Too busy with work or at home, yet you aspire for an education career. Then opting for an online education degree is the right way to proceed.

If you love teaching and coaching children something new, then an education degree is your right choice. Maybe you could spend most of the time with cute and innocent toddlers or at kindergarten teaching them nursery rhymes, alphabets, numbers… or doing something exclusive like teaching disabled students who require special skills. This would definitely be a much satisfactory activity disregarding the money factor which could vary upon your institution of service.

An online education degree will prove to be interesting and highly creative. You will be guided through your degree with many interesting presentations, videos, lectures and even books. While at it you can even be in touch and interact with your professors and other fellow students as well. At the same time you can be assured of being trained in problem solving, thinking skills and practical teaching experience as well.

Depending upon your area of interest you could opt for elementary education, middle school education, adult education, distance and online education, special education and educational administration too. Some of these subjects are highly sensitive and need lot of understanding and attention. The degrees you could opt for range of Associate’s in Education, Bachelor’s in Education, Master’s Degrees in Education and Doctorates in Education as well.  Read more... (401 words, estimated 1:36 mins reading time)

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The Purpose of our Education Provision

By admitting that we are Catholic school, it means, we can part of the church. We therefore form part of the saving mission of the Church, especially for education in the faith (The Catholic School, 1977, Article 9). The obligation that we have is to foster in her children a full awareness of their rebirth to a new life (The Catholic School, 1977). Moreover, in the document of Catholic School in the Third Millennium, she affirms “….”The person of each individual human being, in his or her material and spiritual needs, is at the heart of Christ’s teaching: this is why the promotion of the human person is the goal of the Catholic school” (Article 9).

To shed more light to this, we turn to GRAVISSIMUM EDUCATIONIS. In this document,  the Church declares “A Christian education does not merely strive for the maturing of a human person as just now described, but has as its principal purpose this goal: that the baptized, while they are gradually introduced the knowledge of the mystery of salvation, become ever more aware of the gift of Faith they have received, and that they learn in addition how to worship God the Father in spirit and truth (cf. John 4:23) especially in liturgical action, and be conformed in their personal lives according to the new man created in justice and holiness of truth (Eph. 4:22-24); also that they develop into perfect manhood, to the mature measure of the fullness of Christ (cf. Eph. 4:13) and strive for the growth of the Mystical Body; moreover, that aware of their calling, they learn not only how to bear witness to the hope that is in them (cf. Peter 3:15) but also how to help in the Christian formation of the world that takes place when natural powers viewed in the full consideration of man redeemed by Christ contribute to the good of the whole society.(9) Wherefore this sacred synod recalls to pastors of souls their most serious obligation to see to it that all the faithful, but especially the youth who are the hope of the Church, enjoy this Christian education.(10)” (Article 2)  Read more... (1673 words, estimated 6:42 mins reading time)

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World Development Report 2004: through the lenses of Marketing of Education Service in India 

Dr. Amalesh Bhowal,Professor, Department of Commerce, Assam University.

E-mail: amalesh_b1@rediffmail.com

 1.1     Introduction:

Article 10, contained in the Declaration On The Responsibilities Of The Present Generation Towards Future Generations, mentions that  “The present generations should ensure the conditions of equitable, sustainable and universal socio-economic development of future generations… Education is an important instrument…”

There is a new looking at the world of education using the lenses of marketing. Evidence is the General Agreement on Trade in Services (GATS). It aimed at deregulating international markets in services, including education. Corollary: Education is a commodity too which can be traded; in other words, there exists ‘Educational Service Market. To operate in that market, we need Principles and Theories for Marketing of Education Service.] “The idea behind these principles is the creation of a open, global market place where services, like education, can be traded… GATS covers the educational services of all countries whose educational systems are not exclusively provided by the public sector, or those educational systems that have commercial purposes.”

In the mean time, the World Bank has published “World Development Report 2004 – Making Services Work for Poor People”. It provides a practical framework for making the services that contribute to ‘human development work’ for poor people. The report included services that have the most direct link with human development – education, health, water, sanitation, and electricity.

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EDUCATION in Africa has a history reaching back many centuries. Certainly the achievements of the ancient civilizations of Egypt and Ethiopia are well known. Then, early in the first millennium of the Common Era, the Moors and other peoples on the northern fringe of Africa made notable contributions to world education and culture. And during the past 1,000 years the Saharan and sub-Saharan peoples had several centers of learning—Timbuktu, Agadez, Gao, Katsina and Borno, where books written in Arabic were in great demand.

More than 800 years ago at Timbuktu, in Mali, colleges provided advanced education. Katsina, in northern Nigeria, has been a center of learning since before the sixteenth century. It was there that, about 200 years ago, Muhammed ibn Muhammed became noted as a specialist in numerology.

The aforementioned cities were dominated by Moslem culture, and mosques were the centers of learning. However, the cost of learning under the tutorship of the mallams was very high and so few persons could afford it. The educated minority exercised tremendous influence, and were the key administrators, lawyers and clerks. But the majority remained illiterate.

In the non-Moslem, sub-Saharan cultures, education was largely nonliterate, by oral instruction rather than by use of reading material. Educational systems varied from tribe to tribe, and there were different degrees and levels of training, depending on the social and cultural development of a particular tribe. The training covered a fairly wide range, with specialized instruction at different age levels. Each educational system had specific forms of preparation for the roles of individuals in society. A look at the system of education among the Yorubas in precolonial Nigeria illustrates this.

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