Education Research

Lincoln, NEโ€" The Organic Crop Improvement Association (OCIA) International is restructuring its organization in order to provide expanded services to its membership and the global organic industry.



โ€œWith the organic industry growing at such a rapid pace, there is a decided need for not only quality certification services, but also education, research and promotional support,โ€ said Debbie Miller, OCIA International President. โ€œBy restructuring our organization, OCIA will have the flexibility it needs to meet the needs of this thriving industry.โ€



Adopted by the OCIA membership at the recent Annual General Membership Meeting, the restructuring decision creates three distinct OCIA bodies: OCIA International, Inc., OCIA International Custom Certification Services, Inc. and the OCIA Research & Education, Inc.



OCIA International, Inc. will remain the existing member-owned/controlled body. While this branch remains responsible for the implementation of the OCIA International certification program, it does not have direct oversight of the OCIA National Organic Program (NOP) certification program. Instead, OCIA International Custom Certification Services, Inc., a wholly owned subsidiary, will oversee the NOP certification program. In compliance with the NOP's conflict of interest requirement, this body's board of directors will not be certified to OCIA's NOP program.



The third body, the OCIA Research and Education, Inc. will be a charitable organization whose activities will focus on crop improvement, public relations, education and research. This organization may also participate in lobbying and other activities not allowed under the other two OCIA bodies.



โ€œOCIA International began as a small grassroots organization dedicated to providing organic crop improvement information,โ€ said Miller. โ€œIn keeping with our original purpose, we are branching out to ensure that we can serve all segments of the organic industry, no matter of size or location.โ€



OCIA International, a nonprofit, member-owned organic certification agency, is an accredited world leader in the certified organic movement. Headquartered in Lincoln, Nebraska, it is the largest organic certification agency in Canada and the United States. OCIA International currently certifies thousands of farmers, processors and manufacturers from 20 countries in North, Central and South America and Asia.



For more information on organic certification and the organic industry, please contact OCIA International at 402-477-2323 or info@ocia.org. Information is also available at www.ocia.org

So how is research knowledge really acquired in education? Research knowledge is disseminated through three kinds of sources: primary sources (those used by investigators when they share research knowledge with colleagues in their fields); secondary sources (which provide reports of research knowledge for potential users); and tertiary sources (which interpret research knowledge for the general public). Research reports in primary sources are written by investigators, are subject to peer review, provide details about methodology and findings, and are often rife with jargon.

Those in secondary sources may be written by content specialists, feature clearer writing, and typically provide only a few details about study methods. Those in tertiary sources are often prepared by advocates, propagandists, columnists, or journalists. Writing in tertiary sources usually provides few or no details about studies and may project a distorted view of research knowledge tailored to make headlines or to support the authors' ideological viewpoints. In the United States, the most widely read journals were Educational Leadership, Phi Delta Kappan, Education Week, Education Digest, Catholic School Teacher, and Momentum. All six of these journals were secondary sources.

In addition, many of the professional books were works that packaged research knowledge for users. Such packaging was also common in the university courses the principals had taken and in the bulk of professional meetings and workshops they had attended.

Because the typical principal is exposed to many sources of research knowledge and because most of those sources provide only secondary accounts of knowledge, we might expect him or her to be a generalist when it comes to research knowledge which is to know about many examples of research knowledge but have only superficial understanding of most of these examples.

Prominent political leaders, civil servants, commentators hostile to public schools, journalists, scholars from within education, and even some researchers have lent their voices to a swelling chorus of complaints. These criticisms have appeared not only in the United States but also in the United Kingdom, Australia, and other English-speaking countries.

Such claims certainly make headlines, but are they valid? Surprisingly, this question has attracted little if any investigation. Almost no evidence has yet appeared concerning the actual impact of research on potential users in the education community. Without such evidence, we cannot know whether the complaining choristers have identified a real issue or are merely giving voice to mythic refrains they have heard from others. A solid body of scholarly research has established that principals play vital leadership roles in shaping school culture and practice. Principals' views about research are therefore important in determining whether schools actually use research knowledge.

Most principals hold positive opinions about education research. Roughly 90 percent of respondents in both Australia and the United States rated knowledge from education research positively and described themselves as users of that knowledge. Most principals are actively interested in education research that is relevant to their professional needs. The principals had no difficulty volunteering examples of research knowledge they considered useful. Most principals are at least minimally familiar a wide range of education research topics. Of all the topics, teacher expectations and student achievement received high recognition among principals in both countries. In addition, U.S. principals were highly familiar with time-on-task and achievement and at-risk students. Australian principals were highly familiar with self-regulated learning.

It is also important to find out whether this research knowledge has impact on education process and, if yes, how this impact is demonstrated. Viewed within the context of the last 30 years of criticism of education research, the results of our study raise serious questions about claims that research knowledge has minimal effects on policies and practices in schools. Most school leaders view research knowledge positively, are regularly exposed to information about research, retain a good deal of that information, and actively help their schools use that knowledge.

Even as educators work to dispel the myth that education research is of little worth, we must acknowledge that there is room for improvement. Principals vary in the way they evaluate and use research knowledge. In both the United States and Australia, principals who had completed higher levels of professional education, who said they would like to obtain a university position someday, and who reported reading more professional books had more positive attitudes about research knowledge, knew more about it, and were more likely to serve in schools that used it. On average, principals in the United States knew more about the details of research knowledge; principals in Australia, however, were more thoughtful about applying that knowledge in their schools. This is perhaps because their average work week was 10 hours shorter than that of U.S. principals, giving them more time for such reflection.

Because principals with more professional education (and the habit of reading professional books) were more likely to respect, know about, and use research knowledge, it follows that we should encourage principals to seek out more professional training and to spend more time reading and thinking seriously about the challenges they face in their complex jobs.

And the fact that principals with less demanding work weeks were more thoughtful about applying research knowledge argues for simplifying and reducing the professional demands that U.S. school principals typically face.

July 23, 2004 -- An original educational and motivationally enhanced Audiobook incorporating 15 โ€œKeynoteโ€ Professional Selling Techniques with original complementary musical interludes is creating excitement in the corporate and business sales world. Collins Educational, LLC of Hooksett, New Hampshire has introduced the โ€œSound Selling Audiobookโ„ขโ€, a first of its kind Audiobook that draws upon proven cognitive learning techniques.



The 15 Keynotes to Improve Your Personal Effectiveness were developed by the people at Collins Educational. After attending a fund raising concert for his son's critically ill music teacher, Dan Collins realized that he could integrate the 15 Keynotes professional selling techniques by including the influence of music. This presentation stands out among other typical sales training messages because it draws upon educational and learning research that accentuates its effectiveness. Cognitive psychologists, such as Howard Gardner of Harvard University, have confirmed educators' understanding that we have a variety of different, but mutually enhancing, avenues to learning. Gardner's "Theory of Multiple Intelligences," suggests that individuals perceive the world in at least nine different and equally important ways. Research suggests that the more senses we use, the deeper and broader the degree of learning. Innovative teachers regularly use musical, intrapersonal, kinesthetic, interpersonal, auditory and visual learning styles to supplement the learning experience for their students.



The 15 Keynotes are sales fundamentals that provide proven sales knowledge to novices as well as seasoned sales professionals. The 15 Keynotes guide sales professionals through the fundamentals of attitudes, beliefs, sales planning, staying focused, connecting to customers and identifying their needs, creating value and credibility, integrating passion and strengths into the sales process, assuming the sale and asking for referrals.



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Additional details, Keynote samples, the Professional Sales IQ sales competency questionnaire included with program and information on an upcoming Spanish version and purchasing information are available at www.CollinsEducational.com. For people and companies looking to integrate this approach into their personal sales development, volume discounts are available as well as customized facilitator assistance provided by the people at Collins Educational. Call (603) 479-6060 or email Info@CollinsEducational.com for information. Also available from wholesaler Baker & Taylor, ISBN 0-9746871-2-X.



About Collins Educational, LLC - founded in May, 2002 and incorporated in June, 2003, Collins Educational is focused on serving the growth-oriented โ€œsales-drivenโ€ market place. Our purpose is to inspire driven people to learn in a comfortable, yet motivational environment. Learning is accomplished by positive affirmations, unique meditative musical interludes and a thought process that parallels the idea of constant mind calisthenics. And it works without all the over-sensationalized effort and stress that is commonly associated with other sales training. The company produces and sells the groundbreaking enhanced, โ€œSound Selling Audiobookโ„ขโ€. Dan Collins, founding member of the company and as regional account sales executive for Discover Financial Services has earned numerous sales awards, including the Sales Excellence Award, President Plate and the company's highest award, the Raymond A. Kennedy Award. Mr. Collins is currently working towards an M.B.A. in Marketing at Southern New Hampshire University. Pamela Collins is involved with educational research and the production of the programs. Ms. Collins has earned a Masters of Technology in Education and has been an educator for over twenty years. For more information call (603) 479-6060 or visit www.CollinsEducational.com.



Reviewer/Editor note: For a free (full version) โ€œSound Selling Audiobookโ„ขโ€, email News@CollinsEducational.com and include your complete contact information. Dan Collins, โ€œSound Selling Audiobookโ„ขโ€, author/publisher, is available for interviews by appointment. Please email or call.Contacts:



Collins Educational, LLC, Pam or Dan Collins



Email: News@CollinsEducational.com Phone: (603) 479-6060 Web site: www.CollinsEducational.com

According to a recent survey, many sixth-formers could experience money trouble by underestimating the cost of life at university. The survey which interviewed over 500 sixth-formers and 1700 university undergraduates was conducted by Nat West Bank. It found that sixth-formers had no idea about the real costs of college life. The question of whether we should subsidize postgraduate education is a matter of weighing up the costs and benefits. There would be many benefits, but do they outweigh the costs?
One of the first points to make is that this subsidy would lead to a general increase in income larger than the size of the subsidy. This rise would of course mean a rise in income tax revenues. During a recession, the subsidy would help to induce growth by automatically increasing government expenditure. Scotland's economy is blighted by high unemployment and low productivity and many of the policies set up to change this have not worked. An increase in postgraduate educated individuals could reverse this trend through creating new jobs, raising levels of skills and attracting companies from abroad to set-up here.
By increasing investment in Scotland's universities their quality can be raised so that the research that they do is up to world standard. Such a result could have knock on effects to other areas of the country as well as to those receiving the improved education. Those achieving the qualifications would see their potential income increase a lot. Currently, postgraduates can expect around 20% more than simple graduates.
An increase in Scottish postgraduate research should create and attract new cutting edge companies who will employ a higher skilled, better-educated workforce. Scotland has started losing out to less developed countries in terms of low skilled jobs so to reverse this it needs investment that will regenerate its workforce.
The question of how to fund this is clearly a tricky one as there are many other deserving places for government spending like health and primary/secondary education. Making the decision to use government spending would then involve looking at tax rates, which again would not be popular with the general public. Achieving this funding may be better attained from the private sector through incentives such as tax breaks subsidies to the firms themselves. This would ensure that only the most productive courses were invested in. However, the incentives may not be enough to vastly increase postgraduate participation, and employers may continue to simply hire individuals who have paid for their own education. However, the government does not want everyone to be a postgraduate, as the value of each extra postgraduate decreases as participation increases.
One of the main aims of the Scottish parliament is to attract investment from abroad. A well-educated workforce attracts multinational companies, and multinational companies help prevent students educated here from moving abroad.
An increase in home grown hi-tech companies is always an objective. With increased research and better universities this is possible. In fact our universities may lead the way taking advantage of intellectual property rights over more extensive research. The Scottish parliament can promote enterprise in other ways, for example by increasing funds available to start-up companies. However, it is doubtful that this would have the same impact.
Although there are many advantages of the proposed subsidy, with each benefit that a postgraduate education brings there seems to be other ways to achieve the same result. The task for policy makers is to decide the right path to choose. An initiative to subsidize postgraduate education in Scottish universities would involve quite substantial expenditure by the Scottish parliament. However, improving comparative advantage is an important goal. In this essay we present a cost benefit analysis of subsidizing postgraduate education, and look at the long-term implications for Scotland.
One of the initial considerations is that of fiscal stimuli. As with any increase in government spending, there would be a corresponding increase in output. The increase in output would be larger than the initial investment due to the multiplier effect. Output equals income, and thus there would be a general rise in the level of income. This idea is explained in more detail later on. Higher education research also indicates that postgraduates are more socially cohesive and integrate better into society.
A subsidy on postgraduate education would also act as an automatic stabilizer. The reason for this is that when graduates enter the workplace, say during a recession, and find that they can't get a job, they are more likely to consider a postgraduate degree. Firstly to improve their attractiveness to employers, and secondly to use their time more productively than claiming benefit. Furthermore, if postgraduate education were subsidized by the government, workers who were made redundant would use the opportunity for self-improvement.
Subsidizing postgraduate education may also improve the quality of universities in Scotland. Many universities in the U.S.A. use their postgraduates and researchers to innovate, and as a result benefit from the intellectual property rights on these products. High profile universities would attract foreign students who would bring diversity and money. In addition, students often benefit from having studied a variety of subjects at university.
"Senior executives and policy makers themselves often refer to non-technical aspects of their university education as seminal to their own success in the labor market and beyond"
Higher education does not necessarily increase the productivity of graduates, but rather serves as a screening mechanism for private enterprises. The higher productivity of graduates is really attributable to their greater ability. Therefore many argue that the private sector should share the burden in developing postgraduates. Students would get to study for a qualification that will improve their ability to do their job and advance their career prospects and their employer benefits from a better-qualified, more productive and better-motivated employee.
Employers could be encouraged to do this through tax or cash incentives. By producing tax incentives to firms to fund employees on post grad courses, we let the market decide what it finds most important, and at the same time help fund the students that it benefits from. Otherwise the government would be paying to train students that the private sector most gains from. However, there is the free rider problem. Why should a firm pay to educate an employee when they can hire one already educated by the government?
These figures imply that the subsidy would decrease unemployment. Furthermore, if students further themselves and get better jobs this leaves jobs open further down the income scale for those that don't continue their studies. This would have a knock on effect down the job ladder and reduce unemployment nationwide, further increasing income tax revenues.
What about Scotland specifically? Scotland's economic growth is consistently below that of the UK. In order to make Scotland more competitive we must focus on technology, innovation and productivity improvements and the need to transfer knowledge from the science and engineering base into the market place. This subsidy might shift the bias of postgraduates from foreigners to Scottish people. By creating a large and more productive labor force, Scotland can make it very attractive for technology and science based firms to locate here. Also if postgraduate students are attracted from abroad, and decide to stay, then this could help with our aging population problem.
But what are the costs, and would this initiative be worthwhile? First we must consider the number of different ways in which we could subsidize postgraduate education. The most obvious is for parliament to pay the fees for any one who wishes to study a postgraduate degree. Alternatively, the government can offer the private sector tax or cash incentives to fund postgraduate courses for employees. Either way, the parliament would have to find the money by either redistributing from other areas, or borrowing more, or an increase in taxes. It is important to note here that the Scottish executive does not have the power to borrow privately and so would have to either lobby Westminster for more funding or redistribute its budget. It can only raise income tax by 3 pence.
However, what if the supply of postgraduate places is inelastic. For example, it may take large increases in wages to entice more professors into the industry. Then the price of each place could soar and the Government would find it hard to meet its commitments.
Many economists see human and physical capital accumulation along with technological progress as the key to economic growth. However, if the subsidy were effective in attracting more postgraduates, Scotland would experience diminishing marginal productivity of the investment. In other words, for each additional postgraduate the marginal returns decrease. This is represented in the graph below. In terms of the individual the comparative advantage of an individual postgraduate over the rest of the workforce will not be as much as before. Postgraduates would not be as exclusive anymore. In the long run, a post grad could become as necessary as a degree is today.
The impact of educating the population has been studied by Barro and Lee. They found a positive relationship between education and per capita GDP and confirmed that there is diminishing marginal productivity throughout the education system.
One reason is that postgraduate education is more expensive per capita than secondary education. This is backed up by Psacharopoulos. Primary education results in the biggest returns with a world average of 18.4%, whereas secondary education give 13.1% and higher education only returns 10.9%. We therefore assume that postgraduate education is likely to give even smaller returns on investment, especially in Britain, where there is such a large difference between the cost of a degree and a post grad.
The production function explains that output is a function of capital and labor. We can apply this idea to this Scottish economy. By increasing the amount of educated labor (postgraduate subsidy) we can increase output, but only to a certain point. There is diminishing marginal productivity, unless, we increase the amount of capital as well. The way to do that is attract FDI and encourage enterprise in the domestic economy. By doing this we can maximize the gains from the subsidy in postgraduates.
Diminishing marginal productivity might affect whether the government goes ahead with this investment because it might not have the desired results for Scottish productivity. Of course the government will also have to take into account the social and private gains from the research that is done by postgraduates, such as intellectual property rights as we mentioned earlier. This is a key aspect of the cost benefit analysis because not only do postgraduate courses improve the labor force, but also their work is often directly related to improvements in the industry.
Thirlwall (add date) states "Education is one of the most important inputs into R&D and for attracting FDI". There are a lot of other factors that will influence whether subsidizing postgraduate education has the effect of increasing FDI. Scotland currently enjoys favorable conditions for FDI such as low corporate taxes and English as a first language.
Scotland's brain drain problem is not a new one. Educated Scots are lured south and abroad by higher wages and more opportunities. So subsidizing postgraduate education may not produce the desired increase in educated labor. A policy of tax incentives or subsidies to attract FDI in conjunction with the postgraduate scheme would help keep Scottish students home and attract others from abroad. However, the two at the same time may be a little too much for the Scottish parliament to fund long term.
If the price of postgraduate courses goes down then there will be an increase in demand. In the long run this should result in an increase in capacity, as long as the government maintains its level of per student funding. An equal increase in supply and demand would mean the costs of postgraduate education would remain relatively stable. However, an inelastic supply of professors or even facilities would see costs rise.
In the short-run the potential 20% increase in earnings for men and 34% increase in earnings for women should increase demand for post grad courses. In the long run, however, it is unclear whether this will benefit Scotland's productivity or not. A general rise in income could mean the loss of a comparative advantage in the price of labor. However it is likely that Scotland would find itself with a better-educated population and comparative advantages in new areas.
There may be better ways to improve education like spending more on schools, increasing the quality of secondary education so that when people reach university level they have covered more material. Following that, the degree programmes could be improved. This would also have a positive impact on productivity without forcing more students into costly postgraduate degrees. Perhaps the money would be better spent on improving vocational training in colleges.
In conclusion, the subsidy would induce a general rise in income. Extra funding for universities would improve Scotland's most valuable asset, and help them create a world class labor force. Unemployment has been the bain of Scottish society for 30 years and this policy would go a long way to addressing that problem.
However, there are some practical issues of funding. Without other departments suffering it could prove difficult to give the policy the full backing that it deserves. In addition, we can find more value for money in improving primary or secondary education. So while the idea of improving productivity makes sense, we conclude that this may be better achieved either through partnership with the private sector or improving other areas of the education system. It is for policy makers to decide which one to choose.
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Real estate has always been one of the vibrant industries in the world. Real estate investing has helped many of the wealthiest people in the world to gain their wealth. Despite the news heard, it is still a good time at real estate to get involved with. The old adage of "it's the only thing that they're not making any more of" is still true. Part of the industry's process is to go through cycles and a down cycle. After that, the industry will definitely rebound. If you have any intention of becoming the part of the industry, it is not yet too late. The most important part of the process is getting a good real estate education. Once you've done that, you can work in whatever capacity you choose. There are seven important tips about learning the most from your real estate education. * Put time and money into real estate education. Put the time in to find out the necessary information for your education. Read through the top blogs in this area and then post your own responses. You should attend real estate forums and talk with some experienced real estate investors to obtain valuable information. • Specialize in an area. Knowing an overview of the real estate market is not nearly as marketable as knowing tons of information about a certain division of real estate. If you're going to get hired by a big company, they usually like specialists. Have a membership in real estate club. A real estate club can provide you the added knowhow that you need and also some excellent contacts within the industry. There are times when you do not have anytime to go to a physical real estate club. Hence, the best way is to join a virtual real estate club online. • Go the extra mile. To improve your real estate education research some good books on Amazon. Many excellent resources can enhance your education. Get out there and look for the best information. Accept a position as an intern. Being an intern at a well-respected company can have a significant positive impact on the opinions of potential future employers. The experience that you get can not be taught in a classroom, only through getting into the field. It's also a great way to gain more contacts in the real estate industry. A huge quantity of work can be anticipated. Getting a good real estate education will involve learning a lot of different things. You'll learn finance, business, management, contract law, and negotiation skills along the way. * The experience will be fun. Out of the most entertaining experiences of your life, acquiring the real estate education can be one of them Learning something that you love to do is one of the best things you'll ever do. For the remaining of your life, you would love your work if you are good at real estate.

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ÂBy Sadaket Malik Special education is the education of students with special needs in a way that addresses the student’s individual differences and needs. Ideally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings, and other interventions designed to help learners with special needs achieve a higher level of personal self-sufficiency and success in school and community than would be available if the student were only given access to a typical classroom education. Common special needs include learning disability, communication challenges, emotional and behavioral disorders, physical disabilities, and developmental disabilities.[1] Students with these kinds of disabilities are likely to benefit from additional educational services, different approaches to teaching, and use of technology. Intellectual giftedness is a difference in learning and can also benefit from specialized teaching techniques or different educational programs, but the term "special education" is generally used to specifically indicate instruction of students whose special needs reduce their ability to learn independently or in a classroom, and gifted education is handled separately. Special education can be an extraordinarily rewarding career for the right person. It takes someone with a great deal of patience, a love of children, and a thick skin to deal with difficult problems. But as in any field, the jobs with the greatest challenges tend to offer the highest rewards. You want a career that allows you to help others. Being a special educator allows you to make a positive difference in the lives of children with disabilities. With the help of special educators, an increasing number of children with disabilities have succeeded in school and enrolled in college. Being a special educator gives you the opportunity to use many talents and skills creatively and to grow both professionally and personally. The need for special education professionals has never been greater. The U.S. Bureau of Labor Statistics estimates that the need for qualified special educators and related service personnel will increase "faster than most other professions" in the next 10 years. And the U.S. Department of Education reports "The number of students with disabilities served under IDEA continues to increase at a rate higher than both the general population and school enrollment." Read about the need for special education professionals. The personal rewards of educating children and youth with disabilities is greater than you can ever imagine.  These days many schools and universities across the country are making efforts in teacher education reform in order to better the training of instructors, educators and therefore the education of children. Besides this, factors like reduced class sizes and an increase in the number of students are also forcing many schools to acquire teachers who have skills to handle every student effectively.  Looking at the present scenario, educators or teachers require special skills that can be nurtured through intensive training. Addressing to meet this demand, special education degrees have increased its popularity in recent years. So, if you are already involved in this teaching profession and wish to advance your career in the education leadership, a special education degree is a necessity. Today where teaching is considered as a highly noble profession, attaining a degree in special education can enhance your teaching career. A special education program can even help you learn special skills including understanding diversity, teaching reading literacy, counseling and special education. During this course, you will receive training and educational information that educates you how to translate the knowledge to the students. Once you complete this special education program, you will be able to make decisions and take a stand on political issues that affect education and learning. Another good thing about this degree program is that it gives teachers more opportunities in private schools and universities. This special education course provides you with one of the most convenient ways to gain higher income and greater career opportunities in the field of education. Today, in fact many of the employed teaching professionals looking to advance their career to leadership roles like principal or dean are considering attaining a degree in special education.There are lots of institutions and schools that offer degree programs in special education. They can vary from student behavior management, institutionalized learning methods, student-teacher supervision, specific areas and solutions for effective child education and more.Enjoying a better salary and job security, today a special education degree can put you at an advantage and may boost your career path. It is one of the best options for all those who are planning for career advancement in education.  In the last few years the requirement for qualified educators has boomed rapidly. In fact, with the rise in education standards and the number of educational institutes and schools, the education industry expects to look for more qualified educators in the coming years. Today, we cannot deny the fact that education is an extremely rewarding career field but currently it demands more qualified teachers to educate children at the elementary school or college level. Looking at the present scenario, educators or teachers require special skills that can be nurtured through intensive training. Addressing to meet this demand, special education degrees have increased its popularity in recent years. So, if you are already involved in this teaching profession and wish to advance your career in the education leadership, a special teaching degree is a necessity. Today where teaching is considered as a highly noble profession, attaining a degree in special education can enhance your teaching career. A special education program can even help you learn special skills including understanding diversity, teaching reading literacy, counseling and special education. During this course, you will receive training and educational information that educates you how to translate the knowledge to the students. Once you complete this special teaching program, you will be able to make decisions and take a stand on political issues that affect education and learning. Another good thing about this degree program is that it gives teachers more opportunities in private schools and universities. This special education course provides you with one of the most convenient ways to gain higher income and greater career opportunities in the field of education. Today, in fact many of the employed teaching professionals looking to advance their career to leadership roles like principal or dean are considering attaining a degree in special education. There are lots of institutions and schools that offer degree programs in special teaching. They can vary from student behavior management, institutionalized learning methods, student-teacher supervision, specific areas and solutions for effective child education and more. The popular national level institutes for disabled persons are the National institute for Hearing Handicapped, National Institute for the Mentally Handicapped, National Institute of the Visually Handicapped and National Institute for orthopedically handicapped. National Institute of Rehabilitation, Training and Research and The Institute for Physically Handicapped are other two national level institutes run by government. Moreover, government has initiated District Rehabilitation Centre (DRC) scheme in ten states to make all-inclusive rehabilitation. Moreover, four Regional Rehabilitation Training Centers are there to train the staff and teachers who work with these institutes.Today due to global competitiveness, education scenario in India is fast changing. Along with that, special education is also catching importance and various government agencies are working hard to make it available to masses. There are almost 37 diploma courses in the field of special education in India some of the institutes offer courses like B.Ed as well. All these courses are regulated and governed by the Rehabilitation Council of India (RCI)- a legislative body under the Ministry of Social Justice and Empowerment.However over the years many scholars have questioned the importance of special education in India as they feel that it leads to segregation and isolation of the differently abled children. They argue that by segregating the children at young age the very purpose bringing all children to the mainstream of, the purpose of special education is defeated. Institutions Offering Special Education Courses in IndiaCourses Offered by Rehabilitation Council of India (RCI) New Delhi:- Sl.No Training Course Duration in Year(s) (In the Field of Visual Impairment) 1. M.Ed. (Special Education) - Visual Impairment Norms for Appointment of Faculty for B.Ed. & M.Ed Spl. Edu. 1 2. B.A. B.Ed. (Visual Impairment) 4 3. B.Ed. (Special Education) - Visual Impairment Norms for Appointment of Faculty for B.Ed. & M.Ed Spl. Edu. 1 4. Bachelor in Mobility Science 1 5. Diploma in Education-Special Education (Visual Impairment) 2 6. Diploma in Education - Special Education (Deafblind) 1 (In the field of Hearing Impairment) 7. M.Ed. (Special Education) - Hearing Impairment) Norms for Appointment of Faculty for B.Ed. & M.Ed Spl. Edu. 1 8. B.Ed. (Special Education) - Hearing Impairment) Norms for Appointment of Faculty for B.Ed. & M.Ed Spl. Edu. 1 9. Diploma in Education - Special Education ( Hearing Impairment) 2 10. Diploma in Teaching Young Hearing Impaired Children 1 11. Diploma in Indian Sign Language Interpreting(Level !,B,&C each of Four months duration) 1 (In the field of Mental Retardation) 12. M.Ed. (Special Education) - Mental Retardation Norms for Appointment of Faculty for B.Ed. & M.Ed Spl. Edu. 1 13. B.Sc. (Special Education and Rehabilitation) 3 14. B.Ed. (Special Education)- Mental Retardation) Norms for Appointment of Faculty for B.Ed. & M.Ed Spl. Edu. 1 15. B.Ed. (Special Education) - Learning Disability 1 16. P.G. Diploma in Early Intervention 1 17. P.G. Diploma in Special Education (Mental Retardation) * Same as Sl.No. 13 1 18. Diploma in Education - Special Education (Mental Retardation) 2 19. Diploma in Vocational Rehabilitation (MR) 1 20. Diploma in Early Childhood Special Education (MR) 1 (In the field of Rehabilitation Engineers / Technicians) 21. Master of Prosthetics & Orthotics 2 22. Bachelor of Prosthetic and Orthotics 4 1/2 23. Diploma in Prosthetic and Orthotics 2 1/2 24. Certificate Course in Prosthetic & Orthotic 1 25. Certificate Course in Hearing Aid( only for persons with hearing impairment)  ½ 26. Certificate Course in Ear Mould Technology(only for persons with hearing impairment)  1/2 (In the field of Community Based Rehabilitation) 27. P.G. Diploma in Community Based Rehabilitation 1 28. Diploma in Community Based Rehabilitation 1 ( In the field of Rehabilitation Psychology) 29. M.Phil (Rehabilitation Psychology) 2 30. P.G. Diploma in Rehabilitation Psychology 1 (In the field of Clinical Psychology) 31. M.Phil (Clinical Psychology) 2 (In the field of Speech and Hearing) 32. "A"-Master in Audiology and Speech-Language Pathology (MASLP) - Annual "B"-Master in Audiology and Speech-Language Pathology (MASLP) - Semester 2 33. M.Sc. in Audiology 2 34. M.Sc. in Speech Language Pathology 2 35. "A"- Bachelor in Audiology and Speech-Language Pathology (BASLP) - Annual"B"- Bachelor in Audiology and Speech-Language Pathology (BASLP) - Semester 4 36. Diploma in Hearing Language and Speech 1 37. Diploma in Hearing Aid and Ear Mould Technology 1 (In the field of Locomotor and Cerebral Palsy) 38. B.Ed (Special Education) â€" Locomotor and Neurological Disorder 1 39. P.G. Diploma in Special Education: Multiple Disabilities -Physical and Neurological 1 40. P.G. Diploma in Developmental Therapy (Cerebral Palsy & Neurological Disabilities) 1 41. Diploma in Education - Special Education (Cerebral Palsy) 1 42. Basic Development Therapy Course for Children with Cerebral Palsy and other Neurological Handicaps 1 (In the field of Autism Spectrum and Disorder) 43. Diploma in Education - Special Education ( Autism Spectrum Disorder) 1 (In the field of Rehabilitation Therapy) 44. Bachelor in Rehabilitation Therapy 4 45. Diploma in Rehabilitation Therapy 2 1/2 46. Certificate Course in Rehabilitation Therapy Assistant 1 (In the field of Vocational Counselling and Rehabilitation Social Work/Administration) 47. Master in Rehabilitation Science ( Rehab Social Worker) 2 48. M.Sc. (Psycho-Social Rehabilitation) 2 49. Bachelor in Rehabilitation Science ( Vocational Counsellor) 3 50. Master in Disability Rehabilitation Administration 2 51. Post-Graduate Diploma in Disability Rehabilitation and Management 1 Credit System   Final Guide-Book B.Ed. & M.Ed.   Final Guide-Book Diploma  Care Givers   Foundation Course in Care Giving        Training Courses conducted through Distance Education Mode in collaboration with various Universities. 1. B.Ed Spl Edu.-HI/VI/MR/LI & CP 2 2. P.G. Professional Diploma for in-service teachers 1 3. P.G. Diploma in Community Based Rehabilitation -Planning & Management 1 4. P.G. Diploma in Disability Management for Doctors 1 5. Diploma in Community Based Rehabilitation 1 6. Certificate in Clinical Psychology 1 The list of Institutions offering courses in several states of India: ANDHRA PRADESH: 1.Thakur Hari Prasad Institute of Research & Rehabilitation for the Mentally Handicapped, Vivekanand Nagar, Dilsukh Nagar, Hyderabad-500660. 2.National Institute for the Mentally Handicapped, Manovikas Nagar, P.O Bowenpally, Secunderabad. 3.Department of Special Education, Andhra University, Vishakapatnam. 4.College of Teachers Education, Andhra Mahila Sabha, Durga Bai Deshmukh Vidhyapeethem, Osmania University Campus, Hyderabad-500007. 5.Sri Padmavathi Mahila Visvavidyalayam, Tirupati-517502. DELHI: 6. Department of Rehabilitation,Safdarjung Hospital, Ansari Nagar, New Delhi-110016 7. Spastic Society of Northern India, Balbir Saxena Marg, Hauz khas, New Delhi-16 8. Institute of Special Education, Y.M.C.A. Nizamuddin, New Delhi-110013. 9. Jamia Millia Islamia, Institute of Advanced Studies of education, Faculty of Education, Maulana Mohammed Ali Jauhar Marg, New Delhi-110025. 10. Pandit Deendayal Upadhyaya Institute for the Physically Handicapped (Ministry of Social Justice & Empowerment, Govt. of India), 4, Vishnu Digamber Marg, New Delhi-110002. GUJARAT: 11. B.M Institute of Mental Health, Ashram Road, New Nehru Bridge, Navrangpura, Ahmedabad-380009. 12. Sh. K.L Institute for the Deaf, 51, Vidyanagar, Bhavnagar-364002. 13. Training College for Teachers of the Deaf & Blind, Navrangpura, Ashram Road, Ahmedabad-380009 14. Ankur Special School for Mentally Retarded, Plot No. 1945, Near Working Women’s Hostel, Sardarnagar Circle, Bhavnagar-364002. JAMMU & KASHMIR: 15. Composite Regional Centre for Persons with Disabilities (Ministry of Social Justice & Empowerment) Bemina, bye pass (Near Women’s Polytechnic College), Srinagar-18. 16. MIER College of Education, Under Model Institute of Education & Research, B.C Road, Jammu-180001. KARNATAKA: 17. Dr. S.R Chandrashekar Institute of Speech & Hearing, Hennur Road, Bangalore-5600084. 18. All India Institute for Speech & Hearing, Manus Gangothri, Mysore-570006. MAHARASHTRA: 19. Mind’s College of Education Research Society for the Care Treatment & Training of Children in Need of Social Care, Sewri Hills, Sewri Road, Mumbai-400033. 20. The Poona School & Home for the Blind, Teachers Training Centre, 14-17, Koregaon Park, Dr. S.R Machave Road, Poona-411001. 21. S.N.D.T. Women’s University, Deptt. of Special Education, Sir Vithaldas Vidyavihar, Juhu Road, Santacruz (W) Mumbai-400049. 22. Dikush Teacher Training in Special Education, Church Road,Juhu, Mumbai-400049. 23. Hashu Advani College of Special Education, 64-65, Collector’s Colony, Chembur, Mumbai-400764. 24. The Spastics Society of India, Upper Colaba Road, Opp. Afghan Church, Colaba, Bombay-400005. ORISSA: 25. Training Centers for Teachers of the Visually Handicapped, S.I.R.D Campus, Unit- VIII, Bhubaneshwar 751012. 26. Swami Vivekhanand National Institute of Rehabilitation Training and Research, Oltapur, P.O Bairoi, Dist Cuttack 754 010. 27. Training Centre for Teachers of the Deaf ( A joint Project of State Govt. & AYJNIHH), S.I.R.D Campus, Unit- 8, Bhubaneshwar-15. TAMIL NADU: 28. Sri Ramakrishna Mission Vidhyalaya, College of Education, Sri Ramakrishna Vidhyalaya post, Coimbatore-641020. 29. Regional Training Centre, C/o Govt. Hr. School for the Blind, Poonamalle, Chennai-56. 30. Madras Institute to Habilitate Retarded Affiliated, D-171, RV Nagar, Anna Nagar, Chennai-600010. 31. Govt. Institute of Rehabilitation Medicine, K.K Nagar, Chennai-600083. 32. S.B.T. College of Special Education, Dr. M. A Thangaraj Compound, DRO Colony, Madhurai-625007. 33. Holy Cross College, Dept. of Rehabilitation Science & Special Education, Tiruchirapalli-620002. 34. Avinashilinagam Deemed University, Institute of Home Science & Hr. Education for Women. Coimbatore (0422-2641043) 35. The YMCA College of Physical Education, Nandham, Chennai-600035. 36. Bala Vidyalaya Institute for Teachers Training, 18, 1st Cross Street, Shashtri Nagar, Chennai-20. 37. N.K.T. National College of Education for Women, 21, Dr.Besant Road, Triplicane, Madras-600005. UTTAR PRADESH: 38. U.P. Institute for the Hearing Handicapped, 4-7, Malviya Road, George Town, Allahabad-211002. 39. Chetna (A Society of the Welfare of Handicapped), Sector-C, Aliganj, Lucknow-226024. 40. Training College of Teachers of the Deaf, Aishbagh, (Tilak Nagar), Lucknow-226004. 41. Institute of Advanced Studies in Education, M.J.P. University, Bareilly-243006. 42. Banaras Hindu University, Faculty of Education, Kamachha, Varanasi. 43. Jagadguru Rambadrachry Handicapped University, Chitrakoot, U.P-210204. WEST BENGAL: 44. National Institute for the Orthopaedically Handicapped, Bon-Hooghly, BT Road, Calcutta-700090. 45. National Institute for the Mentally Handicapped, Eastern Regional Centre,NIOH Campus, Bon-Hooghly, BT Road, Calcutta-700088. 46.AYNJIHH, Regional Training Centre, N.I.O.H Campus, Bon-Hooghly, BT Road, Calcutta-90. 47. Indian Institute for the Cerebral Palsy, (Formerly Spastic Society of Eastern India), P-35/1, Taratolla Road, Calcutta-700088. 48. Training Institute for the Teachers of the Visually Handicapped, Narenderpur, Calcutta-700103. 49. Manovikas Kendra, Rehabilitation and Research Institute for the Handicapped, 482-Madudah, Plotâ€"24, Sec-J, Eastern Metropolitan Bypass, Calcutta-700107. 50. Training College for the Teachers of the Deaf, 293, Acharya Prafulla Chandra Road, Calcutta-09. 51.Speech & Hearing Institute and Research Centre, (SHRC), State Resource Centre (HI), 10, Mandeville Garden, Kolkata.  Sadaket Malik is an Educational Consultant based in Jammu and can be contacted at sadaketmalik@rediffmail.com  Â

Sadaket Malik is a freelance columnist based in Bhalessa

National Council of Education Research and Training in Vocational Education The National Council of Education Research and Training is concerned so far only with the Hr.Secondary Vocationalization programme in formal schools. Its Department of Vocationalization of Education which is in the process of being converted into a Central Institute of Vocational Education is the nodal agency for all aspects relating to curriculum development, staff development, research, evaluation and monitoring and international contacts. The scope of the Department extends over the entire country but it has only an advisory and guiding role to perform. Having attained sufficient experience and expertise in Hr. Secondary Vocationalization programmes the department is now actively associated with the development of various types of vocational courses for the under-graduate stage of education under the auspices of the University Grants Commission. In relation to the vocational training component under the Ministry of Labour the NCERT is represented on the National Council of Vocational Training which is t he apex decision making and coordinating body for its institutions throughout the country. In respect of Technical Education Programme, the NCERT is represented in the All India Council of Technical Education, a statutory body to look after technical and management education in the country. The NCERT is also directly involved with the programme development of the Indira Gandhi National Open University and National Open School through the participation of this author on their appropriate decision making bodies. Design Development & MaterialsThe practice component of a vocational course varies from 50 to 70%. The curricula and instructional materials are also developed by the R&D institutions concerned with each sector. For the higher secondary courses, the NCERT prepares exemplar instructional materials and the states also prepare their own instructional packages. The courses developed by NCERT are based on the analysis of job requirements, and have been grouped under a common title of "Competency Based Curriculum".Both curricula and instructional materials are developed in workshops in which the employment sector personnel, curriculum experts, subject experts and classroom teachers participate. So far, these materials have been prepared on the basis of annual papers rather than modules or units suited for instruction in a semester system. The semester system, though accepted in principle for implementation is yet to become a reality in the school sector. However, the NCERT has initiated course organisation in the form of flexible module so as to suit the semester system, and also would lead to the development of multi skill competencies to meet the employment requirements in the rural areas.All instructional materials, both print and non print, though owned by NCERT are freely available for duplication and dissemination by the states. The copyright permission is invariably granted for this purpose. The higher secondary programmes by design are collaborative in nature. The schools offer theoretical instruction and basics in terms of vocational practice which is followed by on the job training or practical training at the actual work site. In the entire teaching-learning process the full time teachers are supported by a large number of part time instructors and guest lecturers drawn from the respective employment sectors. While the above is the suggested modality, many schools still depend on institutional instruction and training in place of collaboration mentioned above, but, the deployment of part time teachers is almost invariably ensured. ÂInformation collected and compiled from the printmaterial of NCERT

B.Sc.(Med.), B.Ed., M.A.(Edu.), M.Litt.(Edu.), Ph.D.(Edu.Psy.), PGDCA.

Served as Science Master, Employment Department as Vocational Guidance Officer.

Retired from Employment Department, Punjab India as Dy. Director (Off.) and Remained Incharge of Overseas Employment Cell of Punjab Govt. for 5 yeras.

More than 60 articles published in Punjabi News Papers like Punjabi Tribune, Daily Ajit, Jagbani and Chardhikala.

Serving now Arihant Computer Center

The territory of Latin America has experienced a big economical growth and development during the 90s of the last century. It seemed that difficulties were overcome and new stage of development was achieved. The crisis of the 80s was left behind and new perspective and horizons of development in the economical, political and social field appeared for countries of Latin America and the Caribbean. But the euphoria and happiness caused by the rapid success and major changes was changed to new depression nowadays. And though the crises in not as deep as it used to be in the last century and steps to progress were made, problems the countries from Venezuela through Peru to Argentina face today are essential and it's evident that brave and courageous expectations for rapid changes and "economical wonder" will not come true.
Political leaders and governors of the Latin American countries proclaim the ideas of economical growth, reduced poverty, social equality, opportunities for personal development, business development and the equality between the representatives of the different classes. These are the things ordinary people who choose their governess seek also. So, sounds like both - ordinary people and their governors seek for the same thing. But still this doesn't happen or even if it does, the changes are too slow and the short periods of progress are interrupted by the long periods of stagnation. There were made a lot of researches to find the possible reasons of such a situation and possible ways of solutions. A lot of scholars from different fields share same point of view. They all state that educational systems of the countries and educational traditions formed through the centuries have a very big influence on the economical, political and social life of the countries.
Changes which take place in these countries occur in the historical and cultural context where education was never considered to be essential and important part of the system. In the past countries of Latin America and the Caribbean were dominated by the small groups of educated elite and the rest of the population didn't get any education at all. Hieratical and highly stratified society was closed for the outer influences and very slow to change. This is how Mexican Nobel laureate Octavio Paz describes the difference in the structure of societies and ways of thinking of Latin America and the US: "To cross the border between is to change civilizations. Americans are the children of the Reformation, and their origins are those of the modern world; we Mexicans are the children of the Spanish empire, the champion of the Counterreformation, a movement that opposed the new modernity and failed."
It's common truth that universal high-quality basic education prepares people to take responsibilities for their lives, makes them creative, independent individuals who make a health and developed society. "As education develops, poverty and inequality will be over-come," states Enrique Iglesias, the President of the Inter-American Development Bank.
The historical development and cultural traditions of Latin American and the Caribbean countries have left the prophesy which created the problems in the education modern society has to deal with now. And though a big effort during several last years was made to overcome them, these problems are still topical. These problems include the lack of trained and qualified teachers (poor salary teachers get for their job can be one of the roots of the problem), lack of monitoring of teaching and programs, problems with distanced learning using such modern educational techniques as Internet. Cube looks like a very nice exception among the countries of Latin America which faces a lot of problems in the sphere of education. A lot of research was made to find out the reason of such a difference and finally it was proved that such a good state of the educational system was created by the higher number of good teachers. Also Cuban teachers are often evaluated, and those who fall behind are sent back for refresher courses.
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HOUSTON, TX June 14, 2004 -- Questia Media Inc., the world's largest online library and research service is proud to join the International Society for Technology in Education (ISTE) as an ISTE 100 Partner member. ISTE's stated goal of improving teaching and learning by advancing the effective use of technology in the classroom is a goal shared by Questia.



Integrating technology in the classroom is recognized as a critical mission by ISTE, leaders in education, and the companies that provide the educational products and solutions that support the teaching objectives of these leaders. Recognizing that today's education system is filled with resource shortages (including book shortages), outdated technology products and services, a lack of professional development training, and consistent budget shortfalls, forward-thinking educators are partnering with companies like Questia and other ISTE members to find cost-efficient and effective education technology solutions to help them achieve their teaching goals.



Questia, the world's largest online library and research service, represents a new model for gathering information for academic research and study. Each user of the Questia service has a personal copy of a college-level library of more than 49,000 complete books, more than 390,000 journal, magazine, and newspaper articles and a research toolkit that enables them to interact with the books and articles like they would in the physical world, but far more efficiently and conveniently. The tools include a feature that automatically creates citations and bibliographies in seven formal citation styles, a highlighter and notation tool, and project folders to easily organize multiple research projects. Questia's unlimited, simultaneous access model enables each student to read any book or article regardless of how many other students are also accessing that title at the same time. This enables educators to expand technology resources economically and exponentially across multiple classrooms and institutions.



"Our teachers like Questia for many reasons โ€" one being that there is no limit on how many people can use the same publication at the same time. Teachers can assign a book or article to multiple classes and all their students can read the book or article simultaneously with no problem," stated Catherine J. Greene, Director of Library Services, Miami Country Day School.



"Digital tools and resources offer solutions today to states plagued by serious budget shortfalls," said Dr. Don Knezek, CEO of ISTE. "As state and federal education funds continue to be slashed, educators are seeking education technology services that are affordable, cost effective, and can benefit as many students as possible -- from an individual school level, district level, and state level," continued Knezek.



"Questia is proud to join the ISTE 100 organization. ISTE is recognized as the leading organization in the advocacy of technology in education. Questia was founded on the belief that every student should have access to the best library possible regardless of which school they attend. The Internet provides the universal conduit for electronic access to scholarly information and educational solutions like Questia provide the necessary content. Questia offers each student a personal copy of an extensive, scholarly library of more than 49,000 complete books and 390,000 articles. In addition to being able to do full-text searches of the library, Questia enables each student to interact with the text by using a personalized toolset and workspace that fosters rigorous academic research and learning," said Troy L. Williams, founder, president and CEO of Questia Media, Inc.



To learn more about Questia and how the Questia online library and research service can help your school or institution achieve its learning goals, please visit Questia at booth #665 at NECC, June 20-23, 2004 at the Ernest N. Morial Convention Center, New Orleans, Louisiana.



About the International Society for Technology in Education

The International Society for Technology (ISTE) is the trusted source in education technology for professional development, knowledge generation, and advocacy. A nonprofit membership organization, ISTE provides leadership and service to improve teaching and learning by advancing the effective use of technology in K-12 and teacher education. Home of the National Educational Technology Standards (NETS), the Center for Applied Research in Education Technology (CARET), and National Educational Computing Conference (NECC), ISTE represents more than 85,000 leaders and potential leaders in educational technology. ISTE supports its members with information, networking opportunities, and guidance as they face the challenge of incorporating technology into schools.



Recent ISTE initiatives include the ISTE Institute: Leading with NETS, a professional development program for educators based on ISTE's NETS; and the ISTE Futures Project, which includes a new formal and academic Delphi Study that will forecast likelihoods for the future of education.



Visit www.iste.org or call 1-800-336-5191 to learn more about ISTE.



About Questia

Founded in 1998, Questia Media, Inc., launched its revolutionary online library in January 2001, with powerful search and writing tools created specifically to help students do better research and write better papers. Questia provides unlimited access to the full content of an extensive collection of books and journal articles, as well as a wide range of tools, including highlighter, markup, automatic footnotes and bibliography builder. For millions of students and researchers, the Questia SM service enables them to efficiently research and compose papers at any time, from virtually every connected corner of the world. Based in Houston, Questia is delivering on the true promise of the Internet by providing access to a wealth of human knowledge.



Visit www.questia.com for more information.

Atlanta, GA January 27, 2004--Society of Future Recording Artists & Songwriters, a program sponsored by 501c(3) non-profit org, Express H.O.M.E. Program, Inc. (Helping Others Magnify Education), today announced the launch of a critical study to seize the opportunity for consolidating information to establish a needed Georgia music industry resource. This comprehensive study will collect a variety of related data from eligible, talented Georgia-residents and Georgia-based music-affiliated organizations, associations, businesses, product and service providers all across the state.



โ€œWe have witnessed tremendous talent that virtually goes unheard, even on a local level, because of the lack of awareness of industry resources and professionals that are available,โ€ said Mill Davis, Director of SOFRAS, who is leading the research study. โ€œHighly sought after education about the industry overall, talent exposure opportunities and career development resources are plentiful in Georgia, especially in Atlanta, with it being a major entertainment hub. However, there is currently not a resource that brings the state's music and talent resources together in one central directory (online or print), so we are working to fill this void. This in turn, creates a tremendous market opportunity for providers targeting the hundreds of individuals that often seek these solutions, based on the numerous inquiries we receive. This will help to further stimulate Georgia's music industry economy,โ€ added Kevin Odom, co-founder of SOFRAS.



Through this study, the vast resource of major and independent music industry provider submissions and research materials will used to:



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Develop a Georgia music resource directory (online and print) and a talent registry database (online and print) with proposed semi-annual email updates

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An event announcement submission and posting service

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And other industry awareness and education focused activities



To join the official research mailing list, send an email to: Researchmailinglist@sofras.net. More information about participation as a researcher (open to high school and college students) and/or being considered for inclusion in the project can be obtained by contacting SOFRAS (in Atlanta) at 770-281-7286 (press 2#), via email: GAMusicResearch@sofras.net or via postal mail at SOFRAS PO Box 930274 Norcross, GA 30003-0274.



Other sponsors of the research study include En*Spirations Christian Network (www.Enspirations.com), a Black Clan, Inc. (www.ablackclan.com), HDQTRZ Digital Music Studios (www.hdqrtz.com) and Har-Bal (World's First Visual Music Mastering System - www.har-bal.com) along with team research analysts Shannon Leon, Tanya Redding, and Juz Cooper.



About Society of Future Recording Artists & Songwriters (SOFRAS):

SOFRAS serves the southern US Region as a source of independent music business education, research and referral. They develop and offer projects and events that foster personal career development inside and outside of the music industry, provide career-consulting services and talent promotional opportunities. Their mission is to offer these resources where exposure to them is limited or non-existent, with plans to expand internationally.



About Express H.O.M.E. Program, Inc. (a 501c(3) non-profit organization):

For over 22 years, Express H.O.M.E. Program, Inc. Executive Director, Jacqueline Bosby has utilized her skillful negotiation, organization, proposal writing and compassion to assist various communities, primarily at-risk youth.



Headquartered in neighboring Athens, GA., Express H.O.M.E. Program, Inc. has secured forty-eight, 30- minute spots for community programming pre month on Charter Communications Cable Network which shows in 3 counties and 9 neighboring towns during prime time slots. Express H.O.M.E. Program has dedicated Saturday programming โ€" 16 spots โ€" to youth/teen programs, produced by a Teen Advisory Committee. The staff continues to sponsor educational programs and most prominent to date are the annual Black Youth Heritage Expos which have grown from 1000+ attendees and participants to over 5000 in a five-year period.



Express H.O.M.E. also does holiday safety programs for the Athens Board of Education and a number of youth programs within the metro-Atlanta and Athens communities, offering activities to foster academic enrichment and youth empowerment. The organization has numerous commendations from local government officials (in Georgia and Illinois) and other business supporters that express their gratitude of the organization's enthusiasm and concern for today's youth.

 

 

"ALS is expected to provide solutions in areas of conflict, critical thinking, in indigenous people communities and in areas where literacy is most wanting and where literacy is needed."

 

Hon. Jesli Lapus, Secretary of Department of Educatin

The government's vision for non-formal education is revitalized and epitomized through an Executive Order No. 358 S. 2004, rnaming and reinventing of the Bureau of Nonformal Education to Bureau of Alternative Learning System (BALS) whose vision is to view the Philippines as a nation where all the citizens, especially the marginalized individual or group of learners who could not equitably gain access to formal education because of unwanted conditions, be given equal access to quality education by taking an alternative learning system that will enable them to become productive workforce and members of the land. As its mandates, ALS is propelled by its functions to:

 

1. Address the learning needs of the marginalized groups of the population including the deprived , depressed, and underserved citizens;


2. Coordinate with various agencies for skills development to enhance and ensure continuing employability, efficiency, productivity, and competitiveness in the labor market;


3. Ensure the expansion of access to educational opportunities for citizens of different interests, capabilities demographic characteristics and socio-economic origins and status; and


4. Promote certification and accreditation of alternative learning programs both formal and informal in nature of basic education.

This mini case study focuses on the role of the ALS programs catered by the Lopez East District ALS coordinator and its local instructional managers to address the present needs and to delineate briefly their clienteles' way of life in the settlement or community in Brgy. Villa Espina, Lopez, Quezon. The Aetas in Lopez, Quezon can not be overlooked for they are already adapting to the changes in their surrounding. Furthermore, being members of the disadvantage group of people, giving them the opportunity to equal access to education is a priority concern of the government being carried over by its local counterpart.

While some nongovernmental organizations also take part in aiding educational facilities and health and sanitation service, this mini-case study highlighted only the application of ALS in the promotion of literacy among the Aetas of Lopez, Quezon, describing the attitude or responses of the clienteles in Aeta community toward the realization of educational efforts starting February 2008 to the present.

 

This case study includes the initiatives and actions of the ALS coordinator and her instructional managers' common experience with their clienteles and the attitude or behavior of the Aeta clienteles toward its programs. It also includes ethnographic account of how the usual ALS class goes on. The student-researchers were able to validate such remarks and notes in direct observations and interview they conducted at the Aeta clienteles and its immediate community.

Majority of the data used in this report were drawn from interview and observations from the school site and reports of the Lopez East District Alternative Learning System Office. On the other hand, this mini-case study had also limitations. The researchers initially recommend that another follow or related study on the subjects be conducted concerning on the cultural impact of this learning in an alternative way.

ALTERNATIVE LEARNING SYSTEM OF LOPEZ EAST DISTRICT AND THE AETA CLIENTELES IN BRGY. VILLA ESPINA

 

 

The Alternative Learning System Coordinator of Lopez East District who is in-charged of delivering the programs of BALS to the Aeta community is Mrs. Angelina J. Oblina. On her team are two Instructional Managers (IM) and an Aeta coordinator. The two instructional managers are the key teachers and implementers who directly get involved and supervised and promote ALS program to the Aeta Community. Mrs. Mabel A. Oblina and Wilma Capistrano are the IMs, who are paid by the local government with a monthly honorarium of P 4, 500.00 pesos each. The Aeta coordinator is Andy Villa Franco, local villager who maintains direct contact to the Aeta community clienteles in the absence of the IMs or the ALS coordinator.

 

From non-formal to ALS, it formally opened last February 2008. Through local ALS Coordinator's initiatives of hiring local funded instructional managers and her unquestionably commitment to its program implementation, ALS instruction to the Aeta community begun. Since its target clienteles are the Aeta community, encouragement and recruitment to this displaced minority was the biggest toll at the onset.

 

Formerly, on her report, Mrs. Oblina was able to delineate some of its beginning noting the following points.

 

Tribal groups, specifically Aetas are the deprived, depressed and undeserved population. Their settlement can be found in a far-flung area. Uncivilized and illiterate, only few attended formal schooling because they do not understand the benefit that education could give to a person. On September 1, 1994, Non-Formal Education (NFE) brought the school for the Aetas, through "Magbasa Kita Project" a basic literacy program of the department. I was assigned to handle the class or community of Aeta as "para-teacher" at the same time "ate" not ma'am or teacher by the Aetas. Back then, I introduced the phono-syllabic lessons. The school was made up of nipa that existed in Villa Espina. The enrollees of these classes are of no age limit.

Dealing with Aetas as one of the NFE/ALS clienteles is not an easy task for me. So, I mobilized our local system. It is indeed very challenging on our part. We had a hard time encouraging and motivating them so that they will come to school. Convincing them to come to school even included drinking liquor with them. Furthermore, we use variety of ways and approaches to be able to win their interest. The school set-up lasted for some years yet their ways of living have not changed despite all the efforts exerted by their other mentors. Some still carried the old practices and do not even own a house where they can live permanently and comfortably.

Construction of two-room building sponsored by the ABS-CBN "Tree of Hope Program" built last year (2007) became one of the motivating factors that led the Aetas to take ALS program. ALS program formally started from February to April 2008. Fortunately, out of more or less 50 households, Fifty-four Aetas were its first batch of students. The group was divided into two separate classes. The first group consisted of young Aetas for 6 to 13 years old under the tutelage of Mrs. Wilma A. Oblina. This group is at the beginning level of instructional. The other class, under Mrs. Wilma Capistrano comprised of the teenagers to adult consisting of 13 years old to as old as forty-four. This group could be considered as emergent learners progressing from the very basic level. During this grace period, meetings were done three times a week. Instruction during those times focused mainly to basic literacy focus, which is more on reading of the alphabet (phono-syllabic lessons), writing (specifically writing their names) and clienteles' adjustment to alternative schooling.

 

Alternative Learning System programs continued starting this beginning school year, June 2008. There was an increased enrolment. From fifty-four (54) Aetas who enrolled last February, it escalated to seventy-four (74) this June. Out of this 74, majority of which is female, 65% and male, 35%. Ten of which are parents and mostly are young ones. "However, maintaining 100% attendance is the biggest problem," the instructional managers noted. On the average, 50-60 % of the total enrolment comes to school regularly. Consequently, the food for school program requested by the ALS District Coordinator which the Local Government Unit (LGU) addressed the problem of abseeteism among the Aetas. However sustaining the program is another concern. Meetings this time are from Monday to Friday not unlike the previous one, which is only three times.

 

The coordinator and instructional managers would recount that the usual or typical day would go like this…

 

The Aeta-clienteles would come to school in the morning. Not all students would come early. Others were still be coming from Brgy. Pisipis and other neighboring barangays. Some wore uniform others in their ragged cloths. A flag ceremony used to be held at the start of the week. Then, the Aetas did housekeeping and other pre-routinary activities. Basic alphabet to word reading, writing, and arithmetic activities were provided for three hours. We would read aloud the alphabet, minimal pair words, read short passages, and ask them to read aloud and write. Most of them get bored easily for they had different types of learning. Most of them had usually short span of attention so we had quick breaks from time to time.

 

Preparing the meal of the day was the most important for them. Since some of them had not taken breakfast or suffer the day before. After the early morning routinary activities, we would be preparing the meal of the day where everybody will be part. Food is the best reward and encouragement we could offer them. Because of food nourishment, they come to school. There was even an incident that Aeta would come very late to school just in time for lunch. After a while or a siesta, Afternoon session would be allotted to free and varied activities. Film viewing occupied the most times, because of the Television set and educational package, we have recently received from a donation all the way from Hawaii. Televiewing became a part of the afternoon session. When the day was over, we teachers could not help but be challenged different adjustments met so as our Aeta clienteles.

 

We find teaching and learning with them demanding yet very stimulating because of some reasons:

 

· Some unsanitary practices of some of the Aeta clienteles are lessened. We introduced teaching of basic sanitary hygiene. However, for customary reason few would not heed our advice for it already became their system since they were born. Consequently, we got use to some of their unsanitary practices but we always address them as much as possible teaching the parent clienteles the right ways though most of them do not care much to their children for customary reason.

· Abseetism is also common problem since the approach is new for them at the start. Looking at them from a day-to-day perspective, most of them skip school because some work in farms by harvesting young anahaw leaves or working with their specific "Amos", and for very apparent reason, if there are times that we don't have food or meal of the day to offer them, we would rather have an empty room than to have clienteles with empty stomachs.

· Aetas clienteles interact with the ALS program differently. Students learning style and mental capacity vary different from one another. Some learn smoothly. Others need constant review. At the beginning level, it is common to see Aeta-clienteles to misspell their names what is even the worse is that they sometimes forget their surname or they change their names.

· Few of their practices are still prevalent but mostly are dead or forgotten. One Aeta client even shares that they could no longer remember any tribal rites taught to them by the elders. Still, some of them wander and work from the community to nearby barangays. They don't permanently stay in one place, except of course for those who have learned to fit in to the local villagers. What is quite pressing for us in relation to their ways is that an early marriage is common thing. An Aeta could already find and live with his/her partner at the age of 12. In addition, they could easily switch or change partner as the pair pleases. Another noticeable activity they often engage with is drinking. Moreover, in certain occasion, a villager could get along with most of the Aeta over bottles of liquor or any alcoholic drink and if Aetas drink alcohol, it ends to a drinking spree. This manner somehow affects their attitude to learning. An adult Aeta clientele could compromise going to school just to a bottle of liquor.

Battling these all sort of things every day, we as their teachers or "Ate" as they call us, could freely tell that we influence their lives toward the basic literacy and even more. Most of them have already accustomed to the ways of the civilized people. Emerging clienteles whom we have been teaching hard can already read and write basic Filipino words, can calculate numbers so that they well not be cheated by their "Amos" for their fair share of farm works, can practices basic sanitary hygiene from brushing of teeth to basic housekeeping, and for some who have fitted in to the latest technology can send short messaging service (SMS) via cellphone. The Aetas in Brgy. Villa Espina are becoming like civilized people because of us, other local villager's intervention, and the influences of the latest technology-stricken world.

With the programs being offered by the District, seeing ALS greater impact for the future of the Aeta community, has a long way to go, of which the District Coordinator and the researchers unanimously agreed upon adding that a lot of concerns or priorities still must and should be acted promptly.

OTHER CONCERNS

 

"Education to be meaningful must be rooted in the community life and experience of the people; because learning takes place in this context as well as in the way they understand the stages of their cycle."

 

BALS framework

 

To ensure the expansion of access of educational opportunities and capability building, the BALS national office has been training its ALS district coordinators starting the opening year. One seminar on ALS Trends & Updates for Full Time District ALS Coordinators impacted much the approaches of Mrs. Oblina and her team of local counterparts. Myriad of realization was absorbed by contemplating and living up with the BALS framework. It does require change from their usual approaches.

 

Meanwhile, on a division level training, the local ALS people and some of the Aeta representatives attended just recently this month (August 2008). They were exposed to training framework for the Indigenous People (IP) and Indigenous People Core Curriculum (IPCC). With the help, expertise of local indigenous people and in coordination with the National Commission on Indigenous People (NCIP) Summer Institutes of Linguistic (SIL) and other IP concerned agencies: the Bureau was able to develop an Indigenous Peoples (IP) Core Curriculum. The competencies identified by the ALS curriculum are now realized through a modular system of education that will guide the coordinator, Instructional Managers and the Aeta clienteles to mode and education the clienteles will receive.

 

Citing this remarkable interventions or realization, the following concerns and points are noted by experts for the culturally sensitive and integrative delivery of instruction to the IP, specifically the Aeta clienteles:

 

1. 
   
   1. The development process not only ensured a culture-sensitive core curriculum but also maximized local participation in all aspects of decision making and actions relevant to the finalization of the IP Core Curriculum.
   
   

1. 
   
   1. Expert on IPCC remarked that without necessarily emphasizing an overkill tone, the highly western-entrenched current educational system has contributed to the further marginalization and exploitation of IPs. The said system has been producing graduates who are trained to become employees and not as entrepreneurs who can become employers.
   
   

1. 
   
   1. The Right-Based Approach (RBA) to education verbalizes these facts. Its strengths sustainable development and the exercise of self-determination in as much as education is supposed to be an "enabling" (for recognition and empowerment), an "ensuring" (for protection) and an "enhancing" (for development and promotion) tool for indigenous Peoples, their ancestral domains and their cultural integrity.
   
   

 

Adding the important issues mentioned, on the literature of a news article of Ina Hernando-Malipot, available at http://www.mb.com.ph/issues/2008/08/18/YTCP20080818132815.html, she stressed the study done by Dr. Jill Bevan-Brown, associate professor at Massey University in New Zealand during the 5th International Conference on Teacher Education (ICTED) marking that the children with special needs from ethnic minority groups can have additional disadvantage.

 

In her talk entitled, "Culturally Appropriate Provisions for Children with Special Needs from Ethnic Minority Groups: A Story of Two Maori Initiatives," Dr. Brown mentioned that for children with special needs from ethnic minority groups, having access to special education provisions is not a problem. In fact, in various special education categories, they are over-represented. "However, receiving an education that is culturally-appropriate and effective is major issue."

 

"Thus, we have developed two initiatives that aim to improve this situation – the teachers conducting a cultural self-review of their early childhood center or school as part of their SpEd qualification; and the involvement of government agencies, teachers and parents of the children," Dr. Brown revealed.

 

Dr. Brown finally said that in gaining education, children with special needs have additional challenges compared to their non-disabled peers. "Similarly, children with special needs from ethnic minority groups face challenges their disabled peers from majority cultures do not face, these children have been dealt 'double whammy'."

 

The literature clearly appeals that change or innovation must be made to fit to the educational needs of the Aeta community in Brgy. Villa Espina, Lopez, Quezon. Since the ALS in this community is newly born, greater measures adaptive to their or Aeta clienteles' culture which is being compromised should and must be acted upon not only by the ALS people, but also by the LGU, the NCIP, and most of all by people who are in control of major local resources.

IMPLEMENTATION REQUIREMENTS

 

The following questions have become starting points to ponder. Is the ALS in Villa Espina "enabling" its Aeta clienteles (for recognition and empowerment)? "Ensuring" (for protection)? And "enhancing" (for development and promotion) tool for indigenous Peoples, their ancestral domains and their cultural integrity?

 

Mrs. Oblina is hopeful that the modules on functional literacy that they have been waiting to be delivered by the national office would be received at the soonest possible time to empower the process of instruction and therefore the Aeta clienteles. The Local Government Unit through the Municipal Mayor, Hon.Isaias Ubana, has been planning an initiative that would give the Aeta community a place of home and refuge where their inherit and latent cultural ways and norms will be restored and revived. The Municipal Mayor himself has just disclosed this local initiative to the ALS coordinator. This mode of action if achieve would ensure protection. However, issues about ancestral domain surfaces. This is not the first time, municipal heads before the incumbent mayor had been appealed by the Aeta community though their local chieftain for support of their ancestral land recovery. Unfortunately, the petition for land recovery fell to deaf ears or should the researchers say "no clear response at the moment".

 

With the trainings and supports given by the national and local government units side by side with the non-governmental sectors, the ALS Lopez East District and the researchers envision that the ALS for the Aeta community in Lopez, Quezon on its long-term target goals will continue to realize and realize those following plans of:

 

· Offering of food for school program be sustained and as time progress be replaced by a sustainable livelihood programs which the Aeta clienteles can be trained of and apparently leading to their independence from aids to self-sufficient and working individual or group of the community;

 

· Liberating the members of the Aeta community from ignorance to functionally literate people. A functionally literate person is defined as one who can communicate effectively, solve problems scientifically, creatively and think critically, use resources sustainable and be productive, develop himself/herself and his/her sense of community and expand his/her world view;

 

· Accessing to accreditation and competency tests is given to the ALS Aeta graduates. If the clientele is successful in the competency exam, going or transferring to the higher formal education if he or she desires, will be straightforward for them;

 

· Having properly paid, equipped, and trained instructional managers. Nationalization of the locally compensated IMs will empower them further to work not only as a teacher but as highly committed social workers for the betterment of the clienteles; and

 

· Educating them not only for literacy but also for restoration of their cultural ways as Indigenous People (IP) who have their cultural integrity and ancestral domains creating their own cultural identity as part and parcel of the Lopez, Quezon community and of the Filipino people.

 

To achieve all of these, which some are still in plans, need hand-in-hand actions emanating both from the government and from the Aeta community. If this will be realized, equitable access to education is now at hand to those who need and aspire for it. Apparently, tt comes from alternative ways, if non-governmental sectors even take part to this movement like the ABSCBN school building project for the Aeta, and other philanthropic individual who are all genuine in their interests, the social cultural revival and education empowerment for the Aetas will surely be accomplished.

References and Further Readings:

 

Ina Hernando-Malipot news article available at http://www.mb.com.ph/issues/2008/08/18/YTCP20080818132815.html

 

Executive Order No. 358 S. 2004 available at http://www.ops.gov.ph/records/eo_no356.htm

 

The Indigenous Peoples Core Curriculum by Department of Education, Bureau of Alternative Learning System (BALS) Handouts 2006

 

Lopez East District Alternative Learning System Initial School Reports SY 2008-2009

Acknowledgements are given to the following persons for the interviews, observation and other data gathered of which the researchers are greatly indebted with.

 

MRS. ANGELINA J. OBLINA, Lopez East District ALS Coordinator

 

MRS. MARIVEL A. OBLINA, Instructional Manager

 

MRS. WILMA S. CAPISTRANO, Instructional Manager

THIS MINI CASE STUDY, WHICH THE RESEARCHERS CONSIDERED AS LABOR OF LOVE, IS IMPLICITLY DEDICATED TO THE AETA COMMUNITY OF BRGY. VILA ESPINA, LOPEZ, QUEZON. MAY YOU FLOURISH AND BE NOURISHED BY THE ALTERNATIVE LEARNING SYSTEM OF LOPEZ EAST DISTRICT.