Comparison of Teacher Education Programmes in Pakistan UK

Comparison of Teacher Education Programmes in Pakistan UK Comparative Analysis of Teacher Education Programmes in Pakistan UK CHAPTER 1 INTRODUCTION Background of the Study The overall development status of every country depends upon the standard of education prevalent across that country. It is an era of knowledge based economies, and countries failing in education find it hard to catch up with the developed world. In other words a countrys economic and cultural future as well as its scientific and technological growth owe to the academic standards being maintained by the teachers in its educational institutions. Thus teachers contributions are well acknowledged as builders of the nation and molders of personalities. In fact the key player of every educational system is the teacher, who is considered the backbone of the entire system all over the world, and a pivot around which the whole education system revolves. Teacher is the major implementer of all educational reforms at the grass root level. Teaching without doubt is considered one of the very noble professions. It offers constant intellectual challenges, acknowledgement, respect in the society a nd above all the opportunity to mould the personalities of a big majority of youth. This centrality qualifies teachers to be the crucial position holders in creating impact on all aspects of students personalities. They are the teachers who bring about positive behavioural changes in students by grooming and developing their personalities. That is why it is necessary that they should be adequately equipped with skills and abilities that would enable them to play an effective role in human development both from national and global perspectives. The Indian Education Commission 1964-66, as observed by Sheikh M.A (1998)[1] had ranked the quality and competence of the teachers as the most important factor determining the quality of education significantly contributing to the national development. Nothing is more important than securing a sufficient supply of high quality recruits to the teaching profession, providing them with the best possible professional preparation and creating satisfactory conditions of work in which they can be fully effective.† However, this central position, demands great care and attention in the education and training of teachers, who develop and enable students meet effectively the challenges of present and future. Ascertaining the effectiveness of these trainings asks for the analysis of teacher education programs in the social context of every country socio economic, cultural and historic factors substantially influence its nature and value. Concept of Teacher Education Teacher education is a discipline and sub sector of education with its distinct pre service and in service forms. It equips prospective and in service teachers with information, knowledge and pedagogical skills to help reform their attitudes and behaviour to the profession of education. The key objective is to facilitate the transfer of knowledge (cognitive, affective and psychomotor) to students and to build their character and personalities. In other words teacher education refers to the policies and procedures designed to equip teachers with the knowledge, attitudes, behaviours and skills they require to perform their tasks effectively in the school and classroom. (Wikipedia, 09) [2] According to Sheikh M.A (1998), teacher education encompasses acquiring all that knowledge, skills and abilities which are relevant to the life of a â€Å"teacher as a teacher† It reshapes the attitudes, remodels the habits, and develops the personalities of teachers. Need for Teacher Education Teachers general education and professional training both require utmost care and attention, as whatever is acquired by them is transferred to their students with high multiple effects. The present has witnessed and is still experiencing a rapidly but positively changing scenario of processes and procedures of teacher training. New innovative methods are continuously being added to the already practiced traditional pedagogical techniques. Acquainting with these developments to the point of mastery is needed for the promotion and maintenance of good teaching learning standards. Good quality teacher education about these key elements paves the way of the development of the education system in the long run. Teachers are the layers of the foundations of future citizens, hence need to be educated with futuristic perspective, so that they can develop the personalities of their students, not only as per present requirements but also for the years to come, accommodating the new trends from the global outlook. This is very important as teacher is one of the key agents of change in all communities and a service provider as per needs of the future. Changes are taking place not only at national but also at international level. With every passing day distances are shrinking and communities are coming closer to each other affecting each others practices of life. Purpose of Teacher Education The purpose of teacher education primarily is to equip prospective teachers not only with suitable aptitudes for teaching but also with appropriate skills and abilities required to make them effective and efficient professionals. Through different theoretical and practical activities, they are helped to understand not only the philosophical, psychological, and sociological basis of teaching, but also the relationship of education with the society and its values through teaching and learning processes. The process of formal teacher education can help the prospective teachers minimize the troubles and save the students from the wastages of hit and trial. Appropriately rendered teacher education, provides ample opportunities to would be teachers to understand the nature of teaching; to envisage responsibilities of a teacher; to discover that to be a teacher is much more than learning by heart the philosophies and theories of learning; and to comprehend the practical implications of the pedagogical strategies. It is learnt that the profession of teaching is in fact facilitating the acquisition and retention of knowledge, values, skills and right attitudes for successful life that can initiate and promote positive changes in the society. Keeping this in view teacher education, through teacher-preparatory years focuses on the development of abilities and skills that would not only make them capable teachers but will enable them to discharge duties effectively, take initiatives, motivate students and facilitate learning. With the belief that practice makes one perfect, students during teacher education phase are given the opportunity to teach or instruct and receive constant guidance and encouragement during practical delivery, in order to strengthen good habits and to overcome the pedagogical weaknesses. Phases of Teacher Education Farrant, J. S. (1990)[3], observed that since the dawn of the twenty first century teacher education in developed countries remained divided into three phases: 1) Initial Teacher Education 2) Induction 3) Continuing Teacher Education 1) Initial teacher training / education This education pertains to the training that is undertaken before formally starting the teaching profession. It is a pre-service course done before entering the classroom as a fully responsible teacher. It is usually provided in education colleges and education departments of universities where the student teachers are introduced to the knowledge and skills needed to be professional teachers. The students are formally taught the important components of this profession including aims of education, history of education, perspectives of education, modern approaches to learning, assessment and evaluation of learning and basics of curriculum development, educational psychology, philosophy and pedagogy. It also provides first hand experience of the practical aspects of the teaching profession. It usually takes a year or so and culminates into a certificate or a degree. 2) Induction This informal phase begins when a student teacher changes from being a part time, visiting student teacher to a full time adequately responsible professional. Basically induction refers to the process of providing on the job guidance and support to the teachers during the first few months of teaching or the first year of the professional career. In countries like UK, during induction the teacher is on probation, and receives guidance and supervision formally by the teacher-tutor, and informally from all other colleagues head teacher. The work load during this phase of education is reduced in order to provide time and opportunity for guidance, reflection and grooming. This is a transitional phase from being a student to being a full time teacher. 3) Teachers continuous professional development It is an in-service process for professional refinement of practicing teachers. It is a life long process in which efforts are made to improve and polish up the potentials of the teachers. It includes professional trainings like workshops, short courses and seminars. This is usually formally arranged by good schools or can be self directed through reading of professional books, discussions with colleagues, benefiting from on line courses, or attending training workshops, conferences, and symposiums. With the passage of time, all institutions have started to value in service training of teachers more and more; and are regularly arranging training programs of different durations for their teachers. These trainings are sometimes general in nature for the improvement of the overall teaching methodologies, and sometimes focused on improving specific subject-teaching skills, enabling teachers master innovative concepts recently incorporated in the existing curriculum. Such in service trainings are usually taken up in anticipation for the expected promotions. Usefulness of Comparing Teacher Education Systems Sodhi (1993)[4] documented, â€Å"Comparative education is a popular educational venture and is considered very useful in countries like USA, UK, Russia and even India. It is considered so, as education has been recognized an investment for development of human resources, which is in fact the development of human capital formation. All people engaged in the field of education have much to learn from the policies and educational practices of other lands. Apparently the educational system of a country grows out of the historical background, economic and social conditions, geographical features and political systems and no country is in a position to totally adopt the educational patterns of another country as such. But lessons can be learnt, and successful practices can be adopted to meet the needs from the angle it looks upon them.† With advancement in technology and with communication explosion, the geographical distances are shrinking and people are coming closer to each other. The similarities caused by science and technology are overpowering the differences resulting from cultural diversities. The fact suggested by increasing similarities is that different nations of the worldwhich looks like a global village now, can learn a lot from each others experiences and progress to save time, energy and resources required for the ‘try and learn activities. The knowledge about the successes and failures of other systems can be very awakening and beneficial in comprehending ones own educational problems. The backwardness or advancement of ones own system can be ascertained only through analytical comparison, particularly with those of the economically and educationally advanced countries. In spite of increased investment in education sector, Pakistan has not yet achieved its target of UPE (Universal Primary Education) set in 1960 that was to be achieved by 1980. Analysis of the educational status of Pakistan reveals that a reasonable progress has been made by it since independence. At that time not even a million students were studying in schools, whereas now more than twelve million children are in schools. But at the same time due to a very high population growth rate, more than twelve million school age children are out of school, doing jobs or just doing nothing. The recent comparisons with the educational situation in China and India show that Pakistan is still far behind than the more thickly populated neighbouring countries, where China with literacy rate of 90% and India with 65% are substantially ahead of Pakistan. The situation of full enrollment which is a far cry is further aggravated by an alarmingly high rate of dropouts. Female literacy rate is abysmall y low, and education of females and rural population at all levels is much underrepresented. As the population is growing at a geometrical rate, the need for more schools and for more and better teachers has risen substantially. With increased focus on the quantitative expansion necessitated by substantial raises in population, the qualitative dimension of teacher education in Pakistan has not received adequate attention, resulting in passing out of scores of teachers from different teacher education institutions with inadequate grip over the content and teaching methodologies. This demands special focus to improve the status of teacher education, by learning through analysis and comparison with education systems that are progressing and delivering well in other countries of the world. As the education system has grown over years, the number of teachers has also shown increases, but it is still far from being adequate, particularly for subjects like science and mathematics. Along with this teacher education programs in Peshawar based teacher education institutions like other similar institutions of Pakistan have some critical deficiencies, which are hampering their effectiveness. Some of those were summarized by Asia and the Pacific Program of Educational Innovation for Development (APIED)(1987)[5], and are reproduced hereunder: i) Short duration of teacher training programs ii) Minimal interaction of trainee teachers at schools iii) Outmoded methods of teaching and evaluation iv) Shortage of audio visual aids and other educational equipment in teacher training institutions. v) Deficiency of supplementary reading material/professional magazines/ research journals vi) Lack of co ordination among training institutions. vii) Absence of incentives for prospective teachers These and similar other deficiencies ask for keen analysis of the local system and for its comparison with better performing systems. The best way to analytically compare any two teacher education systems, as highlighted by Galambos C. Eva, (1986) [6] would be to find out: 1) How the two systems strengthen subject area preparation? 2) How long and adequate is the duration of pre service training of teachers? 3) How theory and practice address better inclusion of the practice of teaching in learning to teach effectively and efficiently? 4) What level of general education would be necessary for all prospective teachers? and 5) What major and minor subjects would be preferred as most supportive for the profession of teaching? In order to survive successfully in the global community, and to bring the indigenous teacher education at the international level it would seem pertinent to critically analyze the local prevailing teacher education programs and to compare them with one of the educationally advanced countries, like that of the United Kingdom, which had laid the foundation of the existing education system in the sub-continent during the colonial rule. Education System in Pakistan Education in Pakistan comes in the domain of the responsibilities of the provinces. However the Federal government is responsible for over viewing Pakistans entire system of education, and is assisted by the provincal ministries and departments of education in all the provinces. The Federal Ministry of Education (MOE) deals with policy-making, curriculum development, accreditation and coordination as an advisory authority, along with the direct administration of the educational institutions situated in and around the capital. Education up to Secondary level is provided by public and private schools, and by Islamic madrasahs, (the faith schools). Education provided at the public/government schools is free of cost, but in the private sector institutions educational expenses are borne by the parents for the purpose of good quality of education. Provincial governments overview and administer all the Universities which are financed by the Federal government through the Higher Education Commission (HEC). Both public and private universities and other higher education institutions are overviewed by HEC for the planning, development and granting of charters. The academic progress of these institutions is coordinated, reviewed and evaluated by the HEC. Primary Education Primary education begins at five years of age and is completed in five years. The medium of instruction at the government schools is either Urdu or the regional language and is English at the private educational institutions. The curriculum revolves around Reading, Writing, Arithmetic, General science, Social studies, Islamic studies, and Physical training. Secondary Education Secondary Education comprises of three stages: a three-year stage of middle level education; other two-year of secondary education; and a further two-year of higher secondary education at intermediate and degree colleges. At the Middle level, (Grades VI to VIII), at ages 11-13, compulsory subjects of Urdu, English, Mathematics, Social Studies and Islamic studies are studied and students are examined on terminal and annual basis. In Grades IX and X at ages 14 and 15 studies are divided into streams of Science and Humanities, and externally examined by the Board of Intermediate and Secondary Education to award Secondary School Certificate on successful completion of ten years of education. However, Intermediate or Higher Secondary Education stream involves studies of Grade XI and XII either in Science or Humanities at the ages of 16 and 17, with external examination and certification by the Board of Intermediate and Secondary Education. Many students in the private sector opt for the examination of (GCE) General Certificate of Education. Madrassahs / Madaris: (Religious Schools) The madaris, operating simultaneously with regular schools are fewer in number as compared to the public and private schools. These provide Islamic education through Urdu and Arabic as languages of Instruction. The key features of the curriculum are the study of the Holy Quran and Hadith (teachings of the prophet Muhammad p.b.u.h). Enrollment and boarding lodging facilities are mostly free of charge, although in some cases they receive grants from the federal government. The primary level institutions called maktabs, are usually attachments of mosques, and provide basic Islamic education focusing on the reading and learning the holy Quran by heart. Secondary school madrasahs deal with the higher level of Islamic education. For better standards of education and in order to integrate the Islamic and formal education systems, the formal schools curriculum of English, mathematics, general science and computer Science are now studied compulsorily at all madaris. Madrasahs are largely self-governing and independent. The official regulatory and certificates/Sanads awarding bodies include ‘Jamea-tus Safiya ‘Wafaq-ul-Madaris, and ‘Tanzeem-ul-Madaris. Different madrasah levels correspond to the formal system, like ‘Tajweed wa Qiraat Ibtidaya is equal to primary schooling, ‘Mutawassita is at par with Middle level, ‘Saniya Aama is equated with Secondary School Certificate, and ‘Saniya Khasa to the Higher Secondary School Certificate, after which the students are eligible to continue higher education at Madrasah or at Universities of the formal sector. Vocational / Technical Secondary Education Nearly all vocational schools run both certificate and diploma programmes. The duration of certificate courses is one year and that of diplomas is two years, in various trades at the secondary level (Grades IX and X) leading to the Secondary School Certificate in technical education; qualifying students to continue their education at Technical Institutes of higher education. Higher Education At the time of partition in 1947 the country had only one University, the Punjab University. Now as of 2008-2009 Pakistan, according to Higher Education Commission of Pakistan (HEC), there are 124 recognized Universities in the country, 68 of these universities are public sector universities and 56 are from the private sector. The guidelines for charter and operations of Universities are issued by the HEC. For standardization, all degree-granting higher education programmes are assessed by HEC. With English as medium of Instruction the Higher Secondary School Certificate, a pass in the entry test, are the essential pre requisites for admission to the study at the university. University Higher Education Stage I: A Bachelors Degree is awarded after two years of formal education and with honours after three years of fulltime study in humanities, sciences or commerce. Four years of formal education is required for Bachelors degrees in engineering, pharmacy computer science, whereas five years are needed for Bachelors in medicine. Stage II: Two years of study after the bachelors degree and one year after the honors bachelors degree leads to the acquisition of Masters Degree Stage III: A minimum of four to five years of study beyond masters degree leads to the doctoral degree. But the duration of study is five to seven years for programmes like the Doctor of Literature (DLitt), Doctor of Science (DSc) and Doctor of Law (LLD). Higher Education (Non University) Polytechnics, technical and commercial institutes and colleges provide non-university higher education comprising programmes of two or three years leading to certificates and diplomas in commercial and technical fields, awarded by Provincial Boards of Technical Education. Teacher Education Programs at Pakistan Primary School Teachers Teacher training at the post secondary level takes place in Regional Institutes of Teacher Education (RITE), and at the Allama Iqbal Open University Islamabad for a one-year program known as the Primary Teaching Certificate. In addition, prospective teachers are also prepared at the private sector institutions affiliated or enlisted with universities of public or private sector. Secondary School Teachers Government training institutes of education and different affiliated colleges in private sector train teachers for the secondary school level. They are awarded a Certificate of Teaching (CT) for one year study after passing the examination of Higher Secondary School Certificate. Teacher Education at Universities The prospective teachers aspiring to teach at the higher secondary school level study for one year at the Education Colleges for the Bachelor of Education (B.Ed.) degree, after two-year bachelors of Arts or Science (BA/BSc) education. Teachers possessing B.Ed degree are eligible to teach at the Secondary school level. Masters of Education (M.Ed) is a one year university education after completion of B.Ed. Policy Priorities for Teacher Education All the National Education Policies of Pakistan have accorded great importance to teacher education. The 1959 Commission on National Education stressed upon the necessity of adequate pre service teacher education gave recommendations about functions of teachers in a university and about selection and promotion of teachers. The Education Policy 1972-80 estimated the teacher producing capacity of then existing 12 teacher training colleges and 55 teacher education institutions in Pakistan, to be four thousand which was much less than the estimated demand of three hundred thousand additionally required teachers. It recommended the introduction of Education subject at Secondary, Higher Secondary and Degree level and students qualifying these subjects were suggested to be taken as primary, middle and high level teachers. Relaxation of training requirements for women teachers in special cases was recommended in order to increase the number of women teachers. An academy for teachers and educ ational Administrators training was recommended to be set up. The outdated nature of the teacher training courses was admitted, and their revision was recommended, along with this preparation of model standard textbooks for teacher trainees were advised. The National Education Policy 1979 had vividly valued the significant role of teachers in the effective implementation of the education policies. It was asserted that teacher is the pivot of the entire educational system. In order to promote pre-service teacher education, all the Primary Teacher Training Institutions were planned to be upgraded to Colleges of Elementary Education. An Academy of Higher Education was approved to be established to provide in-service and pre-service training to the College and University teachers. Another Academy for Educational Planning and Management was also established to provide opportunities of training to administrators and supervisors working at different levels of the educational system. This National Education Policy envisaged that every teacher would be expected to undergo one in-service course during five-year cycle of his/her service. A system of National Awards for best teachers was planned to be instituted. Every year ten teachers of vario us levels and categories were planned to receive these awards from the President of Pakistan at national level. Similar awards were planned to be given to selected teachers by the respective provincial governors. The Sixth five Year Plan (1983-88), earmarked sixty million rupees for the teacher education programs to establish additional primary and secondary teacher training institutes and to enhance the training capacity of the existing primary and secondary teacher training institutions, and departments of Education at the Universities. This plan was unique in the sense that it allocated special funds categorically for the teacher education programs. Prior to this the trend of blanket approval was in practice and the badly needed requisite improvement in the standard of teachers could not be facilitated. The incremental allocation, as given in the following table reflected the increased importance accorded to teacher education. Table: 1.1 The Sixth Five Year Plans (1983-1988) Allocations for Teacher Education Year Recurring Expenditure Developmental Expenditure (in million rupees) 1983-84 12 16 1984-85 14 20 1985-86 18 27 1986-87 20 32 1987-88 24 38 Total 88 133 The Seventh Five-Year Plan (1988-93) identified a number of shortcomings in the teacher training programs, which included the irrelevancy of curriculum for PTC and CT; the inadequacy of the training duration, of in service training, and lack of good career prospects due to which good students were not attracted to the profession of teaching. It was proposed to improve the efficiency of teachers by gradually raising the minimum qualification, revitalizing the teacher training programmes, continuous in-service education and providing better career proposals to teachers. The Ninth Five-Year Plan focused upon the strengthening of one hundred and twenty then available teacher training institutes. The high priority attached to the promotion and facilitation of teacher education as envisaged in the above mentioned policies and plans spoke of the importance accorded to teacher education by all the governments of Pakistan. Entry Qualification The requisite entry qualifications into the teaching profession at different levels are as follows: a) Primary Level (I-V) : Matriculation + one year teaching certificate (PTC) b) Middle Level (VI-VIII) : Intermediate + one year teaching certificate (CT) and, c) Secondary Level (IX-X) : B.A/B.Sc + one year Bachelor of Edu. degree course/B.Ed Non Formal Teacher Education Allama Iqbal Open University (AIOU) is offering non formal teacher training courses for both male and female students living in the far away areas of the country. These programs are substantially contributing to the provision of trained teachers. United Kingdoms System of Education In Britain compulsory schooling takes place between the ages of five and sixteen. The over riding objectives of the governments education policies are to raise standards at all levels of ability, increase parental choice, make further and higher education more widely accessible and more responsive to the needs of the economy, and to achieve the best possible returns from the resources invested in the education service. (Britain 1990) [7] Parents are legally bound to ensure that their children aged five to sixteen regularly receive efficient full time education. Most students receive free education financed from public funds, and a small proportion attends private schools independent of public financial support. Pupils follow a common curriculum leading to the General Certificate of Secondary Education (GCSE) and Vocational Certificate of Secondary Education (VCSE). Students are allowed to select a number of GCSEs, VCSEs as per their personal preferences and aptitudes. Quite a few sch ools cater for the educational needs of the students for additional two years till they sit for the Advanced Level of General Certificate of Education. (GCE A Levels) Primary and Secondary Schools Ninety percent of boys and girls are taught together in most primary schools. Most independent/private fee-charging schools are mixed at the primary level and single-gender at the secondary level. These schools are registered with, and inspected by the government and governed by an independent board. No fees are charged in government schools, which are governed by the Local Education Authorities (LEA). There is no statutory requirement to provide education for the under-fives, but nursery education is well established now. Compulsory education begins at five at infant schools and at seven they go to junior/primary schools. The average age of passing out from primary school and entry into secondary school is eleven years. Schools are organized in a number of ways including secondary schools with age range, from 11 to 18; middle schools whose students move on to senior comprehensive schools at the age of 12 to 16. Tertiary colleges offer a full range of vocational and academic courses for students over 16. Examinations At the completion of the secondary education at UK, at the age of sixteen, secondary school students appear for the General Certificate of Secondary Education (GCSE). This examination in order to raise the standard of performance has replaced General Certificate of Education (GCE), Ordinary Level (O Level), and the Certificate of Secondary Education (CSE) since 1988. GCSE examination is taken after five years of Secondary Education and evaluated at a seven point scale of grades, A to G. The GCSE Advanced level (A Level) examination is taken after two years of further study. Its successful completion qualifies the student for induction into universities. Educational Standards Her Majestys inspectors report to ministers on the quality of education provided at all schools colleges and universities. They also advise the Local Education Authorities (LEA) and the government, and publish the reports. LEAs also employ inspectors or advisers to gu Comparison of Teacher Education Programmes in Pakistan UK Comparison of Teacher Education Programmes in Pakistan UK Comparative Analysis of Teacher Education Programmes in Pakistan UK CHAPTER 1 INTRODUCTION Background of the Study The overall development status of every country depends upon the standard of education prevalent across that country. It is an era of knowledge based economies, and countries failing in education find it hard to catch up with the developed world. In other words a countrys economic and cultural future as well as its scientific and technological growth owe to the academic standards being maintained by the teachers in its educational institutions. Thus teachers contributions are well acknowledged as builders of the nation and molders of personalities. In fact the key player of every educational system is the teacher, who is considered the backbone of the entire system all over the world, and a pivot around which the whole education system revolves. Teacher is the major implementer of all educational reforms at the grass root level. Teaching without doubt is considered one of the very noble professions. It offers constant intellectual challenges, acknowledgement, respect in the society a nd above all the opportunity to mould the personalities of a big majority of youth. This centrality qualifies teachers to be the crucial position holders in creating impact on all aspects of students personalities. They are the teachers who bring about positive behavioural changes in students by grooming and developing their personalities. That is why it is necessary that they should be adequately equipped with skills and abilities that would enable them to play an effective role in human development both from national and global perspectives. The Indian Education Commission 1964-66, as observed by Sheikh M.A (1998)[1] had ranked the quality and competence of the teachers as the most important factor determining the quality of education significantly contributing to the national development. Nothing is more important than securing a sufficient supply of high quality recruits to the teaching profession, providing them with the best possible professional preparation and creating satisfactory conditions of work in which they can be fully effective.† However, this central position, demands great care and attention in the education and training of teachers, who develop and enable students meet effectively the challenges of present and future. Ascertaining the effectiveness of these trainings asks for the analysis of teacher education programs in the social context of every country socio economic, cultural and historic factors substantially influence its nature and value. Concept of Teacher Education Teacher education is a discipline and sub sector of education with its distinct pre service and in service forms. It equips prospective and in service teachers with information, knowledge and pedagogical skills to help reform their attitudes and behaviour to the profession of education. The key objective is to facilitate the transfer of knowledge (cognitive, affective and psychomotor) to students and to build their character and personalities. In other words teacher education refers to the policies and procedures designed to equip teachers with the knowledge, attitudes, behaviours and skills they require to perform their tasks effectively in the school and classroom. (Wikipedia, 09) [2] According to Sheikh M.A (1998), teacher education encompasses acquiring all that knowledge, skills and abilities which are relevant to the life of a â€Å"teacher as a teacher† It reshapes the attitudes, remodels the habits, and develops the personalities of teachers. Need for Teacher Education Teachers general education and professional training both require utmost care and attention, as whatever is acquired by them is transferred to their students with high multiple effects. The present has witnessed and is still experiencing a rapidly but positively changing scenario of processes and procedures of teacher training. New innovative methods are continuously being added to the already practiced traditional pedagogical techniques. Acquainting with these developments to the point of mastery is needed for the promotion and maintenance of good teaching learning standards. Good quality teacher education about these key elements paves the way of the development of the education system in the long run. Teachers are the layers of the foundations of future citizens, hence need to be educated with futuristic perspective, so that they can develop the personalities of their students, not only as per present requirements but also for the years to come, accommodating the new trends from the global outlook. This is very important as teacher is one of the key agents of change in all communities and a service provider as per needs of the future. Changes are taking place not only at national but also at international level. With every passing day distances are shrinking and communities are coming closer to each other affecting each others practices of life. Purpose of Teacher Education The purpose of teacher education primarily is to equip prospective teachers not only with suitable aptitudes for teaching but also with appropriate skills and abilities required to make them effective and efficient professionals. Through different theoretical and practical activities, they are helped to understand not only the philosophical, psychological, and sociological basis of teaching, but also the relationship of education with the society and its values through teaching and learning processes. The process of formal teacher education can help the prospective teachers minimize the troubles and save the students from the wastages of hit and trial. Appropriately rendered teacher education, provides ample opportunities to would be teachers to understand the nature of teaching; to envisage responsibilities of a teacher; to discover that to be a teacher is much more than learning by heart the philosophies and theories of learning; and to comprehend the practical implications of the pedagogical strategies. It is learnt that the profession of teaching is in fact facilitating the acquisition and retention of knowledge, values, skills and right attitudes for successful life that can initiate and promote positive changes in the society. Keeping this in view teacher education, through teacher-preparatory years focuses on the development of abilities and skills that would not only make them capable teachers but will enable them to discharge duties effectively, take initiatives, motivate students and facilitate learning. With the belief that practice makes one perfect, students during teacher education phase are given the opportunity to teach or instruct and receive constant guidance and encouragement during practical delivery, in order to strengthen good habits and to overcome the pedagogical weaknesses. Phases of Teacher Education Farrant, J. S. (1990)[3], observed that since the dawn of the twenty first century teacher education in developed countries remained divided into three phases: 1) Initial Teacher Education 2) Induction 3) Continuing Teacher Education 1) Initial teacher training / education This education pertains to the training that is undertaken before formally starting the teaching profession. It is a pre-service course done before entering the classroom as a fully responsible teacher. It is usually provided in education colleges and education departments of universities where the student teachers are introduced to the knowledge and skills needed to be professional teachers. The students are formally taught the important components of this profession including aims of education, history of education, perspectives of education, modern approaches to learning, assessment and evaluation of learning and basics of curriculum development, educational psychology, philosophy and pedagogy. It also provides first hand experience of the practical aspects of the teaching profession. It usually takes a year or so and culminates into a certificate or a degree. 2) Induction This informal phase begins when a student teacher changes from being a part time, visiting student teacher to a full time adequately responsible professional. Basically induction refers to the process of providing on the job guidance and support to the teachers during the first few months of teaching or the first year of the professional career. In countries like UK, during induction the teacher is on probation, and receives guidance and supervision formally by the teacher-tutor, and informally from all other colleagues head teacher. The work load during this phase of education is reduced in order to provide time and opportunity for guidance, reflection and grooming. This is a transitional phase from being a student to being a full time teacher. 3) Teachers continuous professional development It is an in-service process for professional refinement of practicing teachers. It is a life long process in which efforts are made to improve and polish up the potentials of the teachers. It includes professional trainings like workshops, short courses and seminars. This is usually formally arranged by good schools or can be self directed through reading of professional books, discussions with colleagues, benefiting from on line courses, or attending training workshops, conferences, and symposiums. With the passage of time, all institutions have started to value in service training of teachers more and more; and are regularly arranging training programs of different durations for their teachers. These trainings are sometimes general in nature for the improvement of the overall teaching methodologies, and sometimes focused on improving specific subject-teaching skills, enabling teachers master innovative concepts recently incorporated in the existing curriculum. Such in service trainings are usually taken up in anticipation for the expected promotions. Usefulness of Comparing Teacher Education Systems Sodhi (1993)[4] documented, â€Å"Comparative education is a popular educational venture and is considered very useful in countries like USA, UK, Russia and even India. It is considered so, as education has been recognized an investment for development of human resources, which is in fact the development of human capital formation. All people engaged in the field of education have much to learn from the policies and educational practices of other lands. Apparently the educational system of a country grows out of the historical background, economic and social conditions, geographical features and political systems and no country is in a position to totally adopt the educational patterns of another country as such. But lessons can be learnt, and successful practices can be adopted to meet the needs from the angle it looks upon them.† With advancement in technology and with communication explosion, the geographical distances are shrinking and people are coming closer to each other. The similarities caused by science and technology are overpowering the differences resulting from cultural diversities. The fact suggested by increasing similarities is that different nations of the worldwhich looks like a global village now, can learn a lot from each others experiences and progress to save time, energy and resources required for the ‘try and learn activities. The knowledge about the successes and failures of other systems can be very awakening and beneficial in comprehending ones own educational problems. The backwardness or advancement of ones own system can be ascertained only through analytical comparison, particularly with those of the economically and educationally advanced countries. In spite of increased investment in education sector, Pakistan has not yet achieved its target of UPE (Universal Primary Education) set in 1960 that was to be achieved by 1980. Analysis of the educational status of Pakistan reveals that a reasonable progress has been made by it since independence. At that time not even a million students were studying in schools, whereas now more than twelve million children are in schools. But at the same time due to a very high population growth rate, more than twelve million school age children are out of school, doing jobs or just doing nothing. The recent comparisons with the educational situation in China and India show that Pakistan is still far behind than the more thickly populated neighbouring countries, where China with literacy rate of 90% and India with 65% are substantially ahead of Pakistan. The situation of full enrollment which is a far cry is further aggravated by an alarmingly high rate of dropouts. Female literacy rate is abysmall y low, and education of females and rural population at all levels is much underrepresented. As the population is growing at a geometrical rate, the need for more schools and for more and better teachers has risen substantially. With increased focus on the quantitative expansion necessitated by substantial raises in population, the qualitative dimension of teacher education in Pakistan has not received adequate attention, resulting in passing out of scores of teachers from different teacher education institutions with inadequate grip over the content and teaching methodologies. This demands special focus to improve the status of teacher education, by learning through analysis and comparison with education systems that are progressing and delivering well in other countries of the world. As the education system has grown over years, the number of teachers has also shown increases, but it is still far from being adequate, particularly for subjects like science and mathematics. Along with this teacher education programs in Peshawar based teacher education institutions like other similar institutions of Pakistan have some critical deficiencies, which are hampering their effectiveness. Some of those were summarized by Asia and the Pacific Program of Educational Innovation for Development (APIED)(1987)[5], and are reproduced hereunder: i) Short duration of teacher training programs ii) Minimal interaction of trainee teachers at schools iii) Outmoded methods of teaching and evaluation iv) Shortage of audio visual aids and other educational equipment in teacher training institutions. v) Deficiency of supplementary reading material/professional magazines/ research journals vi) Lack of co ordination among training institutions. vii) Absence of incentives for prospective teachers These and similar other deficiencies ask for keen analysis of the local system and for its comparison with better performing systems. The best way to analytically compare any two teacher education systems, as highlighted by Galambos C. Eva, (1986) [6] would be to find out: 1) How the two systems strengthen subject area preparation? 2) How long and adequate is the duration of pre service training of teachers? 3) How theory and practice address better inclusion of the practice of teaching in learning to teach effectively and efficiently? 4) What level of general education would be necessary for all prospective teachers? and 5) What major and minor subjects would be preferred as most supportive for the profession of teaching? In order to survive successfully in the global community, and to bring the indigenous teacher education at the international level it would seem pertinent to critically analyze the local prevailing teacher education programs and to compare them with one of the educationally advanced countries, like that of the United Kingdom, which had laid the foundation of the existing education system in the sub-continent during the colonial rule. Education System in Pakistan Education in Pakistan comes in the domain of the responsibilities of the provinces. However the Federal government is responsible for over viewing Pakistans entire system of education, and is assisted by the provincal ministries and departments of education in all the provinces. The Federal Ministry of Education (MOE) deals with policy-making, curriculum development, accreditation and coordination as an advisory authority, along with the direct administration of the educational institutions situated in and around the capital. Education up to Secondary level is provided by public and private schools, and by Islamic madrasahs, (the faith schools). Education provided at the public/government schools is free of cost, but in the private sector institutions educational expenses are borne by the parents for the purpose of good quality of education. Provincial governments overview and administer all the Universities which are financed by the Federal government through the Higher Education Commission (HEC). Both public and private universities and other higher education institutions are overviewed by HEC for the planning, development and granting of charters. The academic progress of these institutions is coordinated, reviewed and evaluated by the HEC. Primary Education Primary education begins at five years of age and is completed in five years. The medium of instruction at the government schools is either Urdu or the regional language and is English at the private educational institutions. The curriculum revolves around Reading, Writing, Arithmetic, General science, Social studies, Islamic studies, and Physical training. Secondary Education Secondary Education comprises of three stages: a three-year stage of middle level education; other two-year of secondary education; and a further two-year of higher secondary education at intermediate and degree colleges. At the Middle level, (Grades VI to VIII), at ages 11-13, compulsory subjects of Urdu, English, Mathematics, Social Studies and Islamic studies are studied and students are examined on terminal and annual basis. In Grades IX and X at ages 14 and 15 studies are divided into streams of Science and Humanities, and externally examined by the Board of Intermediate and Secondary Education to award Secondary School Certificate on successful completion of ten years of education. However, Intermediate or Higher Secondary Education stream involves studies of Grade XI and XII either in Science or Humanities at the ages of 16 and 17, with external examination and certification by the Board of Intermediate and Secondary Education. Many students in the private sector opt for the examination of (GCE) General Certificate of Education. Madrassahs / Madaris: (Religious Schools) The madaris, operating simultaneously with regular schools are fewer in number as compared to the public and private schools. These provide Islamic education through Urdu and Arabic as languages of Instruction. The key features of the curriculum are the study of the Holy Quran and Hadith (teachings of the prophet Muhammad p.b.u.h). Enrollment and boarding lodging facilities are mostly free of charge, although in some cases they receive grants from the federal government. The primary level institutions called maktabs, are usually attachments of mosques, and provide basic Islamic education focusing on the reading and learning the holy Quran by heart. Secondary school madrasahs deal with the higher level of Islamic education. For better standards of education and in order to integrate the Islamic and formal education systems, the formal schools curriculum of English, mathematics, general science and computer Science are now studied compulsorily at all madaris. Madrasahs are largely self-governing and independent. The official regulatory and certificates/Sanads awarding bodies include ‘Jamea-tus Safiya ‘Wafaq-ul-Madaris, and ‘Tanzeem-ul-Madaris. Different madrasah levels correspond to the formal system, like ‘Tajweed wa Qiraat Ibtidaya is equal to primary schooling, ‘Mutawassita is at par with Middle level, ‘Saniya Aama is equated with Secondary School Certificate, and ‘Saniya Khasa to the Higher Secondary School Certificate, after which the students are eligible to continue higher education at Madrasah or at Universities of the formal sector. Vocational / Technical Secondary Education Nearly all vocational schools run both certificate and diploma programmes. The duration of certificate courses is one year and that of diplomas is two years, in various trades at the secondary level (Grades IX and X) leading to the Secondary School Certificate in technical education; qualifying students to continue their education at Technical Institutes of higher education. Higher Education At the time of partition in 1947 the country had only one University, the Punjab University. Now as of 2008-2009 Pakistan, according to Higher Education Commission of Pakistan (HEC), there are 124 recognized Universities in the country, 68 of these universities are public sector universities and 56 are from the private sector. The guidelines for charter and operations of Universities are issued by the HEC. For standardization, all degree-granting higher education programmes are assessed by HEC. With English as medium of Instruction the Higher Secondary School Certificate, a pass in the entry test, are the essential pre requisites for admission to the study at the university. University Higher Education Stage I: A Bachelors Degree is awarded after two years of formal education and with honours after three years of fulltime study in humanities, sciences or commerce. Four years of formal education is required for Bachelors degrees in engineering, pharmacy computer science, whereas five years are needed for Bachelors in medicine. Stage II: Two years of study after the bachelors degree and one year after the honors bachelors degree leads to the acquisition of Masters Degree Stage III: A minimum of four to five years of study beyond masters degree leads to the doctoral degree. But the duration of study is five to seven years for programmes like the Doctor of Literature (DLitt), Doctor of Science (DSc) and Doctor of Law (LLD). Higher Education (Non University) Polytechnics, technical and commercial institutes and colleges provide non-university higher education comprising programmes of two or three years leading to certificates and diplomas in commercial and technical fields, awarded by Provincial Boards of Technical Education. Teacher Education Programs at Pakistan Primary School Teachers Teacher training at the post secondary level takes place in Regional Institutes of Teacher Education (RITE), and at the Allama Iqbal Open University Islamabad for a one-year program known as the Primary Teaching Certificate. In addition, prospective teachers are also prepared at the private sector institutions affiliated or enlisted with universities of public or private sector. Secondary School Teachers Government training institutes of education and different affiliated colleges in private sector train teachers for the secondary school level. They are awarded a Certificate of Teaching (CT) for one year study after passing the examination of Higher Secondary School Certificate. Teacher Education at Universities The prospective teachers aspiring to teach at the higher secondary school level study for one year at the Education Colleges for the Bachelor of Education (B.Ed.) degree, after two-year bachelors of Arts or Science (BA/BSc) education. Teachers possessing B.Ed degree are eligible to teach at the Secondary school level. Masters of Education (M.Ed) is a one year university education after completion of B.Ed. Policy Priorities for Teacher Education All the National Education Policies of Pakistan have accorded great importance to teacher education. The 1959 Commission on National Education stressed upon the necessity of adequate pre service teacher education gave recommendations about functions of teachers in a university and about selection and promotion of teachers. The Education Policy 1972-80 estimated the teacher producing capacity of then existing 12 teacher training colleges and 55 teacher education institutions in Pakistan, to be four thousand which was much less than the estimated demand of three hundred thousand additionally required teachers. It recommended the introduction of Education subject at Secondary, Higher Secondary and Degree level and students qualifying these subjects were suggested to be taken as primary, middle and high level teachers. Relaxation of training requirements for women teachers in special cases was recommended in order to increase the number of women teachers. An academy for teachers and educ ational Administrators training was recommended to be set up. The outdated nature of the teacher training courses was admitted, and their revision was recommended, along with this preparation of model standard textbooks for teacher trainees were advised. The National Education Policy 1979 had vividly valued the significant role of teachers in the effective implementation of the education policies. It was asserted that teacher is the pivot of the entire educational system. In order to promote pre-service teacher education, all the Primary Teacher Training Institutions were planned to be upgraded to Colleges of Elementary Education. An Academy of Higher Education was approved to be established to provide in-service and pre-service training to the College and University teachers. Another Academy for Educational Planning and Management was also established to provide opportunities of training to administrators and supervisors working at different levels of the educational system. This National Education Policy envisaged that every teacher would be expected to undergo one in-service course during five-year cycle of his/her service. A system of National Awards for best teachers was planned to be instituted. Every year ten teachers of vario us levels and categories were planned to receive these awards from the President of Pakistan at national level. Similar awards were planned to be given to selected teachers by the respective provincial governors. The Sixth five Year Plan (1983-88), earmarked sixty million rupees for the teacher education programs to establish additional primary and secondary teacher training institutes and to enhance the training capacity of the existing primary and secondary teacher training institutions, and departments of Education at the Universities. This plan was unique in the sense that it allocated special funds categorically for the teacher education programs. Prior to this the trend of blanket approval was in practice and the badly needed requisite improvement in the standard of teachers could not be facilitated. The incremental allocation, as given in the following table reflected the increased importance accorded to teacher education. Table: 1.1 The Sixth Five Year Plans (1983-1988) Allocations for Teacher Education Year Recurring Expenditure Developmental Expenditure (in million rupees) 1983-84 12 16 1984-85 14 20 1985-86 18 27 1986-87 20 32 1987-88 24 38 Total 88 133 The Seventh Five-Year Plan (1988-93) identified a number of shortcomings in the teacher training programs, which included the irrelevancy of curriculum for PTC and CT; the inadequacy of the training duration, of in service training, and lack of good career prospects due to which good students were not attracted to the profession of teaching. It was proposed to improve the efficiency of teachers by gradually raising the minimum qualification, revitalizing the teacher training programmes, continuous in-service education and providing better career proposals to teachers. The Ninth Five-Year Plan focused upon the strengthening of one hundred and twenty then available teacher training institutes. The high priority attached to the promotion and facilitation of teacher education as envisaged in the above mentioned policies and plans spoke of the importance accorded to teacher education by all the governments of Pakistan. Entry Qualification The requisite entry qualifications into the teaching profession at different levels are as follows: a) Primary Level (I-V) : Matriculation + one year teaching certificate (PTC) b) Middle Level (VI-VIII) : Intermediate + one year teaching certificate (CT) and, c) Secondary Level (IX-X) : B.A/B.Sc + one year Bachelor of Edu. degree course/B.Ed Non Formal Teacher Education Allama Iqbal Open University (AIOU) is offering non formal teacher training courses for both male and female students living in the far away areas of the country. These programs are substantially contributing to the provision of trained teachers. United Kingdoms System of Education In Britain compulsory schooling takes place between the ages of five and sixteen. The over riding objectives of the governments education policies are to raise standards at all levels of ability, increase parental choice, make further and higher education more widely accessible and more responsive to the needs of the economy, and to achieve the best possible returns from the resources invested in the education service. (Britain 1990) [7] Parents are legally bound to ensure that their children aged five to sixteen regularly receive efficient full time education. Most students receive free education financed from public funds, and a small proportion attends private schools independent of public financial support. Pupils follow a common curriculum leading to the General Certificate of Secondary Education (GCSE) and Vocational Certificate of Secondary Education (VCSE). Students are allowed to select a number of GCSEs, VCSEs as per their personal preferences and aptitudes. Quite a few sch ools cater for the educational needs of the students for additional two years till they sit for the Advanced Level of General Certificate of Education. (GCE A Levels) Primary and Secondary Schools Ninety percent of boys and girls are taught together in most primary schools. Most independent/private fee-charging schools are mixed at the primary level and single-gender at the secondary level. These schools are registered with, and inspected by the government and governed by an independent board. No fees are charged in government schools, which are governed by the Local Education Authorities (LEA). There is no statutory requirement to provide education for the under-fives, but nursery education is well established now. Compulsory education begins at five at infant schools and at seven they go to junior/primary schools. The average age of passing out from primary school and entry into secondary school is eleven years. Schools are organized in a number of ways including secondary schools with age range, from 11 to 18; middle schools whose students move on to senior comprehensive schools at the age of 12 to 16. Tertiary colleges offer a full range of vocational and academic courses for students over 16. Examinations At the completion of the secondary education at UK, at the age of sixteen, secondary school students appear for the General Certificate of Secondary Education (GCSE). This examination in order to raise the standard of performance has replaced General Certificate of Education (GCE), Ordinary Level (O Level), and the Certificate of Secondary Education (CSE) since 1988. GCSE examination is taken after five years of Secondary Education and evaluated at a seven point scale of grades, A to G. The GCSE Advanced level (A Level) examination is taken after two years of further study. Its successful completion qualifies the student for induction into universities. Educational Standards Her Majestys inspectors report to ministers on the quality of education provided at all schools colleges and universities. They also advise the Local Education Authorities (LEA) and the government, and publish the reports. LEAs also employ inspectors or advisers to gu

HR Management Policies Across Business Types

HR Management Policies Across Business Types HR Management Policies 1Thessalonian 2:6-12 (Life Application Study Bible) we were not looking for praise from men, not from you or anyone else. As apostles of Christ his people could have been a burden to you, but his people were gentle among you, like a mother caring for her little children. Our own selves loved you so much the we were delighted to share with you not only the gospel of God but our lies as well, because you had become so dear to us. Surely you remember brothers, our tail and hardship; we worked night and day in order not to be a burden to anyone while we preached the gospel of God to you. You are witnesses, and so is God, of how holy, righteous and blameless we were among you who believed. For we know that we dealt with each of you as a father deals with his own children, encouraging comforting and begging you to live lies worthy of God, who calls you into his kingdom and glory. In trying to persuade people, we may be tempted to alter our position just enough to make our message more pala table or to use flattery or praise. Paul never changed his message to make it more acceptable, but he did tailor his methods to each audience and did not compromise. Organizations practice human resource management and development for at least one of three reasons: (1) To avoid fines and lawsuits; (2) to maximize and protect the investment they have made in employees; (3) because they are dealing with human beings. All three are legitimate, but only the third reason is a constant. Abused employees may or may not sue or file complaints. It may or may not cost an organization anything to replace them. But they are always human. It is a core Christian belief that humans, created in Gods likeness and redeemed through the death of Jesus Christ, are priceless custody of Almighty God. How then should leader approach managing and developing them when they have been assigning to us? When leaders consider how they think and act toward employees whose lives and careers are under their control whether in the area of benefits and wages, advancement and development opportunities, safety and comfort. Gods Word exhorts them to treat those followers as human beings. Paul defined his relationship to the Thessalonians both as a mother (v. 7) and a father (v. 11). Paul made decisions concerning particular followers in Thessalonica by asking him, If this were my son or daughter, what would I do? Not a bad starting point. Jesus told his follows, in John (15:5). I am the vine; you are the branches. If you remain in me and me in you, you will bear much fruit; apart from me you can do nothing. The severity of the words is like a slap in the face. Without Jesus we can do nothing. Well, we could build a business and a comfortable nest egg. But from Jesus perspective, those things are nothing. Only the things done with and for him are worthwhile and have any chance of lasting. The marvelous part of Gods administration is that he has gifted each of us and equipped us to engage in something that really will echo throughout eternity. By taking the Word of God, which will last forever, and investing it in human beings, who will last forever, we can leave an indelible mark on the halls of history. What higher calling can there be than to become like Jesus and equip others to do the same? This is our glorious privilege: to assist others in developing their Christ like potential. Business description: A.B.C. Daycare Center/Preschool/ before and after school program in Colorado Springs, Inc., a nonprofit organization. The business got started in March of 2015; we are also part of the church, Word of Truth Worship Center. Our current location is at 3613 Betty Dr. Colorado Springs, Colorado 80917. Hours of operation are Monday-Friday from 6:00 to 5:30. Families that are in need of child care, we teach group time, ABCs, writing, art and crafts. Also, we take the kids on field trips. We started out as a small daycare, now we are becoming a much larger daycare center. Milestone Two Policies Human resources (HR) Management philosophy: The fairness of process and procedure Processes used to make decisions, allocate rewards, and resolve disputes are fair and unbiased, Six criteria related to procedural justice 1. Consistency across people and over time 2. Bias suppression -suppression of self-interest and blind allegiance 3. Accuracy of information and opinion used in decision making 4. Correct ability of decisions made in error or with inaccurate information 5. Representativeness of all affected subgroups and individuals 6. Ethicality processes are compatible with prevailing moral and ethical standards (Rousseau, 1995). Organizational structure: by Lucky Friend, Organizational structure is a system used to define a hierarchy within an organization. It identifies each job, its function and where it reports to within the organization. This structure is developed to establish how an organization operates and assists an organization in obtaining its goals to allow for future growth. The structure is illustrated using an organizational chart. Tasked of human resource management: Conducting job analysis Planning labor needs Orienting and training new employees Managing wages and salaries Providing incentives and benefits Appraising performance Communicating Training and developing Building employee commitment (Garris, 2017). Duties of positions in HR department; Recruiter, Benefits and Training. CEO is the governing broad, excusive director, administrative staff, teacher staff, parents, and support staff. A.B.C. Daycare Center Organizational Chart Director Assistant Director Teaching Staff Administrative Staff Support Staff The Categories three types; Transactional, Tactical, or Strategic? 1. Entering applicant resumes for an open position 2. Aligning reward systems with organizational goals 3. Creating new-hire orientation 4. Interviewing candidates for an open position 5. Conducting performance reviews 6. Managing supply and demand for labor 7. Cross-training employees 8. Forecasting employee competency needs 9. Maintaining workplace safety programs 10. Documenting disciplinary actions Paul summarized the core of Christian living in Romans 12:17-21. We love someone the way Christ loves us, we will be willing to forgive our sisters, brother, co-worker and friends. If we have experienced Gods grace. We will want to pass it on to family, friend and others. And remember, grace is undeserved favor. By giving an enemy a help, we not excusing his misdeeds, were recognizing him, forgiving him, and loving him in spite of his sins just as Christ did for his people. Policies and procedures regarding EEO, harassment, and discrimination. What is Harassment? Harassment is a form of employment discrimination that violates Title VII of the Civil Rights Act of 1964, the Age Discrimination in Employment Act of 1967, (ADEA), and the Americans with Disabilities Act of 1990, (ADA). The harasser can be the victims supervisor, a supervisor in another area, an agent of the employer, a co-worker, or a non-employee. The victim does not have to be the person harassed, but can be anyone affected by the offensive conduct. Unlawful harassment may occur without economic injury to, or discharge of, the victim. What is Discrimination? Discrimination is dealing with human resources issues of discrimination requires a combination of proactive and reactive measures. Proactive measures include demonstrating good faith efforts to prevent workplace discrimination and harassment and embracing HR best practices for addressing discrimination. Discrimination is an inevitable and unfortunate consequence, given the level of diversity, varied work styles, generations and personalities in the workforce. However, employers develop ways to deal with HR issues of discrimination through creating basic workplace principles based on mutual respect and adherence to laws that prohibit discrimination. A.B.C. Child Development Center admits children of any race, religion, disability, national, and ethnic origin. To all the rights, privileges, programs and activities made available to students at the school. We do not discriminate in any way within the administered program. A multicultural curriculum is offered. The special needs of a child or children; A.B.C. Child Development Center is here to support you and your family. Services and programs may be provided for handicapped child / children when: The special needs of the particular child can be reasonably accommodated by our facility. Accommodation in such cases (alone, or together with other such cases) is not reasonable if it would impose an undue hardship on the operation of the facility and staff members. At the time of registration parents will be asked if their child/children have any special needs. Based upon the response of the parent, the child/children placement may or may not need to be reviewed by our facility Health Nurse. The three job descriptions that A.B.C. Daycare Center has are Assistance Director: wide variety of responsibilities, including managing staff, interacting with parents, working with children and wants to provide the students best possible experience, skilled at CPR, first aid and other routine emergency treatments, very organized, detail-oriented, trustworthy and responsible. Daily staffing schedules, changing toddlers diaper, checking children attendance daily, evaluate staff member and training. A. B.C. Daycare Center requires a minimum education required to work as an assistant director of a day care center is a high school diploma or equivalent. Candidates with a two-year degree in early childhood development, some accounting or another related subject area will have a competitive edge. We require a minimum of six months to one year of experience working in a day care facility. A.B.C. Daycare Center Job descriptions for Teaching Staff: supervising and disciplining children, organizational duties change toddlers diaper, group time, keep records, responsible for setting up classroom work. The lead teacher develops both long- and short-term lesson plans based on the curriculum and philosophy of the daycare center. While a day care lead teacher doesnt give children grades, she does assess their developmental growth. She maintains a record of that growth and keeps parents up to date communicating with parents is a routine part of the teachers job. The lead teacher is also responsible for setting up her classroom to reflect the lessons she is currently teaching. For example, she might create a bulletin board with labeled colors when teaching the class about colors. Routine record keeping, such as attendance, is the lead teachers responsibility as well. As she keeps records, she must keep in mind the information is confidential. Milestone Three Description A.B.C. Daycare Center Job descriptions for Administer Staff: Record keeping of documents, business information system, finances and information about the children in the daycare, keep records of all the purchases, parent information, and pay roll. The Sources of candidates, methods of recruiting, the candidates that I am looking for are experience in daycare working with kids, they need to be certified in child care or license, the methods used are craigslist, indeed.com, bulleting broad, new paper, and by word of mouth. General outline of the application process including a list of any documents required from the applicant and how the information will be used. For all applicants applying for jobs and business organization it is significant to know how the job application procedure works. This continuous guide to the job application performance includes information on applying for jobs: cover letters and resumes, completing job applications, testing and employment screening, background and reference checks, interviewing and the hiring performance. Selection process of testing and interviewing including what you hope to learn about the candidate through the process. Interviewing candidates for a position within the organization is one of the final steps in the hiring methods. Before you get to this step, the company wants to make sure that you have completed all of the recessing steps since each of these steps will have a direct impact on how effective the interview stage will be. At this stage you hope to learn what their strengths, personality and experience. Additional selection techniques you may choose to include (background check) in the Job of the Daycare, the State requires a background check of anyone hired to work with children, having a felony will disqualify anyone to work with children. According to Leman and Pentak, Each one of us has been hardwired with a distinct personality, Neumann continued by saying, some of us are wired to be extroverts; others, introverts. Some people love repetition. They love knowing that theyre going to do the same thing in their job tomorrow that they did today (p.37). According to Dessler, (2013), Employers use tests to measure a wide range of candidate attributes, including cognitive (mental) abilities, physical abilities, and interests, and achievement (p.106). In conclusion, this paper introduced Policies and procedures regarding EEO, harassment, discrimination, discrimination, three or more job descriptions application process, processing of testing and interviewing and learn about the candidate through the process. Suppose one of you wants to build a tower. Will he not first sit down and estimate the cost to see if he has enough money to complete it? (Luke 14:28). When a builder does not count the cost or estimates it accurately, the building maybe left incomplete. Will we disregard the Christian life after a little while because we did not count the cost of commitment to Jesus? What are those costs? Christians may face loss of social status or abundance. We have to give up control over our family, and even put to death. Following Christ does not mean a trouble-free life. We must carefully count the cost of becoming Christs disciples so that we will know what we are getting into, so we would not be tempted later to turn back. According to Luke 16:11, So if you have not been trustworthy in handling worldly wealth, who will trust you with true riches? Our integrity often meets its match in money matters. God calls us to be honest even in small details we are more valuable than earthy wealth. If we are not trusted with our money here on earth, no matter how much or little we have, we will be unfit to handle the vast riches of Gods kingdom. Do not let your integrity slip in small matters and it will not fall on you in crucial decisions either. Policies and rationale regarding Training and Development: Policy: There are several forms that make up the A.B.C. Daycare Center enrollment packet. This enrollment packet must be completed and in our possession before we can assume the responsibility of caring for your child. This is to ensure that the child will get the very best care possible and satisfies the record keeping requirement of the state licensing guidelines. All forms will be reviewed annually. If there are changes to any of the forms in the enrollment packet, please notify the director to update the parent records. If they have any questions regarding the completion of these forms, please feel free to ask the director. Registration Fees: There is a $75.00 for two children and $50.00 for one child Non- Refundable registration fee per family at time of enrollment. If they terminate childcare services and are gone more than 90 days and wish to return to A.B.C. Daycare Center, they must re-submit the application and the registration fees of $75.00 for two children and $50.00 for one child. Last week security deposit: upon enrolling their child/children all parents are require to pay an amount equal to one weeks childcare as a last week of care security deposit. Milestone Four: Procedures The specific rates will be outlined in the Contract and Rate Agreement. Fees is payable in advance and is due no later than 12 oclock noon on Friday, each week for the following weeks daycare, unless other arrangements has been agreed upon. Payment may be made by check, money order or cash. There will be a late fee of $10 for failure to pay by noon on Friday. The success of our center depends upon the prompt payment of charge/fees in order to take care of day-to-day incurred expense. Parents Vacation, you must continue to pay your tuition on your vacation to hold your daycare spot. Maternity Leave, to hold a spot you must continue to pay while you are on maternity leave. Some Daycare have procedure list are: The number of children in the daycare is governed by the Community Care Licensing Regulations. Children of Young Parents returning to school to continue their education are accepted and if a space is not available the last child into the daycare will be given 2 weeks notice of losing their space. . Children are accepted into the daycare on a first come basis. The childs name is entered on the data according to the date of the initial phone call. When an opening for the daycare occurs, the group Leader will contact the parents or guardians of the first child on the waiting list by telephone. Children will be removed from the waitlist upon the following reasons: à ¯Ã‚ Ã‚ ¶ Parents or guardians request à ¯Ã‚ Ã‚ ¶ Child is over 36 months of age à ¯Ã‚ Ã‚ ¶ Family has moved away or phone number is out of order (the client is then unreachable). Compensation and Benefits Child-care workers who are employed at preschools organization or daycare organization are sometimes likely to receive benefits such as medical insurance, 401k retirement packages, depending on the type of school, collage grand, or two week vacation. Nannies and au pairs tend not to receive such asset, but are often qualified to buy their own assistance, such as insurance plans and retirement packages before taxes, as they can be paid as independent contractors. According to Gary (2013), Employee compensation refers to all forms of pay or rewards going to employees and arising from their employment (p.188). Title VII of the Civil Rights Act makes it unlawful for an employer to discriminate against any individual with respect to hiring, compensation, terms, conditions, or privileges of employment because of race, color, religion, sex, or national origin (p.189). Performance management Define the purpose of the job, duties. Define performance goals with measurable outcomes. Define the priority of each job responsibility and target. Define production standards for key components of the job. Hold interim discussions and provide assessment about employee performance, preferably daily, summarized and discussed, at least, quarterly. Provide positive and constructive reaction. Maintain a record of performance through critical incident reports. Provide the opportunity for broader response. Use a 360-degree performance reaction organization that incorporates reaction from the employees peers, people, and customers who may report to him. Develop and administer a coaching and improvement plan if the employee is not meeting expectations. According to Gray (2013), performance management means different things to different people. Some use performance management as synonymous with performance appraisal. Others say performance appraisal represents just the appraisal step-by-step goal-setting/appraisal/feedback performance management cycle (p.159). Each of the functions of Human Resource Management (HRM) really plays a vital role in the effectiveness of any organization. Work system that can bring many advantages to Organization they mainly include: Policies and rationale regarding Training and Development, Compensation and Benefits, Performance management. Jeremiah (29:11) for I know the plans I have for you, declares the Lord, plans to prosper you and not to harm you, plans to give you hope and a future. God people are encouraged by leaders. Who stirs us to move ahead? Everyone who believes can do the task he has given and who will be with us unto the end. God is that kind of leader. He knows the future and plans for his people are good and full of hope. As long as God, who knows the future, provides our agenda and goes with us as we fulfill his mission here on earth. We can have boundless hope. This does not mean that his people will be spared plan, suffering or hardship, but that God will see his people through to a glorious conclusion. I Chronicles (28:20) David also said to Solomon his son, the one whom God has chosen, is young and inexperienced. The task is great, because this palatial structure is not for man but for the Lord God. David encouraged Solomon his son not to be frightened about the size of his job as king and builder of the temple. Fear can immobilize leader. The size of a task, its risks, or the pressure of the situation can cause leader to freeze and do nothing. Dont focus on the fear; instead, get to work. Getting stared is often the most challenging and frightening part of a job. Hiring employees is just a start to creating a strong work force. Next, you have to keep them. High employee turnover costs business owners in time and productivity. Try these tactics to retain your employees. Offer a competitive benefits package that fits your employees needs. Providing health insurance, life insurance and a retirement-savings plan is essential in retaining employees. But other perks, such as flextime and the option of telecommuting, go a long way to show employees you are willing to accommodate their outside lives. Provide some small perks. Free bagels on Fridays and dry-cleaning pickup and delivery may seem insignificant to you, but if they help employees better manage their lives, theyll appreciate it and may be more likely to stick around. Use contests and incentives to help keep workers motivated and feeling rewarded. Done right, these kinds of programs can keep employees focused and excited about their jobs. How to Improve Employee Retention: Attracting the Right Candidates Over the years, Engage has implemented a number of policies that serve the dual purpose of attracting potential employees and keeping current ones passionate and committed. Here are a handful of examples: Engage gives hiring priority to people who live near the office because they believe that long commutes are detrimental to work-life balance. Instead of a traditional vacation policy, the company lets employees take time off from a leave bank, in which they can accumulate as many as 60 days off to use as they see fit. This policy has helped with employee retention, particularly by making it easier for female employees starting families to take time off and ultimately return to work. During the hiring process, Engage administers the DISC Personality test, which charts the four characteristics, drive, influence, steadiness, and compliance, to build personality profiles for new hires. All employees test results are public knowledge, which Hoffman feels helps people understand one another and get along. By setting quarterly goals with rewards attached, such as iPods for the whole team or a trip to a nice restaurant, Engage can encourage employees beyond the competitive and potentially divisive realm of salary bonuses. The group nature of these rewards is important, says Hoffman, because somebody who is not motivated by getting an iPod knows that other people in his or her group are and doesnt want to let them down. Why Engagement is Important According to Gary, (2013). Employee engagement is important because countless employee behaviors, including turnover and withdrawal, echo the degree to which employees are engaged.(p.239). Discipline in the Workplace Discipline in the workplace is the means by which supervisory personnel correct behavioral deficiencies and ensure adherence to established company rules. The purpose of discipline is correct behavior. It is not designed to punish or embarrass an employee. Often, a positive approach may solve the problem without having to discipline. However, if unacceptable behavior is a persistent problem or if the employee is involved in a misconduct that cannot be tolerated, management may use discipline to correct the behavior. In general, discipline should be restricted to the issuing of letters of warning, letters of suspensions, or actual termination. Employers should refrain from disciplining employees by such methods as altering work schedules, assigning an employee to do unpleasant work, or denying vacation requests. Examples of Misconduct Examples of misconduct which could result in discipline: 1. Excessive tardiness 2. Failure to notify of an absence 3. Insubordination 4. Rude or abusive language in the workplace 5. Failure to follow Departmental Rules or Policies , i.e., not wearing safety equipment, not following correct cash handling procedures 6. Dishonesty 7. Theft Of course, discipline may be required for a number of other misconducts. The question that needs to be asked is if the Employer has just cause to impose a form of discipline. As a Director at Daycare Center wait I work we have safety check list: Child-to-staff ratio of 4 to1 for 2-year-olds, 7 to1 for 3-year-olds and 15 to 1 Children should be supervised at all times. Center thats licensed and regularly inspected for health and cleanliness Safe sleep and play environments Limited or no TV viewing Clean toys in good condition with no sharp edges Written policy on caring for ill children Diapering area separate from childrens play areas Cleaning supplies and other toxic materials in locked cabinet Electrical outlets covered with protective caps Security gates at top and bottom of stairs Easily accessible first-aid kit and posted emergency numbers Window guards on all windows except designated fire exits All outside play areas enclosed; soft surfaces under all equipment Smoke alarms and fire extinguishers An emergency evacuation plan Perishable food refrigerated Conclusion: In conclusion, Human Resource Management is the calculated and reasoned method of managing for an organizations most valued assets. Human resources management makes certain that human talent is used successfully and resourcefully to accomplish organizational goals. As stated throughout this paper human resources can be classified into some categories we studied during this class, for example: HR management philosophy, organizational policies, and Regulatory Compliance. Other categories were Recruitment, Training, Development; Compensation, Benefits; Performance Management, Employee Retention, Engagement, Discipline, and Safety. Reference Brown, Denise, (2017). What Are the Lead Teachers Responsibilities in a Daycare Center? http://work.chron.com/lead-teachers-responsibilities-daycare-center-14609.html Dessler, Gary, (2013). A Framework for Human Resource Management Florida International University Doyle, Alison, (2016).https://www.thebalance.com/job-application-process-2061600 Employee Retention How to Retain Employees, 2016. http://guides.wsj.com/small-business/hiring-and-managing-employees/how-to-retain-employees/ Equal Employment Opportunity Commission [US] https:// www.eeoc.gov Find Law. The Interview Process: Selecting the Right Person, (2017). http://smallbusiness.findlaw.com/employment-law-and-human-resources/the-interview-process-selecting-the-right-person.htm1 Friend, Lucy, (2017). http://smallbusiness.chron.com/meaning-organizational-structure- 3803. Htm1 Josh Spiro, (2010).How to Improve Employee Retention http://www.inc.com/guides/2010/04/employee-retention.html Leadership Qualities, (2017). https://bible.org/seriespage/27-human-resources Leman, Kevin Dr. and Pentak, Bill, (2004). The Way of the Shepherd 7 Ancient Secrets to Managing Productive People Life Application Study Bible, (NIV) (1988). Tyndale House Publishers, Inc. Carol Stream, Illinois and Zondervan Grand Rapids, Michigan. Rousseau, D. M. (1995). Psychological contracts in organizations: Understanding written and Unwritten agreements. Thousand Oaks, CA: Sage publications. Little Angles Daycare and Preschool, (2017). www.ladc.us/policies.asp Heathfield M. Susan, (2016). Performance Management Process Checklist, Step-by-step to a The University of British Columbia, (2015). Performance Management System, https://www.thebalance.com/performance-management-process-checklist-1918852 Samuel Hamilton, (2017). Child Care Worker Responsibilities, Hours, Salary, Benefits, Etc., http://work.chron.com/child-care-worker-responsibilities-hours-salary-benefits-etc-25603.html Ruth Mayhew, How to Deal with HR Issues of Discrimination, (1985) http://yourbusiness.azcentral.com/deal-hr-issues-discrimination-1394.html

Wedding Speech by a Childhood Friend of the Groom -- Wedding Toasts Ro

Wedding Speech by a Childhood Friend of the Groom Good afternoon, ladies and gentlemen. On behalf of the bridesmaids, I would like to thank Scott for his kind words. For once in my life, I find myself agreeing with him - they look stunning and did an excellent job today. For those of you who don't know me, my name is Jason. I’ve been Scott’s best friend for nearly 20 years. I’ve known him for a similar period. And all the time we’ve spent growing up together means that he’s had as much of a part in developing my sense of humor as anyone. So, while I have tried to make this speech funny, it’s his fault if it’s not. I have very fond memories of growing up with Scott. I’ve been his partner in crime on many a wild occasion and, in quieter times, a close confidant to whom he could tell almost anything. And I do mean anything – which has provided me with ample material for my speech this afternoon. Although I did agree not to divulge any details of the stag night, like about the Danish stripper he got chatting to in the hotel bar. So I won’t. Scott and I have done many things together during our almost life-long friendship – although they’re probably not quite as interesting to relate as the story about that Danish stripper, but I gave him my word on that one. Anyway, over the years we've built go-carts together, rode our bikes together, played football together, bunked school together, tried to... ...r. And I, as much as all of you, want that happiness for myself. Er, sorry, I mean, I want their happiness to last forever. And I do. So although I’m not actually married myself [turn to bridesmaids again], I thought it might be helpful if I offered them each a little piece of advice. Pamela: no matter how far away you are from your loved one, when you’re married, you’re never alone - because you know where my flat is. And Scott: getting married bestows upon you many, many obligations. But remember, foreplay is only optional. Ladies and gentlemen, on a final and serious note, please be upstanding and raise your glasses to my very best friend and his beautiful new wife. To Scott and Pamela.

Statue of Liberty Ribbon Essays -- Architecture History

Statue of Liberty Ribbon The Statue of Liberty has served as the single most important symbol of the friendship between the two countries and the ideal of democracy since its unveiling on October 28, 1886. At the time it was the tallest structure in America. The statue was originally a gift to the United States. The relationship between the two countries dates back before the United States was an independent country (Kotler p7). The French were one of the first to explore and settle in North America. Louis Jolliet and Jaques Marquette traveled the Mississippi. Renà © Robert Cavelier, sieur de La Salle explored the Great Lakes and established Louisiana. Frenchmen built outposts on the Gulf of Mexico, founded New Orleans, and colonized New France from Louisiana to northeast Canada. In the War of Independence, the Marquis de Lafayette fought with General George Washington. In its final battle at Yorktown, General Jean Baptiste de Rochambeau led the French navy and a land crew. Without French support a victory may have been impossible. The United States returned these favors during t...

Promote communication in health, social care Essay

1.1 The different reasons why people communicate are: To form positive relationships To play together cooperatively To work together Information sharing Approach and response To understand expectations and boundaries. erent ways. 1.2 Communication effects relationships in the workplace because there needs to be clear boundaries and expectations for people and this is only achieved through clear communication. There should be respect between colleagues and with young people so they know the guidelines and rules within the setting and any concerns from the young person is acknowledged. If the communication is not flowing this could lead to lots of problems as their needs will not be met effectively. Read more:  Promote Communication Essay 2.2 The factors to consider when promoting effective communication are building positive relationships, being considerate to others, showing respect for each other, being clear on key points and maintaining a good sense of humour. If these factors are followed and taken into consideration then the flow of communication between a carer and young person will be positive. 3.1 When communicating with people from different backgrounds or cultures care and sensitivity should be shown when communicating. We must not be too ready to take offence to a gesture or language that is not the norm in our own culture, and be aware of our own body language and gestures. Care should also be taken with the language used and the tone of voice used and they can be misinterpreted. 3.2 Barriers to effective communication are: – Emotional barriers and taboos. Some people may find it difficult to express their emotions and some topics may be completely ‘off-limits’ or taboo. – Lack of attention, interest, distractions, or irrelevance to the receiver. – The use of jargon. Over-complicated, unfamiliar and/or technical terms – Differences in perception and viewpoint. – Physical disabilities such as hearing problems or speech difficulties. – Physical barriers to non-verbal communication. Not being able to see the non-verbal cues, gestures, posture and general body language can make communication less effective. – Language differences and the difficulty in understanding unfamiliar accents. – Expectations and prejudices which may lead to false assumptions or stereotyping. People often hear what they expect to hear rather than what is actually said and jump to incorrect conclusions. – Cultural differences. The norms of social interaction vary greatly in different cultures, as do the way in which emotions are expressed. For example, the concept of personal space varies between cultures and between different settings. 3.5 There are a number of agencies, web sites and courses available that can be accessed to enable individuals to communicate effectively for example families first, government schemes, advocacy services etc. 4.1 The term confidentiality means information that should only be shared with people with a right to have it. This is vital as young people in care will often have information about their backgrounds or family history that should only be divulged to those who need to know. Sometimes there will be information about a childs history that should only be shared with that child when they are ready to cope with it; and could be detrimental if divulged early. 4.3 When and if you need to disclose information that you have received in confidence then it can create tension and distrust. You are therefore better explaining to a person who may disclose to you that anything disclosed would have to be shared with the relevant professionals. If this is shared from the offset trust will not be lost and more importantly the young person will know why you need to do it. Unit 4222-33 302 Engage in personal development in health, social care or children’s and young people’s settings 1.1 The duties and responsibilities of my own role is to provide a safe and caring environment for children to have a stable upbringing so as to achieve their full potential. 1.2 I have high expectations in regards to looking after young people. These are linked to the standards and I am continually reminded of how I have met these or should be meeting them. 2.1 To reflect at a later date about how we handle situations is very good practice. We can employ hindsight so as to employ more foresight next time. 2.3 Our own values and beliefs are just that, our own. We must be aware that while there are generic morals and beliefs there are also cultural and religious differences that must also be respected. 3.1 We can evaluate our own knowledge, performance and understanding with the professionals that make up the fostering team. Our supervising social worker is there for intimate support and guidance when we need it and it is our judgement that we rely on to evaluate our performance. Every year I have an annual review where I am assessed against the standards and my performance is discussed. This is supported by my monthly reports where I write up what has happened during the month, reflecting on how I handled situations that arose. 4.1 My supervising social worker provides me with the help to plan and review my own development. This can be through attending courses, reviews of monthly plans or suggestions of how to help with situations that have arisen and agencies to turn to for additional support. 5.1 Learning activities have helped a great deal as they provide carers with continual development and keeps us open minded and up to date with current situations and ways forward. Unit 4222-33 303 Promote equality and inclusion in health, social care or children’s and young people’s settings 1.1 Diversity- Diversity can be defined (in a care environment) as a broad selection of people from different backgrounds, with different ideas, religion, culture, sexual orientation, ages, disabilities, ethnicity, gender and general beliefs. Equality- Where individuals in society are treated the same with the same opportunities as each other, given the same chances and human rights as everyone else in society regardless of backgrounds mentioned above  (Diversity). Inclusion- Inclusion determines the Equal opportunities of all individuals, and enforces the methods to do so. 1.2 There are many forms of discrimination. From a workers perspective this could be not given the same job/conditions opportunities as other workers. As a client in a care background, not being given the care they should be entitled to. Also not being given respect for a persons backgrounds, beliefs, ethnicity and needs. This can lead to alienation/segregation, personal growth and in some cases depression and general ill health, due to not having respect of a person’s background/lifestyle. 1.3. I constantly include the young person in my practice to promote equality and support diversity. This allows the childs interests and differences to be taken into account so that the child is happier and healthier etc. An example of this is trying to encourage inclusive schooling, we moved the child in our care to a school that is ASD friendly as the environment he was in was not appropriate. We involved the child in the process at all times, to ensure that he was happy and in agreement with the transition. 2.1 These are the laws I need to adhere to: Anti discrimination Act 1977 Racial discrimination act 1975 Age discrimination act 1975 Special Educational Needs and Disability Act 2001 Mental Health Act 1983 and 2007 amended Act Carers (Equal Opportunities) Act 2004 Human Rights Act 1998 Race Relations Act 1976 and Race Relations (Amendments) Act 2000 and 2003 Sex Discrimination Act 1975 and 1986 Disability Discrimination Act 1995 I must understand and adhere to the codes of practice and legislation at all times. Also when I am acting as an advocate for our young person I must always ensure that the young person is receiving fair and inclusive practice from organisations be it education or social. For example school, social clubs or social service provision. I am constantly ensuring that these are adhered to. 3.3 You should always challenge discrimination, but to do this it is essential that you can recognise anti-discriminatory practice. My role is to protect children from discrimination. If I ignore it when it happens, this will be viewed as condoning (excusing or overlooking) discrimination. If I ignored a child who had felt they had experienced discrimination, who is there to support them. The child could feel that I share the view of the perpetrator or believe that the way they are being treated is ‘normal’. They may feel that they are in some way inferior. At the very least, they will feel let down that I did not protect their rights, which is my role. It can be difficult to challenge discrimination, particularly if it is institutional or practised by a colleague, so it is important that I consider how to deal with different and often difficult situations. To be able to challenge discrimination I would require knowledge of policy, procedures and practice. If I feel confident about what is good practice, I will be able to deal more effectively with incidents that arise. When discrimination happens it may be intentional, but it can also be because of ignorance and lack of understanding. It is not easy to change the views of others but you must challenge discriminatory comments and actions. When I am concerned about anti-discriminatory practice, I always speak me to my supervising social worker to discuss the matter and check that I have  carried out everything in my power to support the young person in my care.

Is it worse to have too little money or too worse money

Give reasons and examples to support your view. Globally, people can be divided into two groups, the poor and the rich. The basic difference between them is that people with little money are not able to satisfy their needs and people with too much money are able to satisfy both of their wants and needs. People with too little money lack basic needs such as proper food, shelter, toilets etc. This is because they do not have sufficient revenue to afford them.They struggle everyday to earn money so that by the end of the day, they are tallest able to eat In order to survive. It's an international issue and there are more poor people than the rich. This is because the resources to consume humans basic needs are scarce. Therefore, lesser people get the opportunity to use them. Every child deserves to enjoy their life and gain knowledge when they are kids. However, as poor people have too little money to afford entertainment and education for their kids, their kids end up being depressed a nd illiterate in future.Consequently, the chance for the poor people to become rich In future decreases. People with too little money do not have freedom. They do have their own choice that when, how and how long to work. For example, if a man is currently at his friend's wedding and he suddenly gets a phone call saying that he urgently needs to go back to work. The man will have no choice but to go back to work and this type of problem Is one of the most common issues for a poor man. Moreover, people with less money spend most of their life in stress as they are always worried whether then get enough money to survive or not.There Is a common saying that having too much money causes a man to go under erasure and stress as he has a lot of workload. Thus, they go under the state of depression. However this is not factual. Rich men do have a lot of mental pressure and strain but they can easily get rid of it. As they have too much money, they can easily afford weekend parties; spend mo ney In casino, smoke weed and drink to get rid of stress. If a man has too much money, he definitely has too much presage as people admire him for opting a lot of effort to reach at this position. Money is powerful for getting people to do a job.If you want to paint your car, you cannot force painter to do it. However, you can offer him a good amount of money to paint It for you. Therefore money Is power. There Is more chance of rich men's son to succeed than the poor. This is because the rich man has plenty of money to afford the best 1 OFF prospects for the rich man to get richer. To conclude, it's very hard to survive with too less money. And the government needs to end taxes on poor people and support them with their finance. So as a result in future, poor might be able to gradually get richer and will be able to fulfill their demands.