Learning by Designing Institute – The Designing Education

With the greatest intentions each successive government has devalued the true values of primary school education. The goal of making society more equal has resulted in the teaching of predetermined amounts of knowledge with rigid syllabuses and assessment by examinations which are made publicly competitive through league tables. A desire to make the economy much more productive has weakened the intellectual content of curricula and put into question the place and importance of some aspects of learning, those that can readily be measured, at the expense of others. Learning for learnings sake across the vast scope of likely disciplines has been weakened. As a result, creativity, curiosity, enterprise and problem solving has been replaced by ‘teaching to the test’.

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The future for both children and teachers alike is not about restoring the methods and practices of the Victorian era. It is to use the new expertise gained through an insight and understanding as to how different children learn in different ways, use the accumulated knowledge of new technologies and recognise and value the recent changes and developments of pedagogy. This will require a new group of professional leaders, teachers, who not only are free to do their own thinking but share a philosophy and expertise that springs from deep convictions and shared successes. These teachers will be plucked from the currect batch of teachers and then developed and retrained. They will also come from new hires to teaching from all levels of society as well as Universities. Change in the educational system will be welcomed by everyone who has a passion for teaching and educating other people and improving self confidence, knowledge, understanding and skills.

In order for this to happen it will be absolutely necessary for educational institutions at all levels to become autonomous over what is taught and how. In most cases primary schools must develop a new definition for themselves and their position in their immediate community. The staff who work with learners must have the authority to introduce new methods of learning which build on their best past experiences and reach out to develop different methods of engaging with learning that have yet to be discovered.

This kind of primary teaching and learning will be innovative and rigorous in its design and implementation and under constant review as new opportunities occur. If this path is followed, it will result in a cultural movement in the UK society to the point where education and achievement in the primary school are once again greatly valued.

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Avail Online Learning Programs in India

With the vast use of the internet as well as modern technologies, online learning programs are gaining popularity day by day. Online learning programs with far-reaching broadband accessibility provide strong communications to initiate a new and effective model of education across India. In other words, online learning programs are premium education programs that are aimed to enhance the knowledge of students as well as individuals by using modern technologies and guidelines of skilled teachers. That is why students are getting more acquainted with online learning programs in India.

Why do Students go for online learning programs in India?

In fact, in India students gather knowledge through traditional education system. But in the age information technology, students give more preference to computers, which in turn allow them avail multimedia technologies to procure materials for their studies. With the growing demand of online media as a necessary source of information, students now seek online assistance to get customised relevant data. In short, online learning programs is known as online education or e-learning that has a number of benefits including:

•    Flexible- you can set your own study time table in tune with your needs.
•    Learn from the comfort of your own home
•    Accessibility of updated study materials
•    Online tests
•    Experts available round-the-clock
There are also added benefits of online learning programs

Added Benefits of Online Learning Program In India

Online learning programs are different from traditional education systems and there is no need of a classroom and face-to-face interaction with teachers. In other words, you can understand online learning program is a way of “learning while working”.  Putting your name down for online learning programs will allow you to participate in online classes from the major institutions as well as universities throughout the India and also around the world. Online learning programs in India offer:

•    No need to actually live on campus or near the university
•    Great flexibility in the type of course you choose to study
•    A wide range of online programs to choose from

High quality online learning programs are being developed in India not only used by students but also many companies for their employees. It is a fact that with the rising group of well qualified individuals, the significance of online learning programs in India cannot be ignored. Students across India are not only saving their time and money, but also they can procure authentic information and knowledge about their topics. With the help of online learning programs students are gaining higher education without any expenses including on travel, accommodation, food, high tutors’ fee and many others.

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As parents you’ll be educating your child from day one, even if you aren’t truly aware of it. Every instruction you give your child, and every action you make which they copy, are lessons they’re learning for themselves. At such an early age, babies and toddlers are interested and keen. They naturally want to discover new things, so it makes sense that when parents give their children educational toys, books and games to play with, they choose the right ones. Infant education is not about forcing your child to become a genius overnight. Instead, it’s about giving them the opportunity to make use of their own naturally inquisitive personalities and allowing them to discover new senses and abilities through the medium of play.

Scientific Research Proves That Pre-school Educational Products Make a Difference

Research conducted in America has proven that infant education really does make a difference to a child’s ability later in life. Encouraging them, by reading them stories and showing them pictures in infant books, playing with educational toys, using flashcards, Educational toddlers DVD’s and familiarising them with simple things like the alphabet, shapes and colours allows a toddlers brain to develop in much the same way that a body builder would develop his muscles with regular workouts. The more they exercise their brains, the easier they find it to learn and understand.

In the UK, the BBC discussed the issue of early infant education in it’s Dispatches: Kids Don’t Count programme, which can still be viewed online. It highlighted a group of children’s lack of comprehension when presented with a simple fraction, but it was the views of the teachers interviewed in the programme which shed the light on the problem. Children, they agreed, were not introduced to learning at an early enough age to find it interesting, and this lack of early education left older children confronted with a harder task. The solution? Introduce the right educational games and infant books early enough to capture and harness their natural interest.

The Brainy Baby® company an online ‘Early Learning Centre’, specialise in educational toys with proven success in enhancing toddlers’ learning experiences. They recently commissioned a study through the University of Texas which showed that a group of toddlers using their educational Brainy Baby’s® Shapes & Colours DVD were 22 times more successful in learning and recognising a new and unfamiliar shape than a group of toddlers who didn’t see the DVD. They’ve proven that the earlier children are encouraged to educate themselves by using tools like educational toddlers DVDs, infant books and children’s flashcards, the better and easier they will learn.

Brands of Educational Children’s Products in the UK

Educational toys and games for infants and babies is a huge industry in the UK, with big-name manufacturers like V-Tech, Chicco and Leapfrog recognising the importance of early toddler education. Everything from flashcards, books and toys have been designed to teach babies to recognise their ABC’s, and one of the biggest companies was the Baby Einstein group who had a huge share of the market with their educational children’s products. However, the Baby Einstein group, owned by Disney since 2001, has suffered recent bad publicity, opening the door for newer companies like brainybaby.co.uk to step forward and claim their share of the UK market with their well researched educational merchandise.

Baby Einstein Suffers in the US

Recent problems for Baby Einstein were heavily publicised at the end of 2009 when Disney was threatened with a class-action lawsuit by a group of public health lawyers who complained that Disney had marketed their educational babies’ DVD’s in a manner which implied they could make children more intelligent, but parents have been arguing against the suggestion that using their toddler’s educational DVD’s as a virtual babysitter is an appropriate, or effective, method of learning. What parents want is to be part of their children’s learning experience and to help them by sharing time playing with educational toys together.

This desire is encompassed in the Brainy Baby® range of products which are sold online in the UK. They have researched and developed a superior range of educational toys, infant learning flashcards, educational games and infant books designed to promote a positive learning experience through parent-child interaction and at a fraction of the cost of some of the larger retailers.

Range Of Products The carefully selected and researched range of educational products is varied enough to cover all aspects of a child’s learning, with many products such as the infants books, alphabet flashcards and the ABC building blocks targeting more than one learning ability.

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The Individuals with Disabilities Education Act (IDEA) is a United States federal law that governs how states and public agencies provide early intervention, special education, and related services to children with disabilities. It addresses the educational needs of children with disabilities from ages birth to 26[1] in cases that involve 13 specified categories of disability.

The IDEA is “spending clause” legislation, meaning that it only applies to those States and their local educational agencies that accept federal funding under the IDEA. While States declining such funding are not subject to the IDEA, all States have accepted funding under this statute and are subject to it.

The IDEA and its predecessor statute, the Education for All Handicapped Children Act, arose from federal case law holding the deprivation of free public education to disabled children constitutes a deprivation of due process. It has grown in scope and form since over the years. IDEA has been reauthorized and amended a number of times, most recently in December of 2004, which contained several significant amendments. Its terms are further defined by regulations of the United States Department of Education, which are found in Parts 300 and 301 of Title 34 of the Code of Federal Regulations.

In defining the purpose of special education, IDEA 2004 clarifies Congress’ intended outcome for each child with a disability: students must be provided a Free Appropriate Public Education (FAPE) that prepares them for further education, employment and
Before the EHA statute was enacted in 1975, U.S. public schools educated only 1 out of 5 children with disabilities [3]. Until that time, many states had laws that explicitly excluded children with certain types of disabilities from attending public school, including children who were blind, deaf, and children labeled “emotionally disturbed” or “mentally retarded.” [4] At the time the EHA was enacted, more than 1 million children in the U.S. had no access to the public school system.[5] Many of these children lived at state institutions where they received limited or no educational or rehabilitation services.[6] Another 3.5 million children attended school but were “warehoused” in segregated facilities and received little or no effective instruction.[7]

An IEP must be designed to meet the unique educational needs of that one child in the Least Restrictive Environment appropriate to the needs of that child. That is, the least restrictive environment in which the child learns. When a child qualifies for services, an IEP team is convened to design an education plan. In addition to the child’s parents, the IEP team must include at least one of the child’s regular education teachers, a special education teacher, someone who can interpret the educational implications of the child’s evaluation, such as a school psychologist, and an administrator who has knowledge of the availability of services in the district and the authority to commit those services on behalf of the child. Parents are considered to be equal members of the IEP team along with the school staff. And of course, parents have fundamental rights as parents. Based on the full educational evaluation results, this team collaborates to write an IEP for the individual child, one that will provide a free, appropriate public education. The required content of an IEP is described in Individualized Education Program. Alternatively, parents may prepare an IEP if the school’s IEP is not fair to the child.
The definition of related services in the IDEA includes, but is not limited to: transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes speech-language pathology and audiology services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, early identification and assessment of disabilities in children, counseling services, including rehabilitation counseling, orientation and *mobility services, and medical services for diagnostic or evaluation purposes. The term also includes school health services, social work services in schools, and parent counseling and training.[11]

In Rhode Island (RI) Divorce and Child support cases, Can I get the father or mother of my child to be ordered to pay for private school education?

No, unless there is a contractual obligation, a stipulated consent order or there is an ongoing divorce.

Most judges take the position that there are suitable public schools for children to attend. However, If there is something in writing such as a property settlement agreement obligating one parent to pay for the private school education of the child, then the parent may be obligated to pay for the private school education.  Article by Rhode island attorney David Slepkow (401-437-1100)

Also, the parent could be ordered to pay for private school education in a divorce on a temporary basis, especially when it is in the middle of a school year and it would be disruptive for the child to transfer to a public school. Parents can certainly negotiate payment of private school education and the judge of The Family Court will usually approve the settlement in a court Order. That stipulated consent order could be enforced in a Family Court contempt proceeding.

David Slepkow is a Rhode Island lawyer concentrating in divorce, family law, personal injury, automobile accidents, child support, alimony, custody and visitation. David has been practicing for over 9 years and is licensed in Rhode Island, Massachusetts and Federal Court.

Creativity in school educational software isn’t always a given, but if we are to unleash the talent that often lies dormant, we must open up both our world and that of our children so that they can explore and create in a safe and fun environment. Pen and paper is the natural medium for many, even today in this world of fast paced technology and exciting innovation. I applaud this loyalty to the old ideals, but I also embrace the keyboard, mouse and the screen. They offer opportunity to let escape those secret thoughts without inhibition and either glory in them or store them for another day. The children of the 21st century need this exposure to the world of computing and if they are to compete with their rivals and come out victors they need to be able to combine the technical with the creative; these worlds need to merge.

Try to write alongside your children, give yourself a short time frame so that ideas erupt and then read them to each other. Crafting can come later. Sharing the experience, identifying your unique writing voice and discussing how to improve is the learning curve neither adult nor child can afford to avoid. It is an opportunity for you to grow too, so that you keep in touch with the world in which your child will have to be a part of, will want to be a part of, but this can come after your child has explored the software in question. They can become your teacher, at least giving you insight into the merit of the school educational software they are using. Let them be judge and jury. It has to be worth the risk?

This is where school educational software can help. Most software offers children the opportunity to create their characters as they go, to review there story and even have it read back to them so they can check that the story flows. This can be particularly useful for children who are unable to hold a pen and paper.

Story infiltrates our everyday lives, it encourages a voice, helps us identify pattern and character. In school life, no subject is free of it. Creativity in English, indeed across all subjects is not an option, it is essential for lifelong learning. School educational software can help to encourage your child with the wide range of options which allow them to start their own creative world, but it certainly should not be the only tool they use. Whatever you decide to use, remember it is only a tool and any tool that engages your child has to be worth the time and effort.

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Keeping Cinderella’s coach from turning into a pumpkin HR managers often assume that the purpose of coaching is to increase managers’ performance. However, our survey of participants attending a pilot coaching session in the OWP revealed that this is not what executives want.

The difference between coaches, mentors and managers
Executive coaching initiatives fail in part because the distinction between the role of manager, mentor and coach is not well understood. Each can each help executives meet their principal objectives—life development, leadership and self-awareness—but a manager, a mentor and a coach are not the same things.

Managers
A manager occupies a formal role within an organization and is responsible for ensuring that the primary tasks of the team/department/business unit/corporation are met. A manager can use coaching skills to informally coach a subordinate, but this “coaching” is in the service of the subordinate’s organizational task.
Mentors
A mentor occupies a close interpersonal role and helps guide a protégé’s corporate career choices. A mentor can be a formally designated role or an informally acquired one. Formal mentors help their protégé understand the organization and support their journey within it, with the assumption of a long-term career in the company.

Coach
A coach is concerned with deep personal and professional development—the emphasis is on personal. The most effective coaches are external to the company, where they are independent of organizational pressure and political influence and free to offer more-or-less objective counsel and guidance.

The engineering and clinical approaches to executive coaching

Most corporate executive coaching initiatives take an engineering approach to human behavior using a conscious, rational and concrete approach. This method identifies areas for improvement and then applies tools, processes and procedures to increase performance.

Questions to ask
- How might I benefit from executive coaching?
- How might my company benefit from coaching?
- How can I integrate executive coaching ? Team coaching? Peer coaching?
- How do I understand the difference between an “engineering” and a “clinical” approach to behavioral coaching?

Based on article written by Professor Jack Denfeld Wood in Oct. 2008
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The UNESCO World Conference on Higher Education, held in Paris in 1998, recognized quite emphatically the importance of education and particularlyly higher education for sustainable endogenous development, for democracy and peace, for strengthening  defense of peace as one of the  human values, and for the respect and protection of human rights and fundamental freedom. The far reaching changes now taking place in the world and the entry of human values into a society based on knowledge and information, reveal how overwhelmingly important education and higher education are.( UNESCO 2001, p.1). A renewal of higher education is essential for the whole society to be able to face up to the challenges of the twenty-first century and  to ensure its intellectual independence. Quality higher education needs to be restored  to create and advance knowledge, educate and train responsible, enlightened citizens and qualified specialists, without whom no nation can progress economically, socially, culturally or politically.

The Global scenario of socio-economic development is changing while knowledge supplants physical capital as the source of present (and future) wealth. Technology is the driving force behind  this process. Information technology, biotechnology and other innovations are leading to remarkable  changes in the way we like to work.

As knowledge becomes increasingly important, so does higher education. Countries need to educate more of their young people to reach a global standard. The quality of

knowledge generated within higher educational institutions and its accountability to the wider economy is becoming increasingly critical for national competitiveness. This poses a serious challenge to the countries of the developing world like Bangladesh many of whom are undergoing a rapid transformation in all fronts, and are keenly striving to become a member of the global community of modern nations.

Objectives of the Paper:

A)    Trace the evolution of different facets of institutional systems of higher education in Bangladesh.

B)    Find out the governance, management and administrative problems of higher education.

C)    Suggest areas of action that need immediate attention.

Methodology:

A)    Use of secondary published sources

B)    Interview of persons involved in planning and updating higher education.

The evolution of higher education system in Bengal:

The English developed a system of higher education in colonial India offered through the colleges which basically created only writers or ‘munshis’ as they were commonly known. Their skill revolved around record and accounts keeping and drafting of documents. Till the early nineteenth   century the emphasis was on the learning of Persian language in most of the schools and colleges as the official language of governance was Persian. As more English speaking Company servants arrived from England, Persian, the official language began to loose importance. This was when the Calcutta Hindu College (1816) was established. This was the first Asian College established to impart western education on the ‘natives’. The establishment of Calcutta Hindu College not only ushered in the western system of education in Bengal but was also one of the first steps taken to impart modern education in this part of the sub-continent.  However, the declared policy of the East India Company when it came to education was to create a class of loyal servants to work in offices of the English rulers. In 1835 the Chairman of the Education Committee of the East India Company Thomas Rabington Mackle while delivering on the objective of adopting English as a medium of instruction in some schools emphatically said ‘the objective was to create a class of people Indian in blood and color but English in taste, in opinions, in mind and in intellect.’ (Sharfuddin 1996, p.6)Towards the beginning of the nineteenth century the Jesuit priests also played a very important role in the  transformation of the education system in India.  Schools established by Christian missions started to emerge in different parts of India. Initially they catered to the education needs of Christian converts, where teaching of the Bible was given a priority. One thing must be remembered  here: that the dividend from these developments were rather enjoyed more by the Bengalis of the western part of Bengal than those from the east and the irony was that it was the Hindus who took advantage of the availability of Hindu College. Muslims unfortunately shied away from western or higher education and held on to the traditional religious schools and madrasas (discussed later).

The history of modern higher education in Bangladesh may be traced back to the establishment of Dhaka University in 1921. The establishment of Dhaka University was considered an imperial concession made to appease the adverse  feelings of the Muslim middle class of East Bengal following the annulment of the partition of Bengal in 1911, which resulted from the movement of protest  led by the more privileged Hindu Community. Quite a few post secondary schools and  colleges existed before the establishment of Dhaka University. However, entry and education in these schools and  colleges were often limited to  middle class or the upper middle class children while children from lower income or  lower middle class backgrounds  often could not enter the educational institutions imparting  even basic primary education. Parents and guardians  either could not afford to send their children to school or thought it more wise  to engage their children in helping them in their profession, mostly as agricultural  laborers.   Practically all schools were established by the wealthy ‘zemindars’ (the land owners) and were founded  on religious practices. Lessons on the matters relating to religious belief, mostly Hinduism and Islam were given priority.  There were schools of other faiths as well, though their number would be much less. The teaching method encouraged memorizing and there were no room for creative learning or thinking.

The Sepoy Mutiny (the first Indian War of Independence) is seen as a turning point in Indian social history. After the mutiny was suppressed the governance of India passed from the Company to the Crown. The new English government in India thought wisely that to avoid incidences like the mutiny of the sepoys there has to be more meaningful integration of the white  ruling class  with the people of India. They believed the separation of the general people from the rulers should be narrowed and institutional facilities should be provided to the people in different spheres of their life, education being an important one. In 1857 the University of Calcutta along with those in Bombay and Madras were established with London University as the model. In those days London University only conducted examinations. Before the establishment of Calcutta University there were a few intermediate colleges in East Bengal. Later most of such colleges were upgraded as degree colleges and affiliated with  Calcutta University, viz; Chittagong College in 1869, BM College in Barisal in 1884, Sylhet MC College in 1892. When the partition of India took place in 1947 practically all major districts of Bengal had a  higher secondary school and college and side by side with other  religious schools.

Independent Bangladesh

When Bangladesh emerged as an independent nation in 1971, the country had four general universities (Dhaka, Rajshahi, Jahangir Nagar and Chittagong) and two specialized universities ( Bangladesh University of Science and Technology-BUET, and Bangladesh Agricultural University-BAU).

Today Bangladesh has 25 public universities where 12,41,352 regular students study at different levels from undergraduate to post-graduate. This includes those studying in 1175 affiliated colleges ( 8,55,744) under the National University. (UGC. 2006. p 130).  There are also 51 professional Colleges (Medical, Dental, Law, Polytechnic  etc) where 82,000 students study. (GOB, Statistical Pocket Book. 2006)

To enter a university or a degree college one has to complete 12 years of high school studies. Entry into all public universities is highly competitive and the ratio of intake to admission seekers is 1:65.  Very often the students do not get the subject of their choice. The curricula of the public universities spread over basic science, humanities, engineering, agriculture and social sciences. The medium of instruction is usually bilingual-Bangla and English. Education in the public universities of Bangladesh is heavily subsidized. The entire development budget and approximately 90 percent of the recurring budget of public universities comes from the government exchequer. On an average, recurring  expenses in public universities are Taka 37,000 per student per year and the total collection from fees and charges per student per year is less than Taka 1000 ( UGC, 2006, p.131). However budged allocation for public universities is grossly inadequate. All public universities operate from their own campuses, built on land allocated by the government, utilities are highly subsidized and salaries of teaching and non teaching staff are relatively low. No taxes are levied on them and the salaries paid to all types of employees are tax free.

Plan of study at public universities and colleges:

The general public universities and colleges receive students from four streams of high school  sources. They are a) Humanities b) Science c) Commerce d) Madrasa system.  A student passing from humanities and commerce can take undergraduate course in the subjects relating to  humanities and commerce. A science graduate can enter undergraduate studies in any subject. In colleges affiliated to National University the students at the entry level normally faces less competition than they would experience in the public universities. Again the intensity of competition between the public and private colleges  differs. However, the quality of education in almost all of the affiliated colleges are far low from the desired level, the primary problem being the absence of qualified teachers and infrastructural support. The financial benefits currently offered to teachers, whether in colleges or public universities are far from satisfactory.

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