Should high schools offer vocational education, or should students go to trade schools for practical job training?
Vocational education is education that prepares people for practical activities, traditionally non-academic, related to a specific trade, occupation, or vocation. Nowadays, it is discussed that whether vocational education and training is offered in high schools or not. In my opinion, while students have sufficient opportunities to think about the course of their lives before secondary education, high schools should not provide vocational education.
First of all, education quality in high schools could decline with limited educational condition. The number of teachers and amount of budget for high schools are already defined, and it costs too much to improve learning condition. In this situation, if vocational education comes into effect in high schools, students would just have restricted academic education because of vocational education. Even though all students have opportunities to prepare for their future jobs, their opportunities cannot disturb others'. When all students can consider carefully their courses before they choose secondary education, students who enter high schools want to prepare for college. Therefore, it is better that high schools concentrate on academic education to keep high qualified academic education.
Secondly, it is not sure whether effective education could be afforded in high schools, as well as in trade school. In order to present intensive practical education, heavy investments are required. However, high schools have not been invested for vocational education, so effective vocational education cannot be given. Even though practical education is performed in high schools, it is not effective. It is difficult for some students who have practical education in high schools to appear more excellent perceived levels than others who are in trade schools. That is why trade schools are established to provide...
...INDIA'S GROWTH THROUGH ADVANCEMENT IN EDUCATION SECTOR
*Research scholar,sri Venkateshwara university,gajraula
**Supervisor, Maharaja agarsen college,Delhi university.
Education in India today is nothing like it was in Pre-Independence and Post-Independence Era. Education System in India today went through a lot of changes before it emerged in its present form. Presenteducation system in India is also guided by different objectives and goals as compared to earlier time. Present system of education in India, however is based around the policies of yesteryears. After independence, it was on 29th August 1947, that a Department of Education under the Ministry of Human Resource Development was set up. At that time the mission was the quantitative spread of education facilities. After, 1960’s the efforts were more focussed to provide qualitative education facilities. The present research focus on steps through which our indian education system had gone through. The basic moto of this research is to show that india has done serious efforts in education nd has shotremendous development but it is still lacking in comparison with developed nations. This study is an effort to suggest some measures for its improvement.
Education in every sense is one of...
Student number: 20134571
Science 1 in the Early Years
Assessment: Item 1- Views of teaching and promoting science of young learners
The pedagogy of play can be hard to understand and part of the reason for this is it’s so difficult to explain how children learn by play because play isn’t simply; it is complex. Each child begins their early childhood education with a set of skills and prior knowledge that is influenced by their family, culture and past experiences (Fellows &Oakley, 2010). The past knowledge should become the foundation for developing an understanding of scientific concepts (Duschl, Schweingruber & Shouse, 2007). Children are naturally inquisitive, creative and aware of the world around them (Campbell & Jobling, 2012). Play is an important development tool and an effective way to teach children scientific concepts while using their prior knowledge (Preston, Mules, Baker & Frost, 2007). Learning science through play shows children that science is useful and enjoyable and is a significant aspect of the real world (Bulunuz, 2013). This essay will review teaching science through play, theorists who support play and the way in which the Australian curriculum and EYLF support play pedagogy.
Science and Play
Play pedagogy is a context for learning through which children organise and make sense of their social worlds, as they engage actively with people, objects and representations. Research shows...
...Education in its general sense is a form of learning in which knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, research, or simply through autodidacticism. Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts.
Systems of schooling involve institutionalized teaching and learning in relation to a curriculum, which itself is established according to a predetermined purpose of the schools in the system. Schools systems were also based on people's religion giving them different curricula.
Main articles: Curriculum, Curriculum theory, and List of academic disciplines
School children in Durban, South Africa.
In formal education, a curriculum is the set of courses and their content offered at a school or university. As an idea, curriculum stems from the Latin word for race course, referring to the course of deeds and experiences through which children grow to become mature adults. A curriculum is prescriptive, and is based on a more general syllabus which merely specifies what topics must be understood and to what level to achieve a particular grade or standard.
An academic discipline is a branch of knowledge which is formally taught, either at the university–or via some other such method. Each discipline usually has several sub-disciplines or branches, and distinguishing...
... Education in its general sense is a form of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, or research. Education frequently takes place under the guidance of others, but may also be autodidactic. Any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational.
A right to education has been recognized by some governments. At the global level, Article 13 of the United Nations' 1966 International Covenant on Economic, Social and Cultural Rights.
Etymologically, the word "education" is derived from the Latin ēducātiō from ēdūcō which is related to the homonym ēdūcō from ē- and ''dūcō .
Type of educationEducation can take place in formal or informal educational settings.
Systems of schooling involve institutionalized teaching and learning in relation to a curriculum, which itself is established according to a predetermined purpose of the schools in the system. Schools systems are sometimes also based on religions, giving them different curricula.
In formal education, a curriculum is the set of courses and their content offered at a school or university. As an idea, curriculum stems from the Latin word for race course, referring to the course of deeds and...
2) A critical review of competencies, skills, theories and approaches
3) Bureaucratic Views
4) Theory X and Theory Y
5) The Systems Theory
6) The Contingency Theory
7) Role Theory
8) Paradigm 1: Christian scientific education management
9) Paradigm 2: Education management
10) Paradigm 3: Education governance and management
11) Collegiality Theory
12) What should Effective Educational Management look like in schools?
14) Reference Page
Schools in South Africa are a unique kind of organisation, with clearly defined goals and policies. Schools function through a hierarchical structure of authority whereby every aspect of the school needs to function accordingly. Schools are also, a dynamic and ever- changing system continually responding to influences both externally and internally. In order for schools to render an effective service of education certain structures need to be in place, and effective undertakings of various management functions need to be prioritised (Naidu, 2008:74). ‘Educational organisations, are human endeavours’ (Owens and Valensky, 2011: 84), and to deal with them effectively is to deal with human social systems. Management effectiveness in schools relates to competencies, skills and approaches. However, school management teams interventions which are aimed at improving their current...
1. What is the purpose of education? To transmit culture? To provide social and economic skills? To develop critical thinking skills? To reform society?
I think that the purpose of education is to get the children ready for real life, and provide them the learning skills, and abilities that they will need.
2. What are schools for? To teach skills and subjects? To encourage personal self-definition? To develop human intelligence? To create patriotic, economically productive citizens?
Schools’ purposes are major in every culture all around the world. In my eyes, schools are to educate the general public, young or old for survival in the next chapter in their life, a degree. They are taught the basic skills and subjects to maneuver on to college, or to start life. After the basics, they are taught more in depth skills and subjects. Schools aren’t good just for that. In schools children also gain life long friends, experiences and learn the social skills they need in life.
3. What should the curriculum contain? Basic skills and subjects? Experiences and projects? Inquiry processes? Critical dialogues?
The curriculum should contain all basic skills and subjects, math, reading, language, writing, science, and geography. Then on a second level, to test the knowledge, and for student’s to learn from other students, projects should come in. As for experiences, I think that students that can relate, should share their...
...Taxpayers’ Costs to Support Higher Education: A Comparison of Public, Private Not-for-Profit, And Private For-Profit Institutions
Robert J. Shapiro and Nam D. Pham
Taxpayers’ Costs to Support Higher Education: A Comparison of Public, Private Not-for-Profit, and Private For-Profit Institutions1
Robert J. Shapiro and Nam D. Pham
Introduction and Summary of Findings
The role of private for-profit institutions of highereducation has expanded greatly in recent years. Demand for post-secondary education is up, especially for the career-focused curricula of most private for-profit colleges, universities and institutes. Further, the spread of Internet technologies creates new and highly-efficient channels for online learning, which private for-profit institutions have adopted more quickly than public and private not-for-profit colleges and universities. In addition, recent federal regulation of higher education tied to access to G.I. Bill and other federal student assistance has induced many private for-profit institutions to raise their standards and accreditation levels. The rapid expansion of these schools, however, also has raised questions about fast-rising expenditures for federal grants and loans to students attending for-profit institutions. This analysis examines all forms of federal, state and local government support across the three classes of higher...
...Education in its general sense is a form of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, or research. Education frequently takes place under the guidance of others, but may also be autodidactic. Any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. Education is commonly divided into stages such as preschool, primary school, secondary school and then college, university or apprenticeship.
A right to education has been recognized by some governments. At the global level, Article 13 of the United Nations' 1966 International Covenant on Economic, Social and Cultural Rights recognizes the right of everyone to an education. Although education is compulsory in most places up to a certain age, attendance at school often isn't, and a minority of parents choose home-schooling, e-learning or similar for their children.
3 Formal education
3.4 Tertiary (higher)
4 Other educational forms
4.3 Informal learning
4.4 Self-directed learning
4.5 Open education and e-learning
5 Development goals
5.2 Education and...