Introduction Since independence in, Kenya has had its share of the struggle to make it possible for its population attains education for all. This was out of the realization that education of the population would help fight ills that faced the society, among them included; poverty, ignorance, and disease.
New York Schools Struggle With New Rules Essay
In fact, the government treated education To achieve a good education, one should attend both High School and College. The transition from High School to College is a step that a student will either adjust to or struggle with.
Although, some people think High School has a lot in The necessity for educational institutions to equip students with the skills to cope in a rapidly changing, culturally diverse and globalised 21st century society, has led academics, such as the New London Group, to encourage educators to acknowledge the various literacy forms utilised in the new millennium The New London Group, and to adopt Education has been conceived so variously in human history, especially in term of its aims.
Perhaps more than other aspects of human existence, it is education which lends a direction to In some high schools dress codes are being suggested. Parents and teachers believe that changing the dress code could possibly improve the learning environments in the school.
In contrast, dress codes should not be changed because parents have the responsibility to supervise what their children wear, the students will lose their individuality but not their If you contact us after hours, we'll get back to you in 24 hours or less. Hi there, would you like to get such a paper? How about receiving a customized one? Views: Don't use plagiarized sources.
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Curriculum implementation and program management
How to Avoid Plagiarism. Type: Essay, 9 pages Subject: Education. View sample. College administrators could also modify their student evaluation forms to ask students whether they believe the stated goals were emphasized in the courses they took. In addition, the average time students devote to studying varies widely among different colleges, and many campuses could require more of their students.
If I Were the Principal of My School Essay
Those lacking evidence about the study habits of their undergraduates could inform themselves through confidential surveys that faculties could review and consider steps to encourage greater student effort and improve learning. The vast difference between how well seniors think they can perform and their actual proficiencies according to tests of basic skills and employer evaluations suggests that many colleges are failing to give students an adequate account of their progress.
Grade inflation may also contribute to excessive confidence, suggesting a need to work to restore appropriate standards, although that alone is unlikely to solve the problem. More fundamental changes will take longer to achieve but could eventually yield even greater gains in the quality of undergraduate education. They include:. Improving graduate education. Colleges and universities need to reconfigure graduate programs to better prepare aspiring professors for teaching.
As late as two or three generations ago, majorities of new Ph. Today, however, many Ph. Aspiring college instructors also need to know much more now in order to teach effectively. A large and increasing body of useful knowledge has accumulated about learning and pedagogy, as well as the design and effectiveness of alternative methods of instruction.
Meanwhile, the advent of new technologies has given rise to methods of teaching that require special training. As evidence accumulates about promising ways of engaging students actively, identifying difficulties they are having in learning the material and adjusting teaching methods accordingly, the current gaps in the preparation most graduate students receive become more and more of a handicap. Universities have already begun to prepare graduate students to teach by giving them opportunities to assist professors in large lecture courses and by creating centers where they can get help to become better instructors.
More departments are starting to provide or even require a limited amount of instruction in how to teach. Nevertheless, simply allowing grad students to serve as largely unsupervised teaching assistants, or creating centers where they can receive a brief orientation or a few voluntary sessions on teaching, will not adequately equip them for a career in the classroom.
A more substantial preparation is required and will become ever more necessary as the body of relevant knowledge continues to grow. With all the talk in graduate school circles about preparing doctoral students for jobs outside academe, one has to wonder why departments spend time readying Ph. Many departments may fail to provide such instruction because they lack faculty with necessary knowledge, but provosts and deans could enlist competent teachers for such instruction from elsewhere in the university, although they may hesitate to do so, given than graduate education has always been the exclusive domain of the departments.
Enterprising donors might consider giving grants to graduate schools or departments willing to make the necessary reforms. If even a few leading universities responded to such an invitation, others would probably follow suit. Creating a teaching faculty.
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The seeds of such a change already exist through the proliferation of instructors who are not on the tenure track but are hired on a year-to- year basis or a somewhat longer term to teach basic undergraduate courses. The multiplication of such instructors has largely been an ad hoc response to the need to cut costs in order to cope with severe financial pressures resulting from reductions in state support and larger student enrollments. But researchers are discovering that relying on casually hired, part-time teachers can have adverse effects on graduation rates and the quality of instruction.
Sooner or later, the present practices seem bound to give way to more satisfactory arrangements. One plausible outcome would be to create a carefully selected, full-time teaching faculty, the members of which would lack tenure but receive appointments for a significant term of years with enforceable guarantees of academic freedom and adequate notice if their contracts are not renewed.
Such instructors would receive opportunities for professional development to become more knowledgeable and proficient as teachers, and they would teach more hours per week than the tenured faculty.
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In return, they would receive adequate salaries, benefits and facilities and would share in deliberations over educational policy, though not in matters involving research and the appointment and promotion of tenure-track professors. These faculty members would be better trained in teaching and learning than the current research-oriented faculty, although tenured professors who wish to teach introductory or general education courses would, of course, be welcome to do so.
Being chiefly engaged in teaching, they might also be more inclined to experiment with new and better methods of instruction if they were encouraged to do so. A reform of this sort would undoubtedly cost more than most universities currently pay their non-tenure-track instructors though less than having tenured faculty teach the lower-level courses. Even so, the shabby treatment of many part-time instructors is hard to justify, and higher costs seem inevitable once adjunct faculties become more organized and use their collective strength to bargain for better terms.
Progress may have to come gradually as finances permit. Rethinking the undergraduate curriculum. The familiar division into fields of concentration, electives and general education leaves too little room for students to pursue all of the objectives that professors themselves deem important for a well-rounded college education. This tripartite structure, with its emphasis on the major and its embrace of distribution requirements and extensive electives, was introduced by research universities and designed more to satisfy the interests of a tenured, research-oriented faculty than to achieve the various aims of a good undergraduate education.
The existing structure is unlikely to change so long as decisions about the curriculum remain under the exclusive control of the tenure-track professors who benefit from the status quo. By now, the standard curriculum has become so firmly rooted that during the periodic reviews conducted in most universities, the faculty rarely pause to examine the tripartite division and its effect upon the established goals of undergraduate education.
Instead, the practice of reserving up to half of the required number of credits for the major is simply taken for granted along with maintaining a distribution requirement and preserving an ample segment of the curriculum for electives. The obvious remedy is to include the non-tenure-track instructors who currently make up a majority of the teaching faculty in curricular reviews so that all those who play a substantial part in trying to achieve the goals of undergraduate education can participate in the process.
It is anomalous to allow the tenure-track faculty to enjoy exclusive power over the curriculum when they provide such a limited share of the teaching. Such a reform might be difficult under current conditions in many colleges where most undergraduate instructors serve part-time, are often chosen haphazardly and frequently lack either the time or the interest to participate fully in a review of its undergraduate program. If adjunct instructors achieve the status previously described, however, their prominent role in teaching undergraduates should entitle them to a seat at the table to discuss the educational program, including its current structure.
Such a move could at least increase the likelihood of a serious discussion of the existing curricular structure to determine whether it truly serves the multiple aims of undergraduate education. Colleges should also consider allowing some meaningful participation by members of the administrative staff who are prominently involved in college life, such as deans of student affairs and directors of admission. The current division between formal instruction and the extracurriculum is arbitrary, since many goals of undergraduate education, such as moral development and preparation for citizenship, are influenced significantly by the policies for admitting students, the administration of rules for student behavior, the advising of undergraduates, the nature of residential life and the extracurricular activities in which many students participate.
Representatives from all groups responsible for the policies and practices that affect these goals should have something to contribute to reviews of undergraduate education. Finally, there is an urgent need for more and better research both to improve the quality of undergraduate education and to increase the number of students who complete their studies. Among the many questions deserving further exploration, four lines of inquiry seem especially important.
The importance of this last point can scarcely be overestimated. Without reliable measures of learning, competition for students can do little to improve the quality of instruction, since applicants have no way of knowing which college offers them the best teaching. Provosts, deans and departments will have difficulty identifying weaknesses in their academic programs in need of corrective action.
Academic leaders will be handicapped in trying to persuade their professors to change the way they teach if they cannot offer convincing evidence that alternative methods will bring improved results. Faculty members will do less to improve their teaching if they continue to lack adequate ways to discover how much their students are learning.
All these reforms could do a lot to improve the quality of undergraduate education -- as well as increase levels of attainment. With more research and experimentation, other useful ideas will doubtless continue to appear. Be the first to know. Get our free daily newsletter. Mental health is low priority for community colleges.
Advice to highly sensitive academics for avoiding burnout opinion. Racial inequality, at college and in the workplace.