This document discusses meritocracy in Singapore's education system. It outlines how meritocracy has benefited Singapore by enabling rapid economic growth and opportunities for disadvantaged students. However, meritocracy has also led to issues of inequality and elitism. While meritocracy has guided Singapore's success, the system must be improved to ensure inequality does not hinder future progress. Overall, the document analyzes both the positive impacts of meritocracy on Singapore's education system and economy, as well as the emerging problems it can cause if left unaddressed.
The document discusses the education system in Pakistan from several perspectives. It argues that both the school system and madrassa system are failing to properly educate students, instead focusing too much on rote learning and social status rather than developing critical thinking. The document also criticizes the government for spending more on military than education. It calls for reforming both systems to bridge the gap and allow students to reach their full potential.
The document discusses Pakistan's education system and issues related to achieving literacy goals. It notes that Pakistan's constitution mandates free primary education but the country is lagging behind on international commitments like MDGs and EFA. Major issues include a lack of proper planning, social constraints, a large gender gap, the cost of education, terrorism impacts, insufficient education funding, and inadequate technical/vocational education. Corruption is also a significant factor affecting the education system. Solutions proposed include increasing education spending, awareness campaigns, rigorous monitoring, and learning from other countries' experiences in improving their education systems.
Higher Education: challenges and opportunitiesjagannath Dange
This document discusses higher education in India. It provides background on Dr. Jagannath K. Dange and his work in the Department of Education at Kuvempu University. It then covers topics like the aims and status of higher education in India, as well as problems, suggestions for improvement, and opportunities. Key figures on the growth of universities and enrollment are presented. Challenges facing higher education like outdated curriculum and vacant faculty positions are also summarized.
Dr. Ramneek Kaur is an assistant professor in the zoology department at Dev Samaj College for Women in Ferozepur. The document discusses various topics related to education including the purpose of education, key aspects like critical thinking and citizenship, reforms like the no detention policy and grading system, vocational education, the semester system and credit transfer, initiatives like SWAYAM and SWAYAM Prabha, and recommendations of the new National Education Policy.
A study on contemporary issues in higher education nilraja
1. The document analyzes higher education in India, including the growth in the number of approved colleges and universities over time, as well as trends in higher education expenditure as a percentage of GDP.
2. It finds that while the number of colleges and universities has increased substantially, higher education expenditure as a percentage of GDP has remained relatively constant or declined slightly.
3. The document concludes that higher education in India is expanding rapidly to meet the needs of a growing population and more students graduating secondary school. However, this expansion is increasingly reliant on private institutions rather than public funding.
This document discusses issues and challenges in higher education in India and provides suggestions for improvement. It notes that while India has expanded access to higher education significantly since independence, it still faces problems of quality, inclusion, and resources. Specific issues discussed include lack of focus on experiential learning, need for more technology integration and skills training, gender inequality barriers, low quality resulting in unemployable graduates, importance of teacher-student relationships, and need for better teaching pedagogies and assessment of instructors. Suggestions provided are to move towards a learning society, strengthen industry-academia connections, provide incentives for teachers/researchers, support innovative practices, and mobilize more resources for higher education.
The Indian education system has undergone significant reforms over the past 60 years. It has shifted from a traditional Gurukul system of oral learning to a modern system influenced by the British. After independence in 1947, the government established more oversight and made education a joint responsibility between states and the central government. Recent reforms have focused on improving access to education, developing creative skills over rote learning, and addressing issues like ragging in colleges. However, challenges remain around developing personality and creativity, reducing emphasis on exams, and increasing overall education expenditure.
The document discusses the education system in Pakistan from several perspectives. It argues that both the school system and madrassa system are failing to properly educate students, instead focusing too much on rote learning and social status rather than developing critical thinking. The document also criticizes the government for spending more on military than education. It calls for reforming both systems to bridge the gap and allow students to reach their full potential.
The document discusses Pakistan's education system and issues related to achieving literacy goals. It notes that Pakistan's constitution mandates free primary education but the country is lagging behind on international commitments like MDGs and EFA. Major issues include a lack of proper planning, social constraints, a large gender gap, the cost of education, terrorism impacts, insufficient education funding, and inadequate technical/vocational education. Corruption is also a significant factor affecting the education system. Solutions proposed include increasing education spending, awareness campaigns, rigorous monitoring, and learning from other countries' experiences in improving their education systems.
Higher Education: challenges and opportunitiesjagannath Dange
This document discusses higher education in India. It provides background on Dr. Jagannath K. Dange and his work in the Department of Education at Kuvempu University. It then covers topics like the aims and status of higher education in India, as well as problems, suggestions for improvement, and opportunities. Key figures on the growth of universities and enrollment are presented. Challenges facing higher education like outdated curriculum and vacant faculty positions are also summarized.
Dr. Ramneek Kaur is an assistant professor in the zoology department at Dev Samaj College for Women in Ferozepur. The document discusses various topics related to education including the purpose of education, key aspects like critical thinking and citizenship, reforms like the no detention policy and grading system, vocational education, the semester system and credit transfer, initiatives like SWAYAM and SWAYAM Prabha, and recommendations of the new National Education Policy.
A study on contemporary issues in higher education nilraja
1. The document analyzes higher education in India, including the growth in the number of approved colleges and universities over time, as well as trends in higher education expenditure as a percentage of GDP.
2. It finds that while the number of colleges and universities has increased substantially, higher education expenditure as a percentage of GDP has remained relatively constant or declined slightly.
3. The document concludes that higher education in India is expanding rapidly to meet the needs of a growing population and more students graduating secondary school. However, this expansion is increasingly reliant on private institutions rather than public funding.
This document discusses issues and challenges in higher education in India and provides suggestions for improvement. It notes that while India has expanded access to higher education significantly since independence, it still faces problems of quality, inclusion, and resources. Specific issues discussed include lack of focus on experiential learning, need for more technology integration and skills training, gender inequality barriers, low quality resulting in unemployable graduates, importance of teacher-student relationships, and need for better teaching pedagogies and assessment of instructors. Suggestions provided are to move towards a learning society, strengthen industry-academia connections, provide incentives for teachers/researchers, support innovative practices, and mobilize more resources for higher education.
The Indian education system has undergone significant reforms over the past 60 years. It has shifted from a traditional Gurukul system of oral learning to a modern system influenced by the British. After independence in 1947, the government established more oversight and made education a joint responsibility between states and the central government. Recent reforms have focused on improving access to education, developing creative skills over rote learning, and addressing issues like ragging in colleges. However, challenges remain around developing personality and creativity, reducing emphasis on exams, and increasing overall education expenditure.
Role of private and public educational institutions in enhancing quality educ...Sheetal Kn
The document discusses the roles of private and public educational institutions in India. It provides background on the history of education in India, from ancient residential schools to the current system with public and private options. Public education is overseen by federal, state, and local governments and must accept all students, while private schools have more flexibility but also additional funding pressures. The document notes criticisms of the Indian education system including rote learning, lack of innovation, and poor infrastructure and teacher accountability in many public schools. It recommends increasing investments in education to improve quality and availability at all levels.
Paper presentation made by Maddali Laxmi Swetha, MBA (HR)
Maddali Swetha Blog - http://maddaliswetha.blogspot.com/ https://in.linkedin.com/in/maddali-swetha-a0a424a6
https://twitter.com/maddali_swetha
E-Mail ID: maddali_swetha@yahoo.com
Thank You
Education is an instrument which is needed to move us towards a sustainable & ecological future.
There is a need to re-evaluate & re-learn different ways of how we work within the world & how we interact & relate to it with each other. To achieve any of this, we need to educate our self.
LEVELS OF EDUCATION IN PAKISTAN
OVERVIEW OF THE EDUCATIONAL SYSTEM IN PAKISTAN
EDUCATIONAL SYSTEM OF PAKISTAN
PROBLEMS IN EDUCATIONAL SYSTEM OF PAKISTAN
SOLUTIONS AND RECOMMENDATIONS
CONCLUSION
Comparative Analysis of Higher Education Policy in Large System CountriesLuciano Sathler
File made available by British Council at http://www.britishcouncil.org.br/sites/britishcouncil.br/files/a_comparative_analysis_challenges_and_opportunities_for_large_higher_education_systems.pdf.
The document summarizes gender and education in Pakistan. It notes that the country has a population of over 173 million, with 64% living rurally. There is a gender imbalance, with 27 males for every 25 females. Literacy rates are much lower for females (45%) than males (69%). Barriers to female education include poverty, low education budgets, cultural norms restricting girls' movement, shortage of female teachers, and conflict in some areas. To improve equality, the document recommends spending more on education, building more schools, making primary education free and compulsory, and improving advocacy and monitoring of policies.
This document summarizes an educational survey conducted in Pakistan. The instructor's name and course details are provided. The survey focused on educational problems in Pakistan. Key findings were that the major reasons for educational decline are corrupt management and low budgets. Respondents agreed there should be one education system and more functions to raise awareness. Unemployment could be reduced with more education. The group members, survey links, and a research article link are also included.
Indian higher education system, growth and regulatory bodies, Governance and role of Vice chancellors, Autonomy, University industry linkage,problems and lacunae of Indian Higher education .
This document outlines the current state of higher education in India and provides suggestions for improvement. It notes that while India has the third largest higher education system in terms of students, it lacks world-class institutions and research facilities. Key issues include a shortage of qualified faculty, low spending on education and research, and a lack of emphasis on quality and innovation. Suggestions to address these problems include increasing funding, incentivizing teachers, strengthening industry partnerships, international cooperation, and better implementing new programs like RUSA to expand access to higher education and improve quality. The conclusion emphasizes the need to raise education quality to international standards to support growth.
Starting from the intro to the schemes via objectives and literacy rate, all the steps taken by the Govt. of India to increase the standard of education and hence the lifestyle.
Unit x emerging trends in education English NotesThanavathi C
This document discusses emerging trends in education such as globalization, liberalization, privatization, lifelong learning, and online education. Globalization is increasing integration worldwide through the flow of information, ideas, technologies, and people, impacting education systems. Liberalization refers to relaxing government restrictions, especially in economic policy. Privatization involves increasing the role of the private sector in education through deregulation and reduced government control. Lifelong learning emphasizes ongoing, voluntary pursuit of knowledge for personal or professional reasons. Online education uses electronic media and ICTs to deliver educational content and enable two-way communication between students and teachers over computer networks. The document examines the positive and negative impacts of these trends on education systems and societies.
This document discusses education and its issues in Pakistan. It identifies several problems with Pakistan's education system including unequal access based on public or private schools, a lack of technical education, gender discrimination, untrained teachers, insufficient resources, and poverty restricting access. Some statistics are presented on Pakistan's low literacy and education rates compared to other countries. The document concludes by outlining potential solutions such as improved implementation of policies, workshops for teachers, increasing technical education, and consulting education experts when developing plans and policies.
- Virtual education is becoming increasingly important as the world undergoes rapid technological changes. Philippine universities must transform and adopt new pedagogical approaches to keep up with these changes and prepare students for a globalized world. The growth of industries like call centers also presents challenges and opportunities for universities to develop skills training programs. While technologies like ICT and online learning can increase access to education, universities still need reforms and support from the government to fully realize the potential of virtual education.
The literacy rate in Pakistan is approximately 58%, with significant regional and gender disparities. Literacy rates are higher in urban areas and among males. While literacy rates have increased over time, Pakistan is still lagging behind its neighbors and has failed to meet targets set in the Millennium Development Goals. Barriers to improving literacy include poverty, gender discrimination, lack of government investment in education, population growth, and weak implementation of literacy programs. Raising literacy will require universal primary education, non-formal education programs, community involvement, and strong political will to prioritize education.
The document discusses various literacy campaigns and programs in Pakistan, including:
- The Pakistan National Literacy Programme from 1984-1986, which aimed to make 15 million people literate.
- President Ten Points from 1985, which outlined 10 strategies to promote literacy, including incentives for communities that achieve 100% literacy.
- The Azafi School Project from 1984, which proposed establishing 1000 schools with two teachers each.
It also examines definitions of literacy over time in Pakistan and factors affecting literacy rates and basic education.
This document provides information about the education system in Pakistan. It defines different levels of education, including primary, middle, secondary, higher secondary, and university programs. It also discusses the constitution's provisions for education, literacy rates by province, the history of education policies in Pakistan, challenges facing the system, and recommendations and future plans for improving education in Pakistan.
The document provides an overview and analysis of national education policies in Pakistan from 1947 to the present. It summarizes the goals and strategies of various policies and commissions, including increasing literacy rates, improving access to education, and decentralizing the education system. It also analyzes rationales for failures in implementing education policies, such as poor communication, weak administration, lack of funding, and corruption. Finally, it proposes ways to improve implementation, like involving stakeholders, strengthening coordination, increasing accountability, and overcoming financial constraints.
The document discusses the current state of education in India. It describes the three-tier education system of primary, secondary, and tertiary education. It provides statistics on enrollment, noting that total enrollment is 194 million students, with roughly equal percentages of boys and girls in government schools but more boys than girls in private schools. It also outlines several recent policy initiatives to improve access, including the Right to Education Act. It discusses ongoing issues and challenges around access, quality, resources, funding, and reforms needed in areas like teacher recruitment and education administration.
The document discusses reforms to the Indian education system proposed in the National Education Policy 2020. Key reforms include changing the curriculum structure to 5+3+3+4 from 10+2, integrating essential subjects and skills into the curriculum, moving towards competency-based and formative assessment rather than rote learning, and establishing bodies to set standards and accreditation for school education. The policy aims to improve early childhood education, make education more holistic and flexible, and better prepare students for the 21st century.
The document discusses debates around education for underprivileged children in India. Several government schemes have been implemented to provide underprivileged children with quality education, including 'Samagra Shiksha' and 'Strengthening for Providing Quality Education in Madrassas'. However, there remains a significant gap between policy and implementation. There is also a shortage of qualified teachers and adequate school infrastructure. Reform is needed, starting with properly understanding the diverse socio-economic backgrounds of underprivileged groups to provide customized educational solutions. Non-governmental organizations are also working to educate underprivileged children through teacher training and community programs. Overall, investing in education is key to helping underprivileged children break the cycle of poverty.
Role of private and public educational institutions in enhancing quality educ...Sheetal Kn
The document discusses the roles of private and public educational institutions in India. It provides background on the history of education in India, from ancient residential schools to the current system with public and private options. Public education is overseen by federal, state, and local governments and must accept all students, while private schools have more flexibility but also additional funding pressures. The document notes criticisms of the Indian education system including rote learning, lack of innovation, and poor infrastructure and teacher accountability in many public schools. It recommends increasing investments in education to improve quality and availability at all levels.
Paper presentation made by Maddali Laxmi Swetha, MBA (HR)
Maddali Swetha Blog - http://maddaliswetha.blogspot.com/ https://in.linkedin.com/in/maddali-swetha-a0a424a6
https://twitter.com/maddali_swetha
E-Mail ID: maddali_swetha@yahoo.com
Thank You
Education is an instrument which is needed to move us towards a sustainable & ecological future.
There is a need to re-evaluate & re-learn different ways of how we work within the world & how we interact & relate to it with each other. To achieve any of this, we need to educate our self.
LEVELS OF EDUCATION IN PAKISTAN
OVERVIEW OF THE EDUCATIONAL SYSTEM IN PAKISTAN
EDUCATIONAL SYSTEM OF PAKISTAN
PROBLEMS IN EDUCATIONAL SYSTEM OF PAKISTAN
SOLUTIONS AND RECOMMENDATIONS
CONCLUSION
Comparative Analysis of Higher Education Policy in Large System CountriesLuciano Sathler
File made available by British Council at http://www.britishcouncil.org.br/sites/britishcouncil.br/files/a_comparative_analysis_challenges_and_opportunities_for_large_higher_education_systems.pdf.
The document summarizes gender and education in Pakistan. It notes that the country has a population of over 173 million, with 64% living rurally. There is a gender imbalance, with 27 males for every 25 females. Literacy rates are much lower for females (45%) than males (69%). Barriers to female education include poverty, low education budgets, cultural norms restricting girls' movement, shortage of female teachers, and conflict in some areas. To improve equality, the document recommends spending more on education, building more schools, making primary education free and compulsory, and improving advocacy and monitoring of policies.
This document summarizes an educational survey conducted in Pakistan. The instructor's name and course details are provided. The survey focused on educational problems in Pakistan. Key findings were that the major reasons for educational decline are corrupt management and low budgets. Respondents agreed there should be one education system and more functions to raise awareness. Unemployment could be reduced with more education. The group members, survey links, and a research article link are also included.
Indian higher education system, growth and regulatory bodies, Governance and role of Vice chancellors, Autonomy, University industry linkage,problems and lacunae of Indian Higher education .
This document outlines the current state of higher education in India and provides suggestions for improvement. It notes that while India has the third largest higher education system in terms of students, it lacks world-class institutions and research facilities. Key issues include a shortage of qualified faculty, low spending on education and research, and a lack of emphasis on quality and innovation. Suggestions to address these problems include increasing funding, incentivizing teachers, strengthening industry partnerships, international cooperation, and better implementing new programs like RUSA to expand access to higher education and improve quality. The conclusion emphasizes the need to raise education quality to international standards to support growth.
Starting from the intro to the schemes via objectives and literacy rate, all the steps taken by the Govt. of India to increase the standard of education and hence the lifestyle.
Unit x emerging trends in education English NotesThanavathi C
This document discusses emerging trends in education such as globalization, liberalization, privatization, lifelong learning, and online education. Globalization is increasing integration worldwide through the flow of information, ideas, technologies, and people, impacting education systems. Liberalization refers to relaxing government restrictions, especially in economic policy. Privatization involves increasing the role of the private sector in education through deregulation and reduced government control. Lifelong learning emphasizes ongoing, voluntary pursuit of knowledge for personal or professional reasons. Online education uses electronic media and ICTs to deliver educational content and enable two-way communication between students and teachers over computer networks. The document examines the positive and negative impacts of these trends on education systems and societies.
This document discusses education and its issues in Pakistan. It identifies several problems with Pakistan's education system including unequal access based on public or private schools, a lack of technical education, gender discrimination, untrained teachers, insufficient resources, and poverty restricting access. Some statistics are presented on Pakistan's low literacy and education rates compared to other countries. The document concludes by outlining potential solutions such as improved implementation of policies, workshops for teachers, increasing technical education, and consulting education experts when developing plans and policies.
- Virtual education is becoming increasingly important as the world undergoes rapid technological changes. Philippine universities must transform and adopt new pedagogical approaches to keep up with these changes and prepare students for a globalized world. The growth of industries like call centers also presents challenges and opportunities for universities to develop skills training programs. While technologies like ICT and online learning can increase access to education, universities still need reforms and support from the government to fully realize the potential of virtual education.
The literacy rate in Pakistan is approximately 58%, with significant regional and gender disparities. Literacy rates are higher in urban areas and among males. While literacy rates have increased over time, Pakistan is still lagging behind its neighbors and has failed to meet targets set in the Millennium Development Goals. Barriers to improving literacy include poverty, gender discrimination, lack of government investment in education, population growth, and weak implementation of literacy programs. Raising literacy will require universal primary education, non-formal education programs, community involvement, and strong political will to prioritize education.
The document discusses various literacy campaigns and programs in Pakistan, including:
- The Pakistan National Literacy Programme from 1984-1986, which aimed to make 15 million people literate.
- President Ten Points from 1985, which outlined 10 strategies to promote literacy, including incentives for communities that achieve 100% literacy.
- The Azafi School Project from 1984, which proposed establishing 1000 schools with two teachers each.
It also examines definitions of literacy over time in Pakistan and factors affecting literacy rates and basic education.
This document provides information about the education system in Pakistan. It defines different levels of education, including primary, middle, secondary, higher secondary, and university programs. It also discusses the constitution's provisions for education, literacy rates by province, the history of education policies in Pakistan, challenges facing the system, and recommendations and future plans for improving education in Pakistan.
The document provides an overview and analysis of national education policies in Pakistan from 1947 to the present. It summarizes the goals and strategies of various policies and commissions, including increasing literacy rates, improving access to education, and decentralizing the education system. It also analyzes rationales for failures in implementing education policies, such as poor communication, weak administration, lack of funding, and corruption. Finally, it proposes ways to improve implementation, like involving stakeholders, strengthening coordination, increasing accountability, and overcoming financial constraints.
The document discusses the current state of education in India. It describes the three-tier education system of primary, secondary, and tertiary education. It provides statistics on enrollment, noting that total enrollment is 194 million students, with roughly equal percentages of boys and girls in government schools but more boys than girls in private schools. It also outlines several recent policy initiatives to improve access, including the Right to Education Act. It discusses ongoing issues and challenges around access, quality, resources, funding, and reforms needed in areas like teacher recruitment and education administration.
The document discusses reforms to the Indian education system proposed in the National Education Policy 2020. Key reforms include changing the curriculum structure to 5+3+3+4 from 10+2, integrating essential subjects and skills into the curriculum, moving towards competency-based and formative assessment rather than rote learning, and establishing bodies to set standards and accreditation for school education. The policy aims to improve early childhood education, make education more holistic and flexible, and better prepare students for the 21st century.
The document discusses debates around education for underprivileged children in India. Several government schemes have been implemented to provide underprivileged children with quality education, including 'Samagra Shiksha' and 'Strengthening for Providing Quality Education in Madrassas'. However, there remains a significant gap between policy and implementation. There is also a shortage of qualified teachers and adequate school infrastructure. Reform is needed, starting with properly understanding the diverse socio-economic backgrounds of underprivileged groups to provide customized educational solutions. Non-governmental organizations are also working to educate underprivileged children through teacher training and community programs. Overall, investing in education is key to helping underprivileged children break the cycle of poverty.
Free Education Policy and its Emerging Challenges in SL.pdfSashikaPrabath1
Sri Lanka introduced a free education policy in 1944 to provide equitable access to education for all citizens. The policy was a paradigm shift that made Sri Lanka's education system free of charge. However, the free education system now faces emerging challenges as the global context changes. The document discusses Sri Lanka's free education system, its achievements, and challenges for policymakers, who must address issues at the policy, implementation, and regulatory levels to reform the education system in light of changing needs.
Write a how-to magazine article (written in third person) .docxambersalomon88660
Write a "how-to" magazine article (written in third person) to appear in a business magazine geared toward organizational leaders. Advise readers on how they can encourage employees to avoid the behaviors and practices that might inhibit creative thinking. The article must include the following components:
The article should be a minimum of 2 pages.
Use specific examples to illustrate your points and establish credibility with readers.
The advice you offer should demonstrate your understanding of course concepts.
All content in your written assignment must be original or attributed to an outside source following the journalistic style.
Follow an inverted pyramid structure. See the Unit III Lesson for additional guidelines on this structure. Include at least one direct quote, and use a minimum of 2 outside sources. All sources used must be cited and referenced according to APA format. Please note: If you are unfamiliar with the format of a “how-to” article, the Egbers & Schenck (2013) article, "Seven Enemies of Success for Newly Promoted Leaders," from T+D magazine, located in the Suggested Readings section of the Unit III Study Guide, might be a helpful resource. The article can serve as an example for format ONLY. The content guidelines are listed above.
Running Head: Effective Education in South Korea and Saudi Arabia 1
Effective Education in South Korea and Saudi Arabia 2
Effective Education in South Korea and Saudi Arabia
Name
Institution
Table of Contents
Abstract…………………………………………………………………………
Introduction…………………………………………………………………….4
History in South Korea……………………………………………………………………..5
Education in the Kingdom of Saudi Arabia………………………………………………………6
Thesis statement………………………………………………………………...7
Effective Education……………………………………………………………7
Skilled Teachers in S.K………………………………………………………7
Technology Usage in South Korea…………………………………………..8
Classroom management………………………………………………………9
Communicate………………………………………………………………...11
Skilled teacher K.S…………………………………………………………12
Using Technology in the Classroom………………………………………………………………........12
Classroom Management.……………………………………………………….13
Communicate………………………………………………………………..14
Student perform SK……………………………………………………………14
Grades Scores………………………………………………………………...14
Improvement………………………………………………………………........15
Student performance in KSA………………………………………………………………...................16
Teaching methods – in SK…………………………………………………….17
Using Technology………………………………………………………………17
Collaborative teaching………………………………………………………….19
Teaching methods-in KSA……………………………………………………..22
Using Technology………………………………………………………………22
Collaborative teaching…………………………………………………………24
Conclusion……………………………………………………………………..26
Summary………………………………………………………………………27
Similar…………………………………………………………………………..27
Difference………………………………………………………………………27
Limitation………………………………………………………………………28
References………………………………………………………………………29
Abstract
Effective education is considered to be vital for any society regardless of the level of deve.
SAMPLE WRITING - COVER STORY - TEACH FOR MALAYSIAAzilea Badri
1. Teach For Malaysia is a non-profit organization that recruits 50 of the country's brightest young professionals to teach for two years in high-need secondary schools, in an effort to close the education gap between low-income and high-income communities.
2. Through its Teach For Malaysia Fellowship program, fellows undergo eight weeks of teacher training and then teach subjects like English, math, science, history and geography while earning a postgraduate diploma in education.
3. The first group of fellows are currently teaching in 17 schools in the Kuala Lumpur, Selangor and Negeri Sembilan regions, with the goal of addressing education inequity by helping ensure a child
This document provides an overview of Pakistan's education system based on data from the Pakistan National Education Census conducted in 2005-2006. It finds that while Pakistan focuses strongly on primary education, capacity is relatively low at higher levels which limits educational attainment. Only 62% of children are enrolled in primary school nationally, and rates are below 50% in Baluchistan. Private schools enroll 31% of basic education students, higher than most countries. Gender disparities also exist, with the gender parity index at 0.76 nationally, indicating more boys are enrolled than girls at all levels. The document also examines school administration, facilities, and challenges regarding teacher quality and expanding access to education.
This document discusses literacy rates in India. It provides definitions of literacy and how literacy is measured through national censuses. Some key points include: Kerala has the highest literacy rate at 94%, while literacy campaigns have increased female literacy and school enrollment. Government programs like the National Literacy Mission and Sarva Shiksha Abhiyan aim to further increase literacy through total literacy campaigns, post-literacy programs, and continuing education. NGOs like Pratham also work to improve education quality.
1) The article discusses whether education for self-reliance remains relevant in Tanzania today given changes to the education system and curriculum over time.
2) It describes how the education system under education for self-reliance emphasized practical skills, linking education to students' future lives and work, but that now the focus is more on theoretical academics and passing exams.
3) Parents and others interviewed expressed that current education is not as useful for students' lives after school compared to education for self-reliance, but others say the goals are still relevant if challenges in implementation can be addressed.
The document discusses several trends affecting curriculum issues, including the rapid changes in society driven by industrialization, computerization, and globalization. This has prompted questions about whether education systems are adequately preparing students for these challenges. Specifically, the education system faces adapting to the Information Age, a changing workplace, competing influences on children, and preparing students for democratic participation. Several curriculum issues are also discussed, such as grouping students, differentiated curriculum, compensatory education, character education, performance assessment, and retooling schools for the future with principles like schools for all, personalized learning, thinking skills, and technology integration.
The document discusses the historical background of education in India, from ancient systems like Gurukul to the current structure. It outlines the key stages of education in India and the roles of organizations like UGC. Literacy rates have increased but there is still work to be done to achieve 100% literacy. Education is closely tied to business, providing skilled labor and specialists. It impacts business positively by enabling flexibility, innovation, and technology adoption. Business also impacts education by creating more specialized roles and an entrepreneurial culture. Measures are needed to improve standards and keep education relevant to industry needs.
The document discusses several challenges facing education in Pakistan. It notes issues such as lack of financial resources, learning resources, and professional development for teachers. Other challenges include outdated curriculums and examination systems, inadequate research, and poor communication within the education system. The education system in Pakistan needs reforms and increased funding to address these issues and improve learning outcomes.
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This document discusses the importance of education and making the right career choices. It makes three key points:
1) Education is about more than just learning - it should help students develop social skills and the right attitudes to become productive citizens. Both parents and teachers have important roles to play.
2) As the global economy changes, more private investment is needed in education to provide opportunities for students in fields like STEM, management, and entrepreneurship.
3) Students need guidance from parents and teachers to choose careers based on their passions and strengths, not just to get government jobs. With limited jobs, entrepreneurship is important to be self-reliant.
This document summarizes a study on the role of higher education in developing leaders for reform movements in the Philippines. It finds that higher education supported leaders' involvement in three key ways: by providing technical skills and knowledge, developing public service attitudes and values, and providing opportunities to build networks and leadership experience. While qualifications gave experts status, leaders' desires to enact reform often stemmed from experiences with social problems. Extra-curricular activities like student groups were particularly influential in building leadership skills. The networks formed in higher education also proved important for collaborating across sectors to achieve complex reforms. The study recommends that higher education prioritize equal access, exposure to diverse ideas and people, and develop critical thinking to better support development in the Philippines.
This document discusses strategies for financing adult education in Nigeria. It identifies several key stakeholders that should be involved in financing adult education, including governmental bodies, non-governmental organizations, educational institutions, private individuals, parents and learners. Some specific strategies mentioned include taxes, public grants, fees, loans, voluntary donations and contributions from local authorities and international organizations. The document argues that while the government has traditionally been the primary funder of adult education, other stakeholders need to contribute as well due to declining government resources. A diversified approach to financing is needed.
The Influence of Pedagogic Supervision on School Effectiveness in Public Prim...ijtsrd
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ENG 105 research paper (Lim Jie Ning Clare)
1. Meritocracy in Education
Meritocracy in Education
Lim Jie Ning Clare
Student ID: 10214245
Ms Usha Nair
ENG105 LO2
25 April 2020
Thesis:
Meritocracy was an important guiding principle in Singapore’s education system, however, it
must be improved to ensure that inequality will not hinder the country’s progress
2. Meritocracy in Education
Abstract
In recent years, Singapore has been the focus of many international interest and its education
system has also been known to be a model that is worthy to be emulated and for countries to
learn from. With the country’s success and students’ stellar performances in national tests of
educational achievement, that Singapore can achieve despite being a young country. The
principles and systems that the country as implaced must be successful. Meritocracy has been
a key principle how the country has been governed by since it gained its independence in
1965. This paper will support and study how Meritocracy has benefited the country in
governing its people and the education system.
Key words: Meritocracy, education, economic growth, disadvantaged, inequality
3. Meritocracy in Education
Introduction of Meritocracy
Meritocracy was first coined by British sociologist Michael Young, in 1958, where he
claimed that "merit is equated with intelligence-plus-effort, its possessors are identified at an
early age and selected for appropriate intensive education, and there is an obsession with
quantification, test-scoring, and qualification.". His intention was to present both sides of the
system - the positive, in fighting nepotism and corruption; and the risks, where merited
people would get arrogant and be ruthless in pursuing their own advantage. The most merited
would rule and they were identified according to the formula “effort+ IQ= merits (Young,
1994: xiii). Furthermore, he felt that meritocracy passes on success genetically, given how
completely it is passed on through one’s wealth and culture. In modern society, this governing
principle has allowed low status group members to inspire to improve their social status,
economic class and place in the hierarchy, with the inclination that everyone has a chance of
succeeding if the cultivate the required abilities (Wiederkehr et al., 2015). This research paper
will discuss the reasons how Singapore has adapted the Meritocracy principle in governing
the country, while focusing on Singapore’s education system. The paper will find reasons
which supports Meritocracy being necessary to uphold the country while understanding how
it also affects the country.
Singapore Education System
In five decades, Singapore has transformed itself from a developing country to a modern
industrial economy. The factors that contribute to Singapore’s success, include “the broad
commitment to a nation-building narrative of meritocratic achievement and social
stratification, ethnic pluralism, collective values and social cohesion, a strong, activist state
and economic growth” (Hoogan, 2014). In addition, the education system has also been
4. Meritocracy in Education
imposed since the beginning, where it has been central to building both the economy and the
nation. The keystone of the whole system is the belief of Meritocracy, for students of
different ethnic backgrounds and all ranges of ability, where education is the route to
advancement and that hard work and effort pay off. The belief that achieving high standards
is a function of effort is stoutly embraced in Singapore and extends to the great emphasis put
on raising the quality of the educators. Singapore is exemplary in the professional way that its
teachers view their responsibilities.
The ruling People’s Action Party (PAP) government has developed a wide range of
educational and social policies to advance this goal, with early intervention and multiple
pathways to education and career. Singapore makes sure that every school has a fair share of
the best teachers and assigns their best teachers to the students who are struggling. They have
been especially successful at training their teachers to diagnose student challenges and figure
out how to address those challenges successfully. All these elements of policy have combined
to produce a remarkably well-performing education system. Streaming, which was a key
feature of the Singapore education system, was designed to allow students to progress at their
own pace from primary 5 onwards.
Benefits of meritocracy in Singapore’s education system
Economic Growth
From Singapore’s beginning, education has been central to building both the economy
and the nation. The current education system in system did not emerge perfectly formed, it
had grown through three phases – the “survival”, the “efficiency phase” and the “ability
driven”.
5. Meritocracy in Education
The “survival” phase was from 1959 to 1978. Prior to Singapore’s independence, only the
affluent were educated. At independence, most of Singapore’s two million people were
illiterate and unskilled. This “survival” period was necessary to expand education as quickly
as possible - where schools were built rapidly, teachers were recruited on a large scale and
schools that were established by different ethnic groups were merged into single education
system. The expansion of universal primary education and universal lower secondary
education was attained and by the end of the “survival-driven” phrase, Singapore had created
a national system of public education. However, the quality of education was poor, out of
every 1 000 pupils entering primary grade one, only 444 reached secondary grade four after
10 years. And of these, only 350 (35% of the cohort) gained three or more passes in O-level
examinations (OECD, 2010).
The “efficiency phase” was from 1979 to 1996, where the education system shifted from the
earlier one-size-fits-all approach to a system that created multiple pathways for students.
Streaming of academic ability was introduced – with the goal of “allowing all students to
achieve their potential while acknowledging that students do not grow academically at the
same pace.” (OECD, 2010). The streaming starts in primary school, where students move on
to different levels of higher education, solely based on their academic results. Students were
sorted to either academic high schools, Polytechnics high schools or Technical institutes
Although streaming was not favoured, it improved and declined the drop-out rates – where by
1989, only 6% of students were leaving school with fewer than 10 years of education. The
number of university and polytechnic places was expanded to increase the pool of scientists
and engineers, while high-quality technical and vocational education was provided.
6. Meritocracy in Education
The “ability phase”: Thinking Schools, Learning Nation encompassed a wide range of
initiatives over a number of years that were designed to tailor education to the abilities and
interests of students, to provide more flexibility and choice for students and to transform the
structures of education. Career paths and incentives for teachers were revamped and teacher
education upgraded, as described in more detail later. Curricula and assessment changes put
greater emphasis on project work and creative thinking.
Meritocracy could be shown from the start in the “survival”, where it was compulsory for all
to have education, as compared to pre independence were only the rich could be educated.
Meritocracy was also shown where everyone then had an equal opportunity to start, but
where streamed by their academic abilities, which proved to a better solution to provide more
suitable education path for the students, in the subsequent phases. Within five decades, the
small trading port with an unemployment rate of 14% has now become a city-state where
unemployment rate has decreased to 1.9%, while the Singapore’s GDP per capita has become
100 times bigger than the original GDP per capita at $510. In a country bereft of natural
resources, depending solely on its population, such a system has been paramount in achieving
economic progress.
Opportunities for disadvantaged students
The second reason how meritocracy benefits Singapore education system, as it creates more
opportunities for students who are disadvantaged and for students to move horizontally
between streams at the secondary level and beyond.
Despite the nation’s strong economic growth, there are still many less well to do families,
Singapore has developed a system of local town and community councils that identify
families in need and can provide a range of support, including financial assistance.
7. Meritocracy in Education
Furthermore, there is also self-help community group for each of the ethnic communities,
Chinese Development Assistance Council (CDAC), MENDAKI and the Singapore Indian
Development Association (SINDA), where these organisations are funded by members of
each community and support the children in need. The assistance rendered by the groups who
help ease the family burden, so that the children can focus more on their attention on their
studies and even seek for help that they face with their studies. This provides students from
disadvantaged families to be able to do well in the academic, if they are determined to study
hard. Ms Nadrah Sadali, was one of those whose families have benefited from the assistance.
Growing up in a big family, Nadrah would often studied at the void deck for her Housing
Board flat to study, she had to pass worn books from sibling to siblings and her parents would
often have to worry of whether her parents could the school fees. With her sheer diligence
and hardwork, she managed to do well enough through to obtain a degree in Nanyang
Technological University. She added “We reap what we sow, and the system of meritocracy
pushes us along the way”, which is she is also thankful for the scholarship that she received
that took care of her course fees in her final year.
Secondly, it created more flexibility in the system to recognise “late bloomers”. Meritocracy
encompasses the idea that the students are acknowledged based on their merits. However,
another remarkable feature of the Singapore education system is the value, attention and
resources it devotes to lower level achievers, not just high achievers. The Institute for
Technical Education (ITE) provides resources devoted to vocational and technical training
are immense and the vocational and technical system is perhaps the best in the world. This
would allow those that are less academically inclined and those who did not score well in
previous examinations to also have an opportunity to do well, if they are determined to. This
8. Meritocracy in Education
focus on “levelling up”, so that the lowest stream gets very high-quality training,
exemplifying the “many pathways” approach.
Therefore, meritocracy in Singapore education system allows people to drive themselves to
achieve the best that they can, regardless of their class, race or status that they will find
success and stable lives if they are willing to work hard. This creates a social culture which
allows individuals to work beyond their comfort levels and with sigh of opportunities to rise
above one’s socio-economic status.
Counter – Inequality/Elitism
In recent years, Meritocracy seemed to be an issue in Singapore, by causing inequality
between its people. According to Minister in the Prime Minister’s Office Indranee Rajah, “In
an era where growth is driven by the knowledge-based industry in which the well-educated
and exceptionally talented reap more rewards than others, economic and social benefits
quickly accrue to those at the top,” (Baker, J.A & Tiah, C., 2019). Academically outstanding
students are identified very early on in their education careers, they would be streamed into
more demanding curricular streams with prospects for attractive tertiary scholarships and
rewarding careers. This gave parents in Singapore to invest in their children’s education in
hope that their offspring obtain better results and better standards of living that they have
experienced themselves. With subsequent career success, these academically gifted
individuals can provide an even higher quality of education for their own children. In turn,
this investment gives their children more opportunities to excel in their studies.
9. Meritocracy in Education
Secondly, meritocracy in the education system causes elitism. In a documentary, Regardless
of Class, done by the government to examine the issue. The responses from the different
interviewees came to a unified conclusion that there was a clear response that the differences
between the classes were clear. The interview included respondents from younger children, to
secondary students and working adults, where there was a clear difference between how the
high socioeconomic status (SES) from those who were of lower SES. In the interview with
the group of secondary students, who were from the Integrated Programme (IP) and the
Normal streams, the tension and the attitude they had of each other were negative. Those in
the IP would have expectation by their parents and on themselves to expect at least ‘A’s and
to go to university, locally or abroad, while the students and their parents did not pressure
them and did not have much expectation in them achieving great results. (Paulo, D.A & Low,
M.M, 2018). The IP and normal streams are examples of how students are streamed based on
the abilities, and stereotypes are usually given to the people who are of each stream. The
education system in Singapore was in a way “labelling” its students, giving unjust and
inequality to the students.
The downside of meritocracy in the education system that the Singapore government did not
hope would happen, has shown cracks over the years. The people from the upper class could
get rich by putting in hard work, ability and most importantly, knowing the right people, with
education not in the list. This was inevitable as the higher classes are likelier than those from
the lower classes to participate in society by volunteering in labour unions, sports clubs,
professional associations and non-governmental organisations, would be much more than the
lower class could afford to find. A survey showed that 70% of the higher classes felt a strong
sense of belonging, as compared to 46% of the lower classes. According to the Straits Times
10. Meritocracy in Education
opinion editor, “With different and divided classes in Singapore, it would often be a very
unhappy one, full of resentment, full of envy, full of talk about the divide between the best
and the rest, full of criticisms of the elite …”, which would lead to this would cause the
inequality in Singapore to worsen.
Conclusion
As discussed above, meritocracy in the education system has positively impacted Singapore.
With the principal and principals that Singapore has implaced to govern the country, and in
the education system, we could see how it has brought benefits that bring to the country and
disadvantaged families. The two points illustrated how Meritocracy is necessary and has
benefited Singapore to have rapid economic growth with a more capable workforce, while
driving Singaporeans and disadvantaged families to work hard to meet their goals. However,
there are issues that meritocracy causes, mainly inequality. Government’s additional
assistance must be supported by Singaporeans effort together to make the country a fair and
progressive country that provides a safe and fair environment for all.
11. Meritocracy in Education
References
Baker, J.A. & Tiah, C. (July 18, 2019) Meritocracy not to blame; Indranee spells out 4G
team's approach to tackle inequality.
Retrieved from:
https://www.channelnewsasia.com/news/singa
pore/singapore-social-service-inequality-indra
nee-rajah-nus-11731180
Paulo, D. & Low, M.M. (October, 1, 2018). Class – not race nor religion – is potentially
Singapore's most divisive fault line. Retrieved
from: Channel News Asia
https://www.channelnewsasia.com/news/cnain
sider/regardless-class-race-religion-surveysing
apore-income-divide-10774682
12. Meritocracy in Education
Racial Equality: Meritocratic system gives everyone a chance
https://www.straitstimes.com/singapore/racial-equality-meritocratic-system-gives-everyone-a
-chance
Tan, C.Y & Dimmock, C. (2015). Tensions between meritocracy and equity in Singapore.
Education issues in preparing a workforce of
the Knowledge-based economy
Retrieved from:
https://www.headfoundation.org/papers/_2015
_61)_Tensions_between_meritocracy_and_eq
uity_in_Singapore.pdf