Functions Of Higher Education Education Essay

Functions Of Higher Education Education Essay The term higher education is usually used to distinguish courses of study, which result in the award of a degree, Diploma or similar advanced qualification, for various kinds of further education (Lawton and Gordon. 1993). Higher education constitutes the stage of education which starts after 15 years of schooling for the intellectual work and advanced training of students for their effective leadership role in all walks of national life. Tertiary education level is higher than that attainable on completion of a full secondary education. An accepted definition of higher education is that higher education requires as minimum requirements for admission, the successful completion of secondary education or evidence of the acquisition of an equivalent level of knowledge (Terry and Thomas, 1979). Higher education includes all education above level of the secondary school given in Colleges, Universities Graduate Schools, Professional Schools, Technical Colleges and Normal Schools (Good, 1973). Higher education is simply the highest part of the education system, in terms of students progression, the acquisition of education qualifications, its status and its influence over the rest of the educational system. Higher education is said to impart the deepest understanding in the minds of students, rather than the relatively superficial grasp that might be acceptable elsewhere in the system. In higher education, nothing can be taken on trust and the students have to think for themselves so as to be able to stand on their own feet, intellectually speaking (Barnett, 1997). Higher education is thought to advance students to the frontiers of knowledge through their being taught by those who are working in that difficult territory. Sanyal (1982) says that in order to achieve the new international order, there is the need for integrating socio-economic policies with educational policies in each country, as stronger co-operation amongst the third world countries in field of higher education. Development of higher education should not only be contingent upon economic development to achieve the new international order but should promote the development of culture in view often fact that role of science and technology, the life-style and the very sense and value of life under-go changes in the future. Objectives of higher education All over the world the universities are recognised as centres of higher learning, which are considered as expedient agents of development in the nation building. Universities generate, disseminate and utilise knowledge. As primary contributors to economic growth, they produce scientists, engineers, professionals, technicians, scholars, managers and men of exquisite capabilities. The aim of higher education is to meet the socio-cultural and developmental needs of a country. Higher education provides an opportunity for individuals to develop their potential. It fulfils the needs for high-level manpower in a society. Its objectives include cultural and material development. It produces individuals who are morally sound and capable of multifarious roles in the society. It is a medium and vehicle for achieving an objective of higher vision, should endeavours, with commitment and larger spending, in higher education (Govt. Of Pakistan, 1999). A countrys social and economic development depends on the nature and level of higher education. This fact is revealed by the statements and findings concluded by the prominent educationists and decision-makers. In the developed countries, the role of higher education in production of high quality human capital is quite evident. The Governor of the State of Kentucky, Paul Patten, once said, I have staked my success as governor on changing the way we deliver higher education to our people. Education and economic development are the twin rails that will lead us to a higher plateau and help us achieve our goal of raising the standard of living in our state. My experience in creating jobs, as the secretary of the economic development, during my term as lieutenant governor, has helped me focus on the needs of our businesses. Those businesses are the customers of our product: the graduates in higher education. Increased technology and global competition demand that we develop our students s kills and mental capacity so they can share in the tremendous prosperity of our nation. He further emphasized on the quality of higher education and the need for its improvement. He commented, higher education is in trouble. The warning signs could not be clear. Its users (students and families) think it charges a premium price for an increasingly mediocre service. Its primary suppliers (secondary schools) often fail to deliver material that meets minimum standards, and its beneficiaries (employers) often are frustrated by the quality of the finished product (McGill,1992). Quality of higher education The quality of higher education may be enhanced through providing proper professional training to the teachers by revising the existing curricula. Higher education is the most important level of education because it develops the manpower for the country that leads the nation in giving insight into its future ideals, resources, problems, and its solutions. The future of a nation depends largely on the quality of people groomed in the institution of higher education. Students experiences of their learning and the teaching in the subjects they are studying are one of the more ubiquitous sources of information about the quality of teaching for institutions and individual academics. The question of the quality is directly related to the quality of educators, students and the infrastructure provided to them by the educational institutions. The level of competency of teachers, curricula and the standards of students intake are the factors that contributes the most, in the deteriorating quality of higher education. Nevertheless inappropriate funding for student support services, libraries, journals, books, ill equipped laboratories and lack of repair facilities for equipment and non qualified staff are crucial factors in education. Salaries and other allowances consume the university budget, thus, little is left for the items so essential for raising the quality of education. Budgetary constraints, particularly for operation, adversely affect the quality of teaching, especially practical training. While at the level of the institution student: staff ratios (SSRs) may seem to be an inevitable consequence of funding levels, institutions in practice spend funds on buildings, on administration, on central services, on marketing, on teachers undertaking research, and so on, to very varying extents, rather than spending it all on teaching time. Low SSRs offer the potential to arrange educational practices that are known to improve educational outcomes. First, close contact with teachers is a good predictor of educational outcomes (Pascarella and Terenzini, 2005) and close contact is more easily possible when there are not too many students for each teacher to make close contact with. Second, the volume, quality and timeliness of teachers feedback on students assignments are also good predictors of educational outcomes and again this requires that teachers do not have so many assignments to mark that they cannot provide enough, high-quality feedback, promptly. A gain, low SSRs do not guarantee good feedback or feedback from experienced teachers. Meta-analysis of large numbers of studies of class-size effects has shown that the more students there are in a class, the lower the level of student achievement (Glass and Smith, 1978, 1979). Other important variables are also negatively affected by class size, such as the quality of the educational process in class (what teachers do), the quality of the physical learning environment, the extent to which student attitudes are positive and the extent of them exhibiting behaviour conducive to learning (Smith and Glass, 1979). These negative class-size effects are greatest for younger students and smallest for students 18 or over (ibid.), but the effects are still quite substantial in higher education. Lindsay and Paton-Saltzberg (1987) found in an English polytechnic that the probability of gaining an A grade is less than half in a module enrolling 50-60 than it is in a module enrolling less than 20. Large classes have negative effects not only on performance but also on the quality o f student engagement: students are more likely to adopt a surface approach in a large class (Lucas et al., 1996) and so to only try to memorise rather than attempt to understand. The number of class contact hours has very little to do with educational quality, independently of what happens in those hours, what the pedagogical model is, and what the consequences are for the quantity and quality of independent study hours. Independent study hours, to a large extent, reflect class contact hours: if there is less teaching then students study more and if there is more teaching students study less, making up total hours to similar totals regardless of the ratio of teaching to study hours (Vos, 1991). However, some pedagogic systems use class contact in ways that are very much more effective than others at generating effective independent study hours. A review of data from a number of studies by Gardiner (1997) found an average of only 0.7 hours of out-of-class studying for each hour in class, in US colleges. I n contrast each hour of the University of Oxfords tutorials generate on average 11 hours of independent study (Trigwell and Ashwin, 2004). Teachers who have teaching qualifications (normally a Postgraduate Certificate in Higher Education, or something similar) have been found to be rated more highly by their students than teachers who have no such qualification (Nasr et al., 1996). This finding was in a context where obtaining such a qualification was largely voluntary, and those who have the qualification might be considered to be different in some way from those who have not, and this could be argued to invalidate the comparison. The difference might concern the extent of professionalism or commitment to teaching, but nevertheless there was no control group in the study. A longitudinal study that overcomes this objection has examined the impact over time on students ratings of their teachers, and on teachers thinking about teaching, of (mainly) compulsory initial training during their first year of university teaching, in eight countries. It found improvements on every scale of the Student E valuation of Educational Q uality, a questionnaire developed in the US (Marsh, 1982) and tested for use in the U K (Coffey and Gibbs, 2000), and improvements in the sophistication of teachers thinking (as measured by the Approaches to Teaching Inventory, a measure of teaching that predicts the quality of student learning, Trigwell et al., 2004). This improvement in measures of teaching quality could not be attributed to mere maturation or experience as teachers in a control group in institutions without any initial training were found to get worse over their first year, on the same measures (Gibbs and Coffey, 2004). Functions of higher education The capacity of a nation to develop economically, socially, politically and culturally derives largely from the power to develop and utilise the capabilities of its people. Higher education thus is considered sine qua non of national development, for it produces the highest level of manpower. In all advanced countries, the universities constitute the main spring of human capital. The most successful discharge of the universities role as a change agent is in the area of science and technology. The training of high-level scientific manpower is a matter of vital national concern. Higher education is today recognised as a capital investment in education. It is considered investment of human capital which increases labour productivity furthers technological innovation and produces a rate of return markedly higher than that of physical capital. Today we find the world divided into developed and developing countries. The dividing line between them is the capacity of educational and scientific attainments and its application for economic progress and prosperity (The World Bank, 1990). In modern times, higher education is considered as a means of human resource development in a society. In advanced countries, universities constitute the main spring of knowledge, ideas and innovations. Today, the most successful discharge of a university as an agent of change is in the area of science and technology. The priming and grooming of high-level professional manpower is a matter of vital concern. As a pathway to socio-economic development in a country, higher education cannot be ignored or given low priority. Higher education in a state of rapid development everywhere in the world as its benefits to the social, economic and cultural life of different communities is realisable. This has led to worldwide exponential expansion of universities and colleges; as many more people are encouraged remaining in education. However there are problems. First, higher education is expensive, and its expansion requires ample resources. Second, rapid expansion raises problems of quality ass urance and control, as increased numbers could so easily lead to a decline in standards. Third, expansion in the developing world often draws upon the resources, ideas and expertise of the developed world, even though these may not always be appropriate for every different economic and social system (North, 1997). Higher education plays an important role in the development of society. Universities for centuries had a crucial role in educating the potential professionals, businessmen, political leaders, religious and social philosophers, who serve the community, enrich its values and develop its resources. Universities are complex organisations with multiple missions and a myriad of roles. A university has the roles of providing of theoretical education and professional training, a developer and a disseminator of new knowledge, a catalyst to shape the practice of management and business and a contributor to the community and the national economy (Khurshid, 1998).

Awakening to Freedom Essay -- essays papers

Awakening to Freedom Awakening or to awake means â€Å"to wake up; to be or make alert or watchful† (Webster 23). This is what Edna Pontellier experienced in The Awakening. There has been some discussion over the appropriateness of the ending to this story. Was it appropriate for Edna to commit suicide? Yes, this story of Edna Pontellier, including the ending, is appropriate to what a woman probably would have felt like if she were in that time feeling what Edna was feeling. Edna committed suicide because there was no other way out. She did not fit into society. Her thoughts and emotions were not the same as the thoughts and emotions of the other women of this time. Edna committed suicide so that she could be reborn in a time that she would be excepted as she was. Edna was ahead of her time. She wanted a life for herself. She didn’t want her husband or her children to establish it for her. â€Å"I would give up the unessential; I would give my money, I would give my life for my children; but I wouldn’t give myself† (Chopin 573). This is not something that a w...

Spansion apart

Spansion (China) Ltd. offers workers at its plant in China's Suzhou Industrial Park many of the same employee benefits as scores of other nearby factories. What sets Spansion apart from the pack is the management style of its 47-year-old Singaporean chief executive officer, Loh Poh Chye. Most factories in the park, which is east of the city of Suzhou in the province of Jiangsu, offer medical plans, in-house training programs and promise to treat employees like family, says Mr. Loh. â€Å"But to me the difference is how you do it and how you engage the employees.I believe you have to show them it's not just slogans — you have to walk the walk. † That philosophy propelled Spansion to No. 1 this year in the Best Employers in Asia survey by human-resources consultancy Hewitt Associates. Spansion makes flash-memory products used in consumer electronics such as high-definition television sets and MP3 players. Headquartered in California, it employs 1,300 people in China and i s a joint venture between Advanced Micro Devices Inc. of the U. S. and Japan's Fujitsu Ltd. It is listed on the Nasdaq Stock Market. One of the first things Mr.Loh did at Spansion was to put in place a management team that thinks like he does. He also runs a mentoring program that pairs managers with someone two or three tiers below. And he gives each division a budget to fund an activity outside work such as a group dinner or a community-service oriented activity. Twice a month, Mr. Loh joins a dozen or so factory workers in the company's cafeteria to talk about staff issues ranging from pay scales to career goals to the quality of the canteen's food. So far, his strategy is working. Staff turnover in Suzhou Industrial Park averaged 30% last year, Mr.Loh says, but Spansion's rate was half that, even though its pay scales lag some other companies in the park. Hewitt Associates conducts its survey every two years. It started the surveys in Asia in 2001 and this year's involved 772 co mpanies and 160,000 employees in seven markets. Besides China, Hong Kong, South Korea and Singapore, Hewitt added for the first time Australia and New Zealand, which are treated as a single market, and Japan and India. In addition to quizzing CEOs and their human-resources departments, Hewitt does random polls of employees.The data is then evaluated by independent judging panels appointed by Hewitt, and winners selected. â€Å"It comes down to getting the basic things right, but most companies seem to let a lot of stuff get in the way of that,† says Andrew Bell, head of Hewitt Associates' regional talent and organizational consulting practice. â€Å"Everyone these days will say ‘our people are really important' but when you get inside these winning organizations, there's a deep philosophical belief about that — and it starts with the CEO, and cascades from there. â€Å"Joining Spansion at the top of Hewitt's survey are Three on the Bund, a company that runs fou r restaurants, a spa, an art gallery and high-end retail outlets in an historic building in Shanghai, and the Ritz-Carlton hotel in Hong Kong. Hotels usually rate highly in the best employers survey and this year five of the top 10 are hotel companies. According to Hewitt's research, hotels often top the survey because they have to be the best kind of employer. Every employee — from housekeeping staff to bellhops — has contact with the customers, and one bad experience with a maid can ruin a hotel stay.Hotel managers must engage and motivate each employee, not just top-tier managers. So, top-tier hotels are run on the premise that employee satisfaction leads to guest satisfaction. Hotels also offer great mobility: They tend to hire from within and value customer-service experience, which is gained in every hotel job, as much as formal education. A bellhop, for instance, can work across and up to become a food and beverage manager. Indeed, Hewitt's latest survey shows t hat workers from all industries rate recognition and career prospects far above pay. The Ritz-Carlton in Hong Kong, like other hotels in the U.S. chain, has an effective communication program, Hewitt says. Managers meet with employees in their team at morning meetings to brief them on what's going on with the hotel that day. At these daily meetings, Ritz-Carlton managers acknowledge staff who've done something to stand out. They also read out the company's employee pledge: â€Å"Our ladies and gentlemen are the most important resource. † The company backs that up with human-resource programs to help employees identify areas of strength and set career goals, and provides training to help them achieve those things.â€Å"As part of our culture and philosophy, we constantly encourage internal growth as we strongly believe in talent retention and development,† says Mark Lettenbichler, general manager of the Ritz-Carlton Hong Kong. â€Å"With succession planning, we nurture and maximize talent, creating long-term careers†¦ and eventually building employee loyalty and commitment. † The Ritz-Carlton's human-resources policies also offer a lesson for companies in other industries. In an environment where everyone counts and anyone can climb the career ladder, employees are likely to be more committed and work harder, says Hewitt's Mr.Bell. That translates into profit. Hewitt's survey shows that companies that engage their employees have stronger earnings. The top 20 companies in this year's survey have had 75% higher revenue growth than the rest over the past three years; their productivity was 67% higher, and their profit growth 38% higher than other survey respondents. For Mr. Loh, a factory full of committed workers is well worth the extra effort he and his managers put in. It's not always about doing what employees want, he says; often it's simply communicating clearly why the company is doing what it's doing.Newly hired employees sometime s gripe about Spansion's pay. But Mr. Loh says good communication is key to keeping employees happy. â€Å"We have to be honest and tell them we are not the highest paymaster because we can't afford to be. We don't blindly pay the top market rate — but we do pay for performance,† says Mr. Loh. â€Å"So those who stand out get higher pay, and those who are below average get lower pay. † And when an employee complains that a colleague has been promoted above him or her, Mr. Loh challenges the employee to pursue a promotion, rather than sit back and wait to be singled out by a manager.â€Å"We are always willing to offer training to someone who's motivated, or move someone to a new department, laterally, to work across and up in a new area, † he says. â€Å"Sometimes when I say this, they start to get uncomfortable — they don't want to move out of their comfort zone. I tell them not to put all their career movements in the hands of the company â€⠀ (you) have to take ownership, discuss it with your supervisor, show your capacity and get out of your comfort zone. † Feedback is another big part of Mr. Loh's management strategy.Employees in Hewitt's survey say they like to be able to make suggestions, but don't like it when feedback forms are met with silence. Members of Mr. Loh's management team encourage staff to make suggestions on the company intranet, and respond to each individual suggestion, regardless of whether it is implemented. â€Å"The affinity level between myself and my department managers is very high. We're all very close — not just a friendship kind of close, but more than that; we spend a lot of time talking, and they can read my mind and I can read theirs,† Mr. Loh says.His managers have taken a page from his book; two years after Mr. Loh came to Spansion, department managers starting holding cafeteria chats of their own once a month. Mr. Loh, who joined Advanced Micro Devices in Singapo re 1984, started reading ancient Chinese texts for management tips in a bid to better connect with his employees when he was posted to China in 2001. â€Å"There's a saying in Chinese: attack the heart instead of the castle. Management is about winning and managing the heart of a person — then that person will start to believe in the vision you have.† Of course, â€Å"that's got to be accompanied by proper compensation and benefits,† he adds. â€Å"Most of the traditional Chinese literature talks about management style that focuses on managing the hearts and emotional qualities of a person, instead of the hard stuff,† says Mr. Loh. â€Å"I feel that it is in the blood of the old Chinese people — they value culture, they value a people-oriented style of management, and I think that carries over to this new generation. â€Å"

One of Americas Best and Most Controversial Short...

For over 2 hours the villagers gathered around the town’s square awaiting the results to the annual lottery. â€Å"The Lottery† was written by Shirley Jackson in 1948 and became one of America’s best and most controversial short stories. In â€Å"The Lottery† Shirley Jackson expressed her opinion on society’s resistance to change and how people uphold traditions passed down through generations. At first in â€Å"The Lottery† the author makes it seem like this annual event is a very positive event in the village. The tone in Shirley’s writing is very pleasant and inviting especially when she talks about the setting in which it takes place. â€Å"The morning of June 27th was clear and sunny, with the fresh warmth of a full-summer day; the flowers were†¦show more content†¦I think that Shirley Jackson was referring to people not being able to let go of traditions such as in social circumstances, religion, and politics. People ar e afraid of making changes because they are comfortable with what they were raised with because they have been taught that, that is the way things are supposed to be. Even though this event is outdated and ends in murder, many villagers especially the older ones found the idea of stopping the lottery ludicrous. â€Å"They do say,† Mr. Adams said to the Old Man Wagner, who stood next to him â€Å"that over in the north village they’re talking of giving up the lottery.† Old Man Wagner snorted. â€Å"Pack of crazy fools,† he said. â€Å"Listening to the young folks, nothing’s good enough for them. Next thing you know, they’ll be wanting to go back to living in caves, nobody work anymore, live that way for a while. Used to be a saying about ‘Lottery in June, corn be heavy soon’ First thing you know, we’d all be eating stewed chickweed and acorns†¦.† (Jackson.4) Old Man Wagner represents the reactionary and conservatives while Mr. Adam and the north village represent a more liberal and progressive movement. Old Man Wagner can’t accept that the lottery could or should be stopped, and that doing so it would be bringing the society backwards instead of progressing into something better for the future of the villagers. Same as in most political movements there’s different groups of people who haveShow MoreRelatedLogical Reasoning189930 Words   |  760 Pagesappreciate your writing to him at dowden@csus.edu. iv Praise Comments on the earlier 1993 edition, published by Wadsworth Publishing Company, which is owned by Cengage Learning: There is a great deal of coherence. The chapters build on one another. The organization is sound and the author does a superior job of presenting the structure of arguments. David M. Adams, California State Polytechnic University These examples work quite well. Their diversity, literacy, ethnic sensitivity