•Educators need more knowledge of, and skills to deal with HIV/AIDS and should be trained to give guidance on HIV/AIDS.

Suggestions for implications for policies and programmes:

•Male and female condom promotion efforts need to recognize, identify and address gender issues including sexual and other forms of violence, that inhibit condom use.

•HIV/AIDS, peer education, and sex education programmes for adolescents that incorporate gender equality issues into their framework should be fostered. Such programmes should enable a better understanding of how norms related to masculinity and femininity may increase risky sexual behaviour, and help young people begin thinking about how to work towards equal and responsible relationships.

•Voluntary Counselling and Testing (VCT) services should take into account the risk of violence and other adverse consequences when evaluating different approaches to disclosure. For example, patients can be given the choice of counsellor-mediated disclosure if that would help minimise adverse consequences.

•Both men and women should be involved in Prevention of Mother to Child Transmission (PMtCT) programmes. Antenatal services can educate men about sexuality, fertility and HIV prevalence to raise their awareness and sense of responsibility. This would avoid reinforcing the belief that women alone are responsible for pregnancy and for HIV transmission to the infant.

•Community Home Based Care (CBBC) approaches need to include a special effort to promote the role of men as care-givers in the family and community, and to provide adequate support and guidance to enable male participation. At the very least, such programmes should acknowledge that reliance on “home care” is, at present, largely reliance on “women’s care”.

References:

1.Fawole, I.O., Asuzu, M.C., Oduntan, S.O., Brieger, W.R. (1999). A school-based AIDS education program for secondary school students in Nigeria: a review of effectiveness. Health Education Research – Theory & Practice, 14: 675-683.

 2.Gachuhi, D. (1999). The impact of HIV/AIDS on education systems in the Eastern and Southern Africa region and the response of education systems to HIV/AIDS: Life Skills Programs.

3.Gatawa, B.G. (1995). Zimbabwe: AIDS Education for schools. Case Study. UNICEF Harare Zimbabwe.

4.Hubley, J. (2000). Interventions targeted at youth aimed at influencing sexual behavior and AIDS/STDs. Leeds Health Education Database, April 2000.

5.Kelly, M.J. (2000). Standing education on its head: Aspects of schooling in a world with HIV/AIDS. Current Issues in Comparative Education. 3(1).

6.Kinsman, J., Harrison, S., Kengeya-Kayondo, J., Kanyesigye, E., Musoke, S. & Whitworth, J. (1999). Implementation of a comprehensive AIDS education program for schools in Masaka District, Uganda. AIDS CARE, 11(5): 591-601.

7.Kirby, D., Short, L., Collins, J., Rugg, D. et al. (1994). School-based programs to reduce sexual risk behaviors: a review of effectiveness. Public Health Reports, 109(3): 339-361.

8.Lowensen, R., Edwards, L. & Ndlovu-Hove, P. (1996). Reproductive health rights in Zimbabwe. Training and Research Support Centre (TARSC).

9.UNAIDS (1997a). Impact of HIV and sexual health education on the sexual behavior of young people: a review update.

10.UNAIDS (1997b). Learning and teaching about AIDS at school. UNAIDS technical update, October 1997.

11.Walter, H. & Vaughan, R. (1993). AIDS risk reduction among a multiethnic sample of urban high school students. JAMA, 270(6): 725-730.

12.WHO (1996). Preventing HIV/AIDS/STI and related discrimination: an important responsibility of health promoting schools. WHO series on school health, document six.

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Bachelor in secondary education ‘02 polytechnic university of the phils. ME … lovin’ it!

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Today’s students truly do have more options available to them than ever before if they are willing to invest the time and effort into their studies, there are few limits to the level of education you can receive, even if it has been years since you last attended a university or community college. Even those colleges and universities that do not offer full fledged degree programs exclusively through online learning mediums are beginning to offer many courses online for students with busy schedules and lifestyles. This means that you now have the opportunity to combine distance or online learning with a few night or weekend courses in order to complete your degree even if you have a full time day job and family that needs to see you at home on occasion.

Even if a degree is not something you are necessarily seeking you might be amazed at the wide array of courses that are available for those interested in increasing their depth of knowledge on different issues from the comfort of their own homes. I know that the idea of self-directed online learning opportunities appeal to me on many levels. These opportunities however, are not necessarily a good idea for everyone. We all learn in different manners and some of us learn best by actually being in the classroom and hearing what has to be said or from hands on experience. This type of learning is not necessarily possible when it comes to distance learning in an email or bulletin board type of environment, which is how many Internet classrooms operate.

Online learning is also not a good idea for those who aren’t perfectly willing, able, and capable of holding themselves responsible for their learning. Face it, for some of us it is much easier to get up and go to a classroom than it is to force ourselves to log on and pay attention at home. We all have areas in which our discipline is well in hand and others where we seem to have no discipline whatsoever. If you can’t hold yourself on task or have difficulties not being distracted by the many other novel things there are to do online you might be best served through an actual classroom experience rather than a distance learning environment like those of online classes.

This is not meant to discourage you from distance learning or online classrooms. In fact, I think these are by far the best option for many working professionals who are seeking to advance their careers, knowledge, and/or earning potential. You will not need to feel as though you are choosing between the future needs of yourself and your family and the limited time you have with your family already. You can schedule around your family time and make the sacrifice when it comes to sleep.

With online classes it doesn’t matter if you are in your pajamas or in a suit and tie you can still do the work you need to do online and no one will be the wiser. You also might find that you can squeeze your education into your lunch hour, particularly if you can type and chew at the same time. The truth is that online classes offer superior flexibility to those hoping to further their education. Whether you are hoping to earn a degree or simply wish to broaden your horizons by taking a few online classes, you just might find that the possibilities are limitless once you begin taking these courses from home.

Therefore you need to look for it carefully. There are so many schools out there. You need to choose wisely and carefully. Have you ever consider taking your children to private school in Toronto? You may want to consider private schools. Usually private school has a better quality because not all of people are able to go there. You may want to consider apply to private school that has junior kindergarten to grade 6 levels. This will make your children easier to adapt. You have all the choices in your hand. You will be able to get a better education in private school. It is also a safe place for your children to concentrate on their study.

There is always a way for you to make an effort to get a good outcome. This will be one of your efforts to get a good outcome too. You must be proud if your children graduate from private school with high credibility and smart brain.

In fact, online education becomes more popular nowadays as you can find lot universities promoting their online courses. One of those universities is Regis University that can be found at regisuniversityonline.org. At this website, you will find complete information about the programs this online university offers. One of those programs is Online MBA. You can enroll into this program to get MBA degree. There is also Nonprofit Management that can be your choice. If you like IT very much and you want to be professional in this field, you can try to get Online IT Degree at this online university.

Further, you will also know about the admission process and tuition. This website provides complete information that is surely beneficial for you who want to look for information about online education. Read thoroughly all information at this website and contact the university if you have more questions. So, enroll yourself into online program offered by this university to get the degree that you want.