King Education

With this Online Degrees, a number of advantages are accessible in continuing classes through the Web. The primary benefit is the convenience that comes with being capable to go to courses online versus getting to attend the traditional classroom setting. A lot of time can be saved in commuting, and also a lawyer is not tied down to one location and can establish a practice anywhere without getting to worry about having to fit in classes for renewal.
Those who are interested in online continuing legal education should be sure to perform the needed study in order to discover the plan that works the best for them. The plethora of programs available can seem daunting, but can be easily waded through as lengthy as a few tips and procedures are kept in mind.
Once an NJ Online College legal education plan has been selected, a attorney will be directed to the essential information, needs and directions that will assist them in obtaining the required coursework to make sure that they will be capable to keep on to exercise.
The capability to consider online degree classes also gives a individual more leeway in picking the courses that best fit their needs and needs. Not everybody requirements the exact same types of classes, and the hassles of rearranging a schedule just to make time for class is carried out away with as a individual can consider classes based on person schedules. They are also provided capability to work close to any time constraints. Individuals who select online continuing legal education are able to complete the essential courses in half the time as is originally required as they are capable to take more than a single class at a time.

EDUCATION IN INDIA
India has an ancient tradition of education. The world’s first university was established in
Tashkila in 700 B. C. Indian mathematicians introduced the zero, the decimal system and the
method of multiplication.

PRIMARY EDUCATION

India has made huge progress in terms of increasing primary education attendance rate andexpanding literacy to approximately two thirds of the population. . The National Council ofEducational Research and Training (NCERT) is the apex body for school education in India.

SECONDARY EDUCATION
The National Policy on Education (NPE), 1986, has provided for environment awarenes,science
and technology education, and introduction of traditional elements such as Yoga into the Indian secondary school system. Another feature of India’s secondary school system is its emphasis on profession based vocational training to help students attain skills for finding a vocation of his/her choosing.
Tertiary education
India’s higher education system is the third largest in the world, after China and the United States. . Some institutions of India, such as the Indian Institutes of Technology (IITs), have been globally acclaimed for their standard of education.
Women’s Education
Women have much lower literacy rate. The number of literate women among the female population of India was between 2-6% from the British Raj onwards to the formation of the Republic of India in 1947. the Indian government has tried to provide incentives for girls’ school attendance through programs for midday meals, free books, and uniforms. Private education Because of poor quality of public education, 27% of Indian children are privately educated. Private schools cover the entire curriculum and offer extra-curricular activities such as science fairs, general knowledge, sports, music and dramaMost teachers in private schools are female, graduates and reasonably experienced. .
ONLINE DEGREES
Online degrees courses in business, education, information technology, real estate and even healthcare allow you to advance your career without disrupting your life. You can study at home, on your own time, at your own pace. A perfect choice for the working professional, online courses are practical, focused, and relevant to your career. Electroniclearningis a type of Technology supported education/learning (TSL) where the medium of instruction is through computer technology, particularly involving digital technologies. . E-learning is naturally suited to distance learning and flexible learning, but can also be used in conjunction with face-to-face teaching, in which case the term Blended learning is commonly used.
Goals of e-learning
E-Learning lessons are generally designed to guide students through information or to help
students perform in specific tasks. Information based e-Learning content communicatesinformation to the student

Communication technologies used in e-learning Communication technologies are generally categorized as asynchronous or synchronousAsynchronous activities use technologies such as blogs, wikis, and discussion boards. Synchronous activities involve the exchange of ideas and information with one or more
participants during the same period of time.

Benefits of eLearning versus traditional classroom settings
eLearning allows people to avoid travel, thus reducing the overall carbon output. eLearningis
a more environmentally friendly solution. 2. Quality education, made affordable. . . 3. Convenience and flexibility to learners:

ONLINE EDUCATION IN INDIA
online learning programs are gaining popularity day by day. In other words, online learning programs are premium education programs that are aimed to enhance the knowledge of students as well as individuals by using modern technologies and guidelines of skilled teachers.

Added Benefits of Online Learning Program In India
Online learning programs are different from traditional education systems and there is no need of a classroom and face-to-face interaction with teachers.
1    No need to actually live on campus or near the university
2.     Great flexibility in the type of course you choose to study
3.     A wide range of online programs to choose from.

Types of Degrees Available
1. Associate Degree   
2. Bachelor’s Degree    
3. Master’s Degree
4. Doctorate Degree
5. Degree Resources

ONLINE UNIVERSITY
we provide information on various career courses, important  educational institutes like IITs, IIMs, JNU, DU and other MBA colleges. we have details on online education and different distance-learning courses andspreading numerous opportunities available to the Indian students already pursuing education in India. . . here some top 10 online university
1. Nalanda Open University (Patna     Bihar)
2. All India Institute of Medical Sciences (Delhi     Delhi)
3. Indira Gandhi National Open University (Delhi     Delhi)
4. Guru Jambheshwar University (Hisar     Haryana)
5. Maharshi Dayanand University (Rohtak     Haryana )
6. Shri Mata Vaishno Devi University (Jammu Tawi Jammu & Kashmir)
7. Manipal Academy Of Higher Education (Manipal     Karnataka)
8. University Of Mumbai (Mumbai     Maharashtra )
9. Birla Institute Of Technology & Scinece (Pilani     Rajasthan )

10. University Of Lucknow (Lucknow     Uttar Pradesh).

Terminology

The federal law governing special education is called the Individuals with Disabilities Education Act, or IDEA.   It is codified in Title 20, United States Code, starting at section 1400.   It was initially passed in 1975.   A number of major reauthorizations have taken place.   The two most recent were in 1997 and in December 2004.   The December 2004 changes took effect, for the most part, on July 1, 2005. The changes made in the 2004 Act are numerous and varied, but perhaps not revolutionary.

In early 2002, President Bush signed the No Child Left Behind Act (NCLB) which is intended to ensure quality education and a high level of accountability.   Many of the provisions of NCLB had an uncertain impact on IDEA 1997.   Hence, IDEA 2004 attempts to clarify the impact of NCLB.

The IDEA speaks in terms of a State Education Authority (SEA) and a Local Education Authority (LEA).   In Connecticut, the SEA is the State Department of Education.   The LEA is generally the local school district, which is referred to as the district or the Board.   In this context, the Board refers to the district’s administration, not to the actual Board of Education and its elected members.

State and Federal Law

Connecticut passed its special education law in 1967.   The federal Education of All Handicapped Children Act initially passed in 1975.   Hence, the Connecticut act predates the federal.   The federal law did not pre-empt the field.   Rather, federal courts can enforce both federal and relevant state law.   “Relevant state law” is law which is not inconsistent with federally mandated requirements, both substantive and procedural, of the Act, and includes, inter alia, procedural safeguards which are more stringent than required procedures set forth in the federal law.   Burlington v. Department of Education, 736 F. 2d 773 (1st Cir. 1984), aff’d 471 U. S. 359 (1985).   For the most part, Connecticut and federal requirements have converged.   Yet, most of the detailed procedures for eligibility and due process stem from Connecticut law, as does the nomenclature.   In Connecticut, there is a Planning and Placement Team (PPT) meeting.   In New York, it is called a Committee on Special Education (CSE) meeting.   In the federal
law, it is called an Individualized Education Plan Team (IEP Team) meeting.

The Connecticut Approach

The Connecticut State Department of Education (SDE) takes a hand-off approach to local school boards.   This compares to New York, where the state department closely regulates most aspects of special education.   The Connecticut SDE advises local school boards on questions, when raised.   Indeed, SDE also provides advice to parents.   The state approves private special education schools, but the approval is largely a matter of seeing if the right boxes are checked, rather than looking at the quality of the education provided.   The state, pursuant to federal law, receives and processes complaints, but appears to be interested only in procedural requirements, avoiding making any comments on the substance of the claim.   And, the state runs the due process and mediation systems.   This is all done by a tiny group of people in Hartford.   The SDE also runs the Special Education Resource Center (SERC), which serves as an information clearinghouse, library, and training center.   As a general rule, the State Department of
Education sees itself as a consultant, rather than as a regulator.

The Special Education Universe in Connecticut

For the 2007-2008 school year, there were 68,989 children in Connecticut who were designated as eligible for special education services.   This number is a drop of 5,000 from five years earlier.   Special education students represent about 12% of the total student population of 574,287.   Districts vary widely in percentages designated as eligible for special education, with some districts near 5% and others over 18%.

Among disabilities, the largest group, comprising 32% of the special education population, consists of students with learning disabilities (LD).   Five years ago, learning disabled students represented 38% of the special education population.   The next largest group, accounting for 21% of the special education population, contains students with speech or language impairments.   Other health impairment (OHI) accounts for 17%, severe emotional disturbance (SED) is 8. 5% and intellectual disabilities (ID) are 4%.   Some 6. 4% of special education students in Connecticut carry the Autism label.   The racial differences are, however, significant.   The following chart shows the 2007-2008 percentage of each racial/ethnic grouping that has a particular special education designation.

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

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

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

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

The Yoruba System

Among the Yorubas, training in obedience, etiquette, speech and counting came early in the child’s life and was given within the family circle. Children quickly learned to express themselves in their language. Progressively, they mastered the proverbs, poetry and folklore of the community or tribe. In this way they learned the history and the moral and philosophical attitudes of their people. They had to learn a variety of greetings, recognition of levels of social seniority and the proper etiquette in connection with these. Religious education included training in rituals, sacred festivals and the roles of diviners.

At an early age, children were taught to count up to 20 on their fingers and toes and to do simple addition and subtraction with the aid of stones. As they progressed in knowledge, they were taught weights and measures, the use of cowrie shells (which served as money) and the art of bargaining.

Specialized training for boys focused on farming, working in metals and wood, hunting and the use of herbs and drugs in medicine. Skills were passed on from father to son. Inclination and natural abilities also were considered, and children were encouraged to develop their aptitudes. Therefore, many were apprenticed to artisans outside the family clan.

Girls received training in weaving and dyeing cloth. They learned to make pottery, to plait mats and baskets and to produce cosmetics for use in beauty treatments and hairdressing. They were taught the art of cooking, of brewing beer and of extracting oil from the kernels of the palm nuts. Thus they were prepared for their role as women in the family and the community.

The tribes that had a rural, pastoral or bush culture concentrated more on farming, herding and hunting or fishing. Some educational systems restricted progress into new fields of knowledge by preserving a closed society. Membership usually was restricted to those of certain ethnic origins or religious beliefs. This circumstance contributed toward a stagnation of knowledge. Nevertheless, the education that was provided amply served the needs of those societies.

The Colonial Era

In the wake of the missionary explorer David Livingstone, European missionaries began to increase their activities in Africa in the second half of the nineteenth century. Mission schools started to be set up in towns and villages, and right out in the bush, where students attended in simple loincloths or were completely naked.

These schools were set up on sectarian lines, with Catholics having their own schools and the Protestant religions theirs. This tended to segment the people religiously, and whole areas came to be regarded as the province of a particular religion. Divisions in social levels developed between the literate and the nonliterate segments of each community, and there was a gradual undermining of family influence. Other imbalances were created because traditional patterns of education were being uprooted and were not replaced by any uniform standard.

Still, a start had been made toward widening the horizons of knowledge in Africa. As more people learned to read and write, the knowledge of the world, contained in books, became available even to the remotest tribes. The literate history of non-Moslem, sub-Saharan Africa began to be revived.

Although the people showed aptitude in learning, there were obstacles to overcome. The missionaries usually had to learn the local languages first. Then they had to teach the children in their own European languages, in which books were available. Some did good work in formulating alphabet systems and compiling dictionaries so that many of the local languages could be put into writing. This provided the basis for translating the Bible into many African languages.

In some areas an obstacle was posed by the custom of barring girls from institutional education. When, over 40 years ago, one of the emirs from northern Nigeria visited England, he was impressed at seeing a large girls’ school. He desired a similar provision for the girls of his people. Since the custom was to keep women away from public life, he realized that this would be opposed. So he told his council that he was opening a school in his palace for educating the girls in his household. Within a year the school had 30 pupils, and many of the leading citizens were petitioning the emir to allow their children to attend. A year later, on the pretext that he could no longer tolerate the noise of a school in his palace, he “turned the pupils, teachers, and equipment out into the open town and lodged them in a house adjoining the boys’ school. ” (African Challenge, p. 63) Now every primary school in that section of the country is coeducational.

Since children were part of the labor force in each farm family, there was reluctance to lose them to the schools. Gradually, however, as the people recognized the value of the printed page and the advantages of reading and writing, more children were sent to school. So it was in mission schools that many of the outstanding educators and leaders throughout Africa got their early training.

The colonial governments, and the later sovereign governments of each independent state, encouraged the establishment of mission schools, giving financial and administrative help. Provisions were made for more uniform systems of schooling, and additional public and secondary schools and universities were established.

New Education Policies

Since 1970, in a further effort to ensure a more uniform standard of education, the Nigerian government has taken over control of private schools, including mission schools. This has given rise to the problem of adequate moral education in a totally secular school system. Therefore, the authorities have encouraged parents and teachers to provide moral guidance. Efforts have also been made to coordinate the Moslem and indigenous traditional systems of education with modern methods. It is hoped that this will stem the growing tide of unrest, immorality and drug abuse among youths.

In 1976 the Universal Primary Education scheme (UPE) was introduced to provide for free universal education throughout Nigeria. This will give children the opportunity to receive free primary schooling for six years, as well as junior secondary and senior secondary schooling for three years respectively. More schools are, therefore, being provided, and immediate plans are afoot to increase the number of universities to 13.

Adult Education

Because the majority of the adult population is illiterate, the various governments are giving increased attention to adult education. In Nigeria, where the literacy rate is 20 percent for a population of 70 million, the government has established adult education centers in most villages and towns. Many men and women are availing themselves of this opportunity to learn to read and write.

Much progress also is being made in adult literacy programs operating in Kingdom Halls of Jehovah’s Witnesses. By means of such classes, between 1962 and 1976, in Nigeria alone, 15,156 persons have been taught to read and write. Many of these were elderly and thought that they no longer had the ability to learn. They were mostly people from rural areas—farmers, hunters, fishermen, housewives. Their determination to obtain Bible knowledge and to be able to impart Scriptural instruction reawakened their desire to learn. Now they can read and write, and can help in teaching God’s Word to others in their own language and also often in English.

For example, Ezekiel Ovbiagele was trained according to the traditional system of education, but was not taught to read and write. After he received oral Biblical instruction from Jehovah’s Witnesses and was baptized in 1940, he saw the value of learning to read. He enrolled in one of the literacy classes and soon was reading the Bible to others. With further specialized training, he was qualified in 1953 to serve as a traveling overseer, having the responsibility to instruct many congregations in the territory assigned to him. Many others have made similar advancement.

When Jackson Iheanacho first attended meetings of Jehovah’s Witnesses, he was literate only in Efik, his native language. He saw the need to learn to read in English, too, since the meetings were conducted in that tongue. With the aid of the congregation’s literacy class, he achieved this and went on to learn other languages as well. He is now able to read and write seven languages!

The literacy rate among Jehovah’s Witnesses is better than 77 percent. Most of the remaining 23 percent are attending literacy classes, either at their Kingdom Halls or at government centers, and so are in various stages of learning to read and write. They appreciate this program, which is reaching out to more and more people.

Purposeful Education

The value and necessity of education cannot be denied. An editorial in the Daily Times of December 29, 1976, spoke of education as “the greatest investment .  .  . for the quick development of .  .  . economic, political, sociological and human resources. ” However, not just education, but purposeful education is essential. Modern methods have tended to establish materialistic goals, rather than productive ones. To many youths, the purpose of schooling is to obtain a certificate that will guarantee a prestige job and great financial reward. Parents should guide youths in carefully evaluating the purpose of their schooling. The goal should be to acquire real skills and thinking ability so as to ensure productivity in their adult careers.

It should be remembered, however, that the period of formal schooling is not all there is to the process of education. Parents can make use of preschool and out-of-school periods to instruct their children morally and in other ways that will build their personalities along wholesome lines. Much good can be achieved by using the Bible in inculcating decency, honesty and loyalty in the children.

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

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

E-mail: amalesh_b1@rediffmail. com

 1. 1     Introduction:

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

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

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

1. 2     Main Objective of the paper:

In the backdrop of the above-mentioned International Prescriptions, the paper attempted to explore about the rationality of application of Principles of Service Marketing and lessons to be learnt from World Development Report 2004 regarding Marketing of Education Service.

1. 3     Rationality of the study:

This type of study may lead to the understanding of the debate whether “Marketing of Education Service” is synonymous with the “Commercialisation of Education Service”.

2. 1     Marketing of Education Service [MES]:

            Marketing of Education Service refers to performing of activities [either with profit motive or service motive] which directs the flow of educational goods and services from the producer, provider and developer to the consumer of goods and services to satisfy the needs of parties involved [i. e. policy makers, provider and customers] like Psychological, economic and safety, Social, esteem and self-actualisation needs.

2. 2     Current Failure of MES:

 Current Education Services to the poor are failing poor people due to: –

[1] Diversion of large share of the education budget spending towards the non-poor,

[2] Non-reaching of the share of the budget, directed to the poor, to the front line service providers

[3] Disincentives to service providers, Prevalence of public corruption and undesirable political influence in education,

[4] Lower level demand for education because of cultural factors.

Thus, education failed because of over dominance of Finance function; and under importance of Marketing Function.

2. 3     Rationality Of Adopting The Principles Of Service Marketing In MES:

            The report asks “putting poor people at the centre of the service provision”. This is akin to the thinking of Customer centric marketing of Srvices. The societies, generally, choose the long route because there are evidences of market failures. Similarly the societies feel traditional short route [i. e. consumers’ power over providers] is inadequate viewed from equity-dimension. But there exists evidences of the “government failures” associated with the long route; and, “they may be so serve that, in some cases, the market solution may actually leave poor people better off”. This is necessary for balancing the problems associated with the long route of accountability with the short route.

2. 4     Dimensions Of MES:

 Dimensions in respect of the Marketing of Education Service are of two types:

[A] Marketing functions related to educational goods: – These functions include [1] Marketing Research and [2] Targeting customers with appropriate Market Mix i. e. Developing, Pricing, Promoting, and, Distributing Educational Goods or Educational product.

[B] Marketing functions related to educational services: – These functions include [1] Marketing Research and [2] Targeting customers with appropriate Market Mix i. e. [a] Developing Product, [b] Pricing, [c] Promoting, [d] Distributing, [e] Orienting in-house People, [f] Processing, [g] Providing Physical evidence, [h] having and following policy, and, [i] Ensuring Peoples Participation in Education Service.

Interestingly, the report seems to be absolutely silent in respect of ‘Marketing functions related to educational goods’.

2. 5     Relationships, Triangle And Types In MES:

The report argued for three key relationships in MES: [a] Between poor people and providers, [b] between poor people and policymakers, and [c] between policy makers and providers. Thus, there exists Education Service Marketing Triangle. Policy Makers, service providers and customers/poor people in fact, should work together for MES [from diagram]. But they require three different types of marketing -

[a] Internal marketing between Policy Makers and Providers-to enable service promise.

[b] External Marketing between Policy Makers and Customers/poor people – to make promises.

[c] Interactive Marketing or Real–time Marketing between Providers and Customers – to keep promises made. There must be perfect alignment in the three different type of Marketing.

This paper deals with the question: Why is the shift toward online education happening? This is a complex issue that involves questions of educational access, paradigms for teaching and learning, competition and globalization among universities, the development of new and better online technologies, and the financial pressures facing higher education. A huge transition is underway. The same networking and computing technology that has revolutionized global commerce, and many other facets of modern life, is now being targeted at education. Partnering the Internet with modern course management systems makes it possible for universities to offer online coursework on a global basis. The critical task that lies ahead is to create and disseminate curricula of high quality that students can embrace and educators can sustain. For more details visit to www. guardadsense. com . The overall objective of José’s Online Education Forum is to examine the realities of college and university online teaching, and the processes of education using today’s information technologies. Collectively, the authors of this paper have taught over a hundred different university-level courses online, both graduate and undergraduate, mostly using the Internet. The issues and insights discussed in this Forum will provide educators with important tools and the understanding needed to effectively embrace the world of online education.

1. INTRODUCTION

1. 1 The Sloan Consortium

In a Sloan-C survey of 1170 Provosts and Academic VPs, more than half indicated a belief that online education would be ‘critical for the long-term’ in higher education. Surprisingly perhaps, the same percentage said that they believe success in achieving learning outcomes is already equivalent between online and traditional teaching methods. And there was also a consensus of opinion among these respondents that the quality of online courses would continue to improve, with a third of them believing that online teaching quality will soon surpass the quality typical of conventional teaching. These opinions may be surprising for many of us in the teaching profession, coming as they do from such high level and influential administrators. They signal a fundamental change in perceptions about the potential of online education in the immediate future.

1. 2 Overview

The objective in this paper is to investigate and assess why this shift to online education is happening. Several factors can be cited beginning with improvements in access to educational services using online technologies and changing paradigms for teaching and learning that integrate well with these technologies. Other factors include heightened educational competition and globalization, the ongoing and often dramatic improvements in online systems capabilities, and the underlying economics of providing online education versus conventional means. The following sections of this paper explore each of these factors individually.

2. ACCESS TO EDUCATION

2. 1 Access for the Masses

The ability to use information technologies effectively is one aspect of achieving success in today’s society, both for individuals and for organizations as a whole. The current job market requires educated workers who are capable of changing and adapting as business and cultural realities shift and evolve in today’s fast-paced, global economy (Kantar, 2001). Information technology is enabling the development of this kind of economic world structure. For more information logon to www. instant-adsense-dollars. com . It is also making possible the education of the workforce that this new economy requires by providing new capabilities for teaching and learning online.

Online education offers the promise of increased access to high quality education for the masses. Exactly how this is going to occur is not clear yet, but there is no doubt that online education is rapidly becoming an established modality. The development of the modern world economy demands an educated workforce. Places like the three It’s (India, Indonesia, and Ireland) and more recently China, are finding that the need for an educated workforce is overwhelming the capabilities of their traditional educational systems . In America and Western Europe, the same economic and political pressures associated with ‘equality of opportunity’ contribute to demands for equal access to a quality education for all who seek it.

Impact of Education on Domestic Violence and Development of Women through Education

INTRODUCTION

You can tell the condition of a nation by looking at the status of its women.

- Jawaharlal Nehru

“Literary education is of no value, if it is not able to build up a sound character. ”

- Mahatma Gandhi

            Education has been regarded as the most significant instrument for changing women’s subjugated position in the society. It not only develops the personality and rationality of individuals, but qualifies them to fulfill certain economic, political and cultural functions and thereby improves their socio-economic status. One of the direct expectations from educational development in a society is the reduction in the inequality among individuals and that is why Education was included as the basic right of every human being in the Universal Declaration of Human Rights. The constitution of UNESCO also directs its efforts to achieve `The ideal of equality of educational opportunity without regard to race, sex or any distinction, economic or social’.

            Domestic Violence (sometimes referred to as domestic abuse or spousal abuse) occurs when a family member, partner or ex-partner attempts to physically or psychologically dominate another. Domestic violence often refers to violence between spouses, or spousal abuse but can also include cohabitants and non-married intimate partners. Domestic violence occurs in all cultures; people of all races, ethnicities, religions, sexes and classes can be perpetrators of domestic violence. Domestic violence is perpetrated by both men and women, occurring in both same-sex and opposite-sex relationships.   

What Is Domestic Violence?

            Domestic violence is controlling behaviour and includes all kinds of physical, sexual and emotional abuse within all kinds of intimate relationships. The perpetrators of domestic violence or abuse are usually men and the victims or survivors are usually women and children that they know. It includes:

• Punching and slapping

• Kicking and hair pulling

• Biting and pinching

• Pushing and shoving

• Being forced to have sex

• Being beaten or cut with other objects

• Disrespect, neglect and emotional blackmail

• Verbal abuse and swearing

• Being prevented from going out or seeing people – being isolated

• Lying, harassment and putting pressure on you through threats

            1:4 women experience domestic violence at some point in their lives and 1:10 will be experiencing domestic violence today

WOMEN VIOLENCE IN DIFFERENT STATES OF INDIA

            Over 37 per cent married women in the country were victims of physical or sexual abuse by their husbands with Bihar topping the list. Women in Himachal Pradesh faced less violence at home compared to other states in the country. The latest National Family Health Survey-III found that 37. 2 per cent women had experienced violence and cited lack of education as the key reason behind their woes. “Women with no education were much more likely than other women to have suffered spousal violence. However, spousal abuse also extends to women who have secondary or higher secondary level education, with 16 per cent reporting abuse,” the survey said.

            The survey showed that countrywide more women face violence in rural areas (40. 2) as compared to those in the urban areas (30. 4).

            In Bihar, women in urban areas fared worse than those in rural areas. While 62. 2 per cent underwent the trauma in urban areas, it was 58. 5 per cent women in villages.

            It is followed by Rajasthan (46. 3) Madhya Pradesh (45. 8), Tripura (44. 1), Manipur (43. 9), Uttar Pradesh (42. 4), Tamil Nadu (41. 9), West Bengal (40. 3) and Arunachal Pradesh (38. 8).

            Among the metros, the fairer sex was better off in Delhi (16. 3) and Mumbai (19. 5) recorded relatively low percentage as compared to Chennai (40. 6) and Kolkata (26. 7).

            Nearly, 17 per cent women in Goa have experienced violence, with 17. 2 women in rural areas at the receiving end as compared to 16. 4 per cent women in urban areas.

            In Chhattisgarh, a total of 30 per cent women suffered at the hands of their husbands, while in Jharkhand, the figure was 37 per cent. About 40. 8 per cent women in Jharkhand villages found the going tough as compared to 24. 6 per cent in the urban areas.

            In the hill state of Uttarakhand, nearly 28 per cent women experienced violence, with those in villages (29. fared worse than their urban counterparts (22. 8). After Himachal Pradesh, women fared relatively better in Jammu and Kashmir (12. 6), Meghalaya (13. 1), Nagaland (15. 4), Sikkim (16. 5) and Kerala (16. 4).

Other states where women find themselves vulnerable are Assam (39. 6), Arunachal Pradesh (38. 8), Orissa (38. 5), Maharashtra (30. 7), Andhra Pradesh (35. 2), Haryana (27. 3), Gujarat (27. 6) Punjab (25. 4), Mizoram (22. 5) and Karnataka (20).

CRIME AGAINST WOMEN IN INDIA

·        One crime against women every three minutes

·        One rape every 29 minutes

·        One dowry death case every 77 minutes

·        One case of cruelty by husband and relatives every nine minutes

·        Once suicide every 240 minutes.

Source: National Crime Records Bureau       

CHILD VIOLENCE

           Children are the nation’s assets. A happy child will make his/her home and the country happy. The future of any country depends upon the right upbringing of its children, for which a congenial environment and adequate opportunities for wholesome development are essential.

According to UNICEF’s  “The State of the World’s Children,” report for 2006, one-third of the world’s children lack adequate shelter, 31% lack basic sanitation and 21% have no access to clean, potable water.   Illness, malnutrition, and premature death are common when children lack the most basic protection.

            A government commissioned survey has found that more than 53 per cent of children in India are subjected to sexual abuse, but most don’t report the assaults to anyone.

            The survey, released last April and which covered different forms of child abuse physical, sexual and emotional as well as female child neglect, found that two out of every three children have been physically abused.

            Parents and relatives, persons known to the child or in a position of trust and responsibility were mostly found to be the perpetrators of child sexual abuse in the country. According to the women and child development ministry-sponsored report, which assumes greater significance in the backdrop of the Nithari killings that brought into focus the issue of children’s safety, those in the age group of 5-12 years reported higher levels of abuse.

            While releasing the survey, Women and Child Development Minister Renuka Chowdhury said, “Child abuse is shrouded in secrecy and there is a conspiracy of silence around the entire subject. The ministry is working on a new law for protection of children’s rights by clearly specifying offences against children and stiffening punishments. “

            The survey carried out across 13 states and with a sample size of 12,447, revealed that 53. 22 per cent of children reported having faced one or more forms of sexual abuse, with Andhra Pradesh, Bihar, Assam and Delhi reporting the highest percentage of such incidents. In 50 per cent of child abuse cases, the abusers were known to the child or were in a position of trust and responsibility and most children did not report the matter to anyone.

            The survey, sponsored by WCD ministry and carried out by the NGO Prayas in association with UNICEF and Save the Children, found that more than 50 per cent children were subjected to one or the other form of physical abuse and more boys than girls were abused physically. The first-ever survey on child abuse in the country disclosed that nearly 65 per cent of school children reported facing corporal punishment beatings by teachers mostly in government schools.

            Of children physically abused in families, in 88. 6 per cent of the cases, it was the parents who were the perpetrators. More than 50 per cent had been sexually abused in ways that ranged from severe such as rape or fondling to milder forms of molestation that included forcible kissing.

            The study also interviewed 2,324 young adults between the ages of 18 and 24, almost half of whom reported being physically or sexually abused as children. When it comes to emotional abuse, every second child was subjected to emotional assault and in 83 per cent of the cases, parents were the abusers.

Children living with domestic violence may:

• Express behavioural problems.

• Be more likely to truant or have difficulties at school.

• Turn to alcohol or drugs.

• Self-harm or attempt suicide.

            According to the NSPCC (National Society for the Prevention of Cruelty to Children) of Children living with domestic violence:

Ø      100% are emotionally abused.

Ø      48% are psychologically abused.

Ø      26% are physically abused.

Ø      13% are accidentally injured.

Ø      7% are sexually abused.

Recent figures from the International Labour Organisation (ILO) show that:

v     Globally, 1 in 6 children work.

v     218 million children aged 5 – 17 are involved in child labour world wide.

v     126 million children work in hazardous conditions.

v     The highest numbers of child labourers are in the Asia/Pacific region, where there are 122 million working children.

v     The highest proportion of child labourers is in Sub Saharan Africa, where 26% of children (49 million) are involved in work.

DEVELOPMENT OF WOMEN THROUGH EDUCATION       

        Education is the process of instruction aimed at the all round development of boys and girls. Education dispels ignorance. It is the only wealth that cannot be robbed. Learning includes the moral values and the improvement of character and the methods to increase the strength of mind.

            Once the first Prime Minister of India, Jawaharlal Nehru said, “you can tell the condition of a nation by looking at the status of its women”. This is absolutely true. Woman of any nation is the mirror to its civilization. If women enjoy good status it shows that the society has reached a level of maturity and sense of responsibility while a decadent image conjures up if the opposite is true. The story of Indian women is as old as the history of Indian civilization.

            Kumud Sharma of the Centre for Women’s Development Studies in New Delhi traced the correlation between education and domestic violence to patriarchal attitudes. “Educated women are aware of their rights,” she said. “They are no longer willing to follow commands blindly. When they ask questions, it causes conflicts, which, in turn, leads to violence. In many Indian states, working women are asked to hand over their paycheck to the husband and have no control over their finances. So, if they stop doing so or start asserting their right, there is bound to be friction. “

Female Literacy in India

            According to last census held in 2001, the percentage of female literacy in the country is 54. 16%. The literacy rate in the country has increased from 18. 33% in 1951 to 65. 38% as per 2001 census. The female literacy rate has also increased from 8. 86% in 1951 to 54. 16%. It is noticed that the female literacy rate during the period 1991-2001 increased by 14. 87% whereas male literacy rate rose by 11. 72%. Hence the female literacy rate actually increased by 3. 15% more compared to male literacy rate.

WOMEN UNIVERSITIES IN INDIA

Ø      Andhra Pradesh

      Sri Padmavati University, Tirupati

Ø      Delhi

      Lady Shri Ram College for Women, Lajpat Nagar

Ø      Maharashtra

      SNDT Women’s University, Mumbai

Ø      Rajasthan

      Banasthali Vidyapith, Banasthali

Ø      Tamil Nadu

      Stella Maris College, Chennai

      Women’s Christian College, Chennai

      Madura College, Madurai        

            It is necessary to establish some more universities and colleges for women in India. Education is a solution for any type of problem in the society. Education gives strength, power and character. Education helps to improve economic position also in the society.

            The number of women job seekers has increased from 99. 3 lacs in 1999 to 106. 1 lacs in 2004. Thus the percentage of women job seekers to the total job-seekers has also increased from 24. 6per cent in 1999 to 26. 2per cent in 2004.

Table 1: Number of Women Job Seekers

Year

Number of Women (in lacs)

Percentage to total

1999

99. 3

24. 6

2000

104. 5

25. 3

2001

108. 8

25. 9

2002

106. 0

25. 9

2003

107. 5

26. 0

2004

106. 1

26. 0

      Number of Educated Women Job Seekers as on December 2004 was 7537. 7 thousand. Educated Women at the end of 2004 accounted for 25. 8per cent of the total educated job-seekers.

Table 2: Number of Educated Women Job Seekers

Year

Number of Women

Percentage to total

2000

7911. 7

27. 1

2001

8525. 6

28. 1

2002

7921. 4

26. 8

2003

8032. 4

26. 6

2004

7537. 7

25. 8

Vision of National Commission for Women

            Dr. ( Miss. ) Girija Vyas took over as Chairperson of the National Commission for Women on 16th February, 2005.

            The Indian Women of Today Culturally rooted, Globally oriented Healthy, Educated, Self Reliant Secure in her Home and Safe Outside With Access to all the Rights of a Citizen With Opportunity to Contribute in all walks of life.

MODERN INDIAN WOMEN

            The status of women in modern India is a sort of a paradox. If on one hand she is at the peak of ladder of success, on the other hand she is mutely suffering the violence afflicted on her by her own family members. As compared with past women in modern times have achieved a lot but in reality they have to still travel a long way. Their path is full of roadblocks. The women have left the secured domain of their home and are now in the battlefield of life, fully armored with their talent. They had proven themselves. But in India they are yet to get their dues. The sex ratio of India shows that the Indian society is still prejudiced against female. There are 933 females per thousand males in India according to the census of 2001, which is much below the world average of 990 females. There are many problems which women in India have to go through daily. These problems have become the part and parcel of life of Indian women and some of them have accepted them as their fate.

FIRST WOMAN OF INDIA

            Women had played an important role in the Modern World. Here are some of the most successful & first women of the world, who lead a Nation, a Party, a State, etc.

·        First woman President of Indian National Congress — Annie Besant (1917)

·        First Indian woman President of Indian National Congress — Sarojini Naidu (1925)

·        First woman Ambassador from India — Vijay Lakshmi Pandit (to USSR from1947-49)

·        First woman Governor of an Indian State — Sarojini Naidu (UP from 1947-48)

·        First woman Minister of an Indian State — Vijay Lakshmi Pandit (UP)

·        First Mayor of Delhi — Aruna Asif Ali (1958)

·        First woman Central Minister — Rajkumari Amrit Kaur

·        First woman Film star to be a member of Rajya Sabha — Nargis Dutt

·        First woman Chief Minister of an Indian State — Sucheta Kriplani (UP from 1963-67)

·        First woman Prime Minister of India — Indira Gandhi (1966-77 & 1980-84)

·        First woman Speaker of an Indian State — Shano Devi

·        First woman winner of the Bharat Ratna — Indira Ghandi (1971)

·        First woman Judge of the Supreme Court — Justice M Fatima Bevi (1989)

·        First woman Chief Justice of a High Court — Leila Seth (CJ of Himachal Pradesh 1991)

·        India’s officially recognized billionth citizen — Aastha (Born on May 11, 2000 at ND)

CONCLUSIONS

            Indian women have mastered anything and everything which a woman can dream of. But she still has to go a long way to achieve equal status in the minds of Indian men. The desire of Indian women can be best summed up in the following lines of ‘Song of an African Women’:

I have only one request.
I do not ask for money
Although I have need of it,
I do not ask for meat . . .
I have only one request,
And all I ask is
That you remove
The road block
From my path.

            Educate all the children in the family. Education is the most powerful instrument for the development of women and children in the society. 8th March is observed as International Women’s Day. It is necessary to celebrate International Women’s Day every year in a grand manner. Our present president Pratibha Patil is also a woman. It is the power and credit of woman. It is also very important to celebrate Children’s Day on November 14th and Mother’s day.  

Reference:

1.       National Institute of Child Health and Human Development. (2001). The National Reading Panel: Reports of the Subgroups.

2.       UNESCO Institute for Statistics: Literacy rates, youth (15-24) and adult (15+), by region and gender (September 2006 Assessment).

3.    Heilbroner, R. L. (1995) Visions of the future: the distant past, yesterday, today,      

     and tomorrow (New York: Oxford University Press).

4.    Child and Women Development Report, (2006), Ministry of Women and Child  

      Development, Government of India, New Delhi.

5.     National Family Health Survey, (2006), Government of India, New Delhi.

6.     National Crime Records Bureau, (2007), Government of India, New Delhi.

7.   Census of India, (2001), Government of India, New Delhi.

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*****

The ability to obtain an online education degree has opened the educational doors for many students who cannot afford to attend school on campus as a full-time student.   Distance learning courses definitely provide some advantages over the traditional college education. But, because of the methods of delivering and receiving the material, students must consider the 7 things necessary in approaching an online education successfully.

1. Choosing the best education online institution – Make sure the institute for higher education chosen has adequate resources and accreditation recognized by the proper authorities.   Unless authenticity can be verified, find another school.   Sadly, unscrupulous degree mills offer degrees with short-term or no real education. Thus, the diplomas are bogus and absolutely worthless. Find a school that provides solid education, ample student support, and the facilities necessary to succeed in your distance learning.

2. Evaluate the cost and benefits – Generally, obtaining an online education is a costly venture. Most people do not realize the cost is often more than a traditional education.   So, it is important to evaluate the desired online education degree, and determine whether the benefit of future income opportunities will offer the reward for gaining an online degree.

3. How do employers view an online education degree? – There are many instances where employers were skeptical about the legitimacy of online education degrees. With so many “diploma mills” out there, it’s warranted for employers to be cautious. Although an online education degree might be legit, it would be very helpful to the employer if you provided the type of accreditation your college has beforehand to avoid any misunderstanding. By letting the employer know in advance that your institution was accredited by an institution that is recognized by CHEA and US department of Education, you will be a step ahead in qualifying for that dream job.

4. Discipline, determination, and time – First time distance learning students are often surprised by the amount of discipline necessary to stay on task and complete the online assignment.   It takes unfaltering determination to achieve an online education. In addition, without regularly scheduled classes, it is essential to exercise good time management skills. To keep focused, without the physical presence of educator and peers, it is important to establish communication with other students to have another push toward success in your education degree online

5. Utilize all the facilities provided – Online courses generally provide online lectures and email correspondence to ensure a means of communication with instructors, tutors, and fellow students.   Take advantage of every opportunity to utilize these resources of motivation and encouragement, as well as establish a sense of connection with the college or university.

6. Make use of credit transfers – Many online education degree colleges allow students to transfer their credits from courses they took in previous colleges, whether online or traditional. By doing this, it means students don’t have to repeat courses they learnt before. For this to be effected, it’s important for a student who intends to pursue an education online to make sure they get transcripts and results from their previous universities or colleges and make them available to their accredited online college so they can be passed as transfer credits.

7. Make use of the educational technology – Accredited online universities offer a plethora of opportunities for doing necessary research and other facilities to ensure adequate completion of the course.   Normally, the cost of virtual libraries, the programs to access online lectures, and even student online access and e-mail accounts are factored into the cost of the course. Therefore, it only makes sense to use all the technology available to make the most of the educational opportunity in achieving an online education degree.

Reason to exist as Catholic school

The Purpose of a Catholic School is to be a Catholic School. Any institution which bears the name Catholic and participates in this mission must find its own specific mission under its maternal shadow. The Catholic school must be of, with and for the church because her purpose, identity and mission proceed from the Communion of the Church. In words of Congregation for Catholic school, the church clearly indicates that the establishment of catholic school is for the mission of the church. It asserts that “To carry out her saving mission, the Church uses, above all, the means which Jesus Christ has given her. She also uses other means which at different times and in different cultures have proved effective in achieving and, promoting the development of the human person.  She establishes her own schools because she considers them as a privileged means of promoting the formation of the whole man, since the school is a centre in which a specific concept of the world, of man, and of history is developed and conveyed”.

The Sacred congregation for Catholic School emphasizes catholic school to present itself catholic and states clearly that for this reason only that catholic school has the right to exist. It states the following:

“While acknowledging this duty of the local Churches, the Sacred Congregation believes that now is the opportune moment to offer its own contribution by re-emphasising clearly the educational value of the Catholic school. It is in this value that the Catholic school’s fundamental reason for existing and the basis of its genuine apostolate is to be found. “

In line with the above, the great Western Bishop Augustine states “Catholic schools are an extension of the Catholic Church, a cell of the Body of Christ”. Since the church has its mission in evangelization, She establishes her own schools because she considers them as a privileged means of promoting the formation of the whole man, since the school is a centre in which a specific concept of the world, of man, and of history is developed and conveyed.  

In support of the above view, Deacon Keith Fournier, a Deacon of the Diocese of Richmond, Virginia asserted that “The Catholic School derives its’ very reason for existence, its’ identity, by living in the Heart of the Church. It finds its missionary assignment only when it sees its placement within the Ark of the Church. Thus, like the Church of which she is an extension, the Catholic school shares in the mission of Jesus Christ”.

To conclude the catholic school does not exist for itself. It owns its existence on the mission of the church that is to evangelize. The existence of catholic is therefore is to inform and educate the whole student, who is an integrated human person, in the teaching, “the mind” of the Catholic Church, thus preparing men and women with a profoundly Catholic Vision of life. Catholic school therefore finds its true justification in the mission of the Church. This justification finds its meaning on an educational philosophy in which faith, culture and life are brought into harmony. Through it, the catholic school evangelizes, educates, and contributes to the formation of a healthy and morally sound life-style among its students. Only by doing this will the Catholic school fulfill its vital mission and has the right to pursue its existence.

Catholic school mission

As mentioned above, Catholic school attaches its meaning to mission of the church. The church herself is clear of her mission for She always and seriously reflects on it. In the Catholic school (1977), she states the Church is constantly deepening her awareness of herself and meditating on the mystery of her being and mission. Thus she is ever rediscovering her living relationship with Christ “in order to discover greater light, energy, and joy in fulfilling her mission and determining the best way to ensure that her relationship with humanity is closer and more efficacious” – that humanity of which she is a part and yet so undeniably distinct. Her destiny is to serve humanity until it reaches its fullness in Christ. Evangelisation is, therefore, the mission of the Church; that is she must proclaim the good news of salvation to all, generate new creatures in Christ through Baptism, and train them to live knowingly as children of God.

In light of the above catholic school as part of the church can not do otherwise, but to evangelize, that is it must proclaim the good news of salvation to all, generate new creatures in Christ through Baptism, and train them to live knowingly as children of God.  

The church herself realizes that to find Her light and strength she needs to constantly renew Her living relationship with Christ. Moved by the same Spirit, Catholic school must always deepen its awareness and meditates on the mystery of its being and mission so that it is ever rediscovering its living relationship with Christ. As a result Catholic school will be able to discover greater light, energy, and joy in fulfilling its mission and determining the best way to ensure that its educational mission with the young will be more efficacious and more fruitful until it reaches its fullness in Christ.

In the words of the Congregation for Catholic education, the church further shed light to catholic school of its commitment. It asserts:

“The Catholic school is committed thus to the development of the whole man, since in Christ, the Perfect Man, all human values find their fulfillment and unity. Herein lies the specifically Catholic character of the school. Its duty to cultivate human values in their own legitimate right in accordance with its particular mission to serve all men has its origin in the figure of Christ. He is the One Who ennobles man, gives meaning to human life, and is the Model which the Catholic school offers to its pupils. ”

The document continues to insist that Catholic school should transition itself from an institution to a community. This community dimension is primarily built on theological concept rather than a sociological category. Catholic school therefore should reflect its mission entrusted to it by the Lord, the Church gradually develops its pastoral instruments so that they may become ever more effective in proclaiming the Gospel and promoting total human formation. The Catholic school is one of these pastoral instruments; its specific pastoral service consists in mediating between faith and culture: being faithful to the newness of the Gospel while at the same time respecting the autonomy and the methods proper to human knowledge.

The document further ascertains that the Catholic school finds its true justification in the mission of the Church; it is based on an educational philosophy in which faith, culture and life are brought into harmony. Through it, the local Church evangelizes, educates, and contributes to the formation of a healthy and morally sound life-style among its members. The Holy Father affirms that “the need for the Catholic school becomes evidently clear when we consider what it contributes to the development of the mission of the People of God, to the dialogue between Church and the human community, to the safeguarding of freedom of conscience . . . “. Above all, according to the Holy Father, the Catholic school helps in achieving a double objective: “of its nature it guides men and women to human and Christian perfection, and at the same time helps them to become mature in their faith. For those who believe in Christ, these are two facets of a single reality”

Thus the catholic school needs to deepen its understanding on the mission of the church. Realizing the importance of its mission will provide a clear and distinct picture of what catholic school should be like and run itself in such a way that its service will be directed to the right path in enhancing its students in line with the mission of the church.

Examination of Catholic School Mission: A Synthesis of Faith, Culture, and Life

In order to respond to the new challenges faithfully and truthfully, Catholic school needs to examine its distinguishing characteristic of a Catholic school. Moreover the Church also invites Catholic school to reflect whether or not the words of the Council have become a reality.  The Church describes it this way: “The Catholic school pursues cultural goals and the natural development of youth to the same degree as any other school. What makes the Catholic school distinctive is its attempt to generate a community climate in the school that is permeated by the Gospel spirit of freedom and love. It tries to guide the adolescents in such a way that personality development goes hand in hand with the development of the “new creature” that each one has become through baptism. It tries to relate all of human culture to the good news of salvation so that the light of faith will illumine everything that the students will gradually come to learn about the world, about life, and about the human person”  (the Religious Dimension of Education in Catholic School).

In Declaration on Christian Education, the document asserts that “Christ is the foundation of the whole educational enterprise in a Catholic school. His revelation gives new meaning to life and helps man to direct his thought, action and will according to the Gospel, making the beatitudes his norm of life. The fact that in their own individual ways all members of the school community share this Christian vision, makes the school “Catholic”; principles of the Gospel in this manner become the educational norms since the school then has them as its internal motivation and final goal. ” This vision is to form pupils into development of the whole man, in Christ, the Perfect Man. In Him all human values find their fulfilment and unity.

Meaning to say the core of Catholic school mission is on Christ and in Him it finds its manifestation in the principles of the Gospel. Catholic school must therefore be aware of this and devotes itself to cultivate human values in their own legitimate right in accordance with its particular mission to serve all pupils and its origin in the figure of Christ. In so doing only Catholic school can claim its achievement and on these educational norms only catholic school can qualify itself.

In the light of this vision, the Church suggests a means to form Her children in school. She considers culture as a means of communication to do so. She states “the Catholic school has as its aim the critical communication of human culture and the total formation of the individual, it works towards this goal guided by its Christian vision of reality “through which our cultural heritage acquires its special place in the total vocational life of man””

The church further suggests that Catholic school becomes aware of the existing relationship between faith and human culture in them and help them grow beyond this limited human reality. In GAUDIUM ET SPES, it stresses:  “Human culture remains human, and must be taught with scientific objectivity. But the lessons of the teacher and the reception of those students who are believers will not divorce faith from this culture. This would be a major spiritual loss. The world of human culture and the world of religion are not like two parallel lines that never meet; points of contact are established within the human person. ………. Everyone should work together, each one developing his or her own subject area with professional competence, but sensitive to those opportunities in which they can help students to see beyond the limited horizon of human reality. ”

The church clearly sees where the achievement of Catholic education lies in. She considers the achievement of the aim of catholic school not so much in the method of teaching or the subject matters but in the person of teacher who must be able to integrate culture and faith together. In the same document, it states “To achieve this specific aim of the Catholic school depends not so much on subject matter or methodology as on the people who work there. The extent to which the Christian message is transmitted through education depends to a very great extent on the teachers. The integration of culture and faith is mediated by the other integration of faith and life in the person of the teacher. The nobility of the task to which teachers are called demands that, in imitation of Christ, the only Teacher, they reveal the Christian message not only by word but also by every gesture of their behaviour. This is what makes the difference between a school whose education is permeated by the Christian spirit and one in which religion is only regarded as an academic subject like any other. ”

Here too, in the communication of culture, teachers have a special role to play. They are the authors of, and the sharers in, the more lay aspects of culture; their mission, then, is to help the students come to understand, from a lay point of view, the global character that is proper to culture, the synthesis which will join together the lay and the religious aspects of culture, and the personal contribution which those in the lay state can be expected to make to culture.  

Moreover the church considers teachers to be in an excellent position to guide pupil to a deepening of his faith and to enrich and enlighten his human knowledge with the data of the faith. The church suggests that teachers need to find occasions in teaching when pupils can be stimulated by insights of faith. They can use academic subjects to form pupils towards the development of a mature Christian and a total commitment to Christ. Furthermore teachers should also be concerned with the educational context when they apply their methods of teaching. In support of this aspect the church states:

“The communication of culture in an educational context involves a methodology, whose principles and techniques are collected together into a consistent pedagogy. A variety of pedagogical theories exist; the choice of the Catholic educator, based on a Christian concept of the human person, should be the practice of a pedagogy which gives special emphasis to direct and personal contact with the students. If the teacher undertakes this contact with the conviction that students are already in possession of fundamentally positive values, the relationship will allow for an openness and a dialogue which will facilitate an understanding of the witness to faith that is revealed through the behaviour of the teacher. ” 

From this it is clear that Catholic school has to review its entire programme of formation, both its content and the methods used, in the light of that vision of the reality from which it draws its inspiration and on which it depends.  It means that all subjects and all activities in a Catholic School should be conducted and taught in consideration with culture of the pupils under the same aim that Christ is the center of their lives and in Him they find fulfillment of their lives. The achievement of this aim is mostly laid upon the endeavour of teachers, their endeavour to interweave faith and culture which has become the heart of individual subjects, makes for unity, articulation and coordination, bringing forth within what is learnt in school a Christian vision of the world, of life, of culture and of history.

Conclusion

The attempt of this paper was to present to catholic Educators in Thailand a framework on which they can base their response to the new challenges such as the crisis of values assumes the forms, often exalted by the media, of subjectivism, moral relativism and nihilism, the extreme pluralism pervading contemporary society leads to behaviour patterns which are at times so opposed to one another as to undermine any idea of community identity, and the rapid structural changes, profound technical innovations and the globalization of the economy affect human life more and more throughout the world (The Catholic School on the Threshold of Third millennium).

To function as an effectively Catholic educational institute, Catholic school can not but realize itself as Catholic. The understanding on Catholic school concept will come as an accident. It needs to be in continual reflection on its mission as part of the church which is to evangelize.

Deepening itself in the true knowledge of its mission catholic school will ultimately crystallize its idea of what Catholic school is like in the light of church’s teaching. As a result, a framework on which new content, new capabilities and new educational models can be drawn to face the new challenges. This framework focuses on the importance of synthesis of Faith culture and Life that means to integrate all the different aspects of human knowledge and growth of the virtues characteristic of the Christian through the subjects taught, in the light of the Gospel.

The achievement of this aim is mostly laid upon the endeavour of teacher, their endeavour to interweave faith and culture which has become the heart of individual subjects, makes for unity, articulation and coordination, bringing forth within what is learnt in school a Christian vision of the world, of life, of culture and of history. Teacher also has to lead the pupil on to a personal integration of faith and life through the relationship that will allow for an openness and a dialogue which will facilitate an understanding of the witness to faith that is revealed through the behaviour of the teacher. ” 

From this writing the following points are proposed:

1.       Catholic schools in Thailand should not be clouded only with the vision of how to respond relevantly to the new challenges but also how to preserve their identity as catholic school.

2.       Catholic school should give due importance to the formation of its teachers and also provide them with adequate knowledge and practice.

3.       Establishment of Advanced Learning for Catholic Educators should be considered urgent and necessary.

REFERENCES

Congregation for Catholic Education, The Catholic School, 1977.

Congregation for Catholic Education, Lay Catholics in Schools: Witnesses to Faith, 1982.

Congregation for Catholic Education, The Religious Dimension of Education in a Catholic School, 1988. Pope John Paul II, At the Beginning of the Third Millennium, 2001. Pope John Paul II, The Church in America, 1999.

Congregation for Catholic Education, The Catholic School on the Threshold of the Third Millennium, 1997.

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You might ask how it is possible to buy a sports car at such a low price, and the answer lies in the hands car hire of the Government and banks that seize thousands of cars a day and auction them off quickly. Various federal, state, and local government and law enforcement agencies as well as Banks and lending institutions regularly seize thousands of cars and Suv’s every day and auction them off. At that point, we make it possible for you to bid and buy these vehicles for ridiculously low prices. When it comes down to it in today’s world not many people want to go out there not knowing exactly what the process encompasses when they are trying to buy themselves a car either for their own personal luxury or for them to get from place to place with.

You really need to make sure that you have all the knowledge that goes with buying a car already in your head or else you risk ending up having to spend a lot more money then you should be cheap car hire in the first place.   In order for you to make sure that you are going to get the best possible deal on a Guaranteed Auto Loan you are going to want to make sure that you get car finance before you ever walk into a car dealerships car lot.

Have you heard about free online education? Well, if you search the Internet, you can come across many online schools and institutes offering free online education. You can sit back in your comfy home and get a degree that you are looking for long. The most important part is that you do not have to spend hefty sum when you are going for online education.

Online Learning serves all your needs

Online education can be categorized in two categories. You can go for free online learning as a part of self study or may be as assistance to your regular course. This may be part of your assignment or a school project. Another facet of free online education is when you get yourself enrolled for a degree or a certificate course through an online institute. In every case, free online education is a great help for many people today.

Learning made easy with free online education

For those who cannot quit their jobs for studying further, online education is a great solution. And when it comes free of cost, it becomes all the more easily to get. There are number of good universities and colleges that let you get free online education. The education online has solved the problems of those who want to continue their education but cannot go for regular colleges due to restrictions of time and money. When you take up any course online you have full assistance of the teachers and professors. So you do not lack any kind of teaching help when you go for free education online. The online institutes have developed virtual class rooms that are great to help you learn fast. With the assistance of online aids like e books, audio video tutorials, you will not find it hard to grasp things. You can interact with other students who are studying the similar course via forums and question answer sections on the college web site. All this helps you to get the clear picture of the subject matter of the online course.

Free online education via universities

A great news for those who are looking for free online education is that many reputed universities such as the Boston University and the University of Massachusetts has a lot of free course materials over the Internet. These sources are reliable, so there is no harm in getting free online education through them. But one of the biggest problems with free online education is that there is no one who can evaluate you as such. You have to evaluate yourself to know how much you are gaining from the online education. If you have the ability to evaluate yourself then there is no harm in going for these online courses. Many people are not able to make it with the online education as they lack competition while learning which is there when you go for class room study.

Free online education is great for those who cannot afford to get education at good centres. You can get good education in the privacy of your home and without spending a good sum. With little caution, you can get advantage of these online learning programs.