Category: Education

Even after half-a-century of Indian Independence, the fate of education, educators, and students has hardly improved. The apathy of the power that is, including a large section of society, has not changed when it comes to human resource development and education. Even now there is more than four crore educated unemployed youths in India.

India boasts of being world’s third knowledge power but effectively this is the lowest when judged against per thousand population base. Societal degradation, inflicted by political might, is reflected in educational institutions across India. Aberrations have become the rule on campuses that are infested with self-seekers and politicians.

The democratization of higher educational institutions, though a noble concept, has in the past 20 years turned campuses into a cauldron of stinking filth. These are managed by affiliations charged with little regard for excellence, honesty, and intellectual probity. Unethical and politically-motivated decisions serve a few and are reflections of societal catharsis.

Geographic India consolidated into a policy by the British has muted into conglomerations of politically charged, disjointed entities and facsimiles of democratic degradation. The classic conservative yearning for an ordered polity and commensurate pursuit of knowledge on the campuses are missing. Whichever brand rules the country, this section of society commands no respect now. May it be students or teachers they don’t have a voice, they don’t constitute an essential service and education is not a national necessity. Being a state subject, educational policies suffer from innumerable deformities.

Though it is a constitutional obligation, the non-availability of funds and vested administrative setup have led to the mushrooming of universities, fake campuses, private enterprises and numerous makeshift centers of education as also fly-by-air foreign campuses. It has proved to be a great financial endeavor with hardly any risk involved because it does not come under VAT or any other financial constraints. India has by now more institutions of such type than colleges, an excellent opportunity to rope in knowledge seeking youth and those who desire to fly off to greener pastures.

When it comes to the formulation of policies about higher education, structuring the system, financial assistance, grants and salary, the statutory body-University Grants Commission is mentioned like a sacred cow worshipped as well as butchered in the streets. How far the UGC is autonomous is a common knowledge. It has become a post office, a government organization, disbursing petty grants, sanctioned by the Central Government, among universities or institutions with a number of tags attached to them depending upon the status of the recipient institutions, state, Central, autonomous or deemed universities. There is a perpetual complaint about the non-availability of funds. The administration should appreciate that the jumbo cabinet and expenditure on legislatures could be cut down to feed and educate a few villages. The teacher wants to be a ladder upon which students could climb and scale new heights.

The Central and state governments invoke ESMA to curb the voice of agitating people, but it takes no time to give benefits to politicians and bureaucrats. It is essential to please them so that a symbiotic balance is maintained as also to oblige a few of them. The government has failed to take effective steps to curb industrialization of education. Within hours the dolls given in Parliament and honorarium were doubled but the 6 per cent expenditure of the GDP on education has proved to be dogma persisting right from the Kothari Commission recommendations for over four decades now.

Students of various educational institutes go on strike, almost yearly, demanding withdrawal of excessive fee hike. The tuition fees make up only about 13 percent of annual expenditure in the present university education. It is now a formidable industry and the aim is to make money. Poor students, however, intelligent they may be, cannot afford to join colleges, professional institutions or courses. They may join such courses by putting their families under heavy debt of banks or financial institutions. Even in the USA, tuition fees contribute to about 15 percent of the total annual expenditure on higher education. Nehru said: “If all is well with universities, it will be well with the nation.” Whereas Rabindranath Tagore once compared educated classes in India to “A second storey in an old building that was added in, but unfortunately the architect forgot to build a staircase between them.”

Teaching profession is devalued in the country because the teachers can’t compete in our society, have no muscle power, are educated and hence behave differently. Neither do they have guts of creamy bureaucrats nor institutional support of any kind. A teacher can entertain you with a pale smile on hearing that this is the profession of nation builders, the cream of society and a noble profession. The next moment teacher will be branded as cancers in societal marrow, getting salary for no work, craving for power, equality in salary and status with the Class A government servants. The teacher was the consultant and conscience keeper of society till mid-century. One could identify him by his tattered clothes, emaciated pale face, soft voice and meek behavior. He was the guru. That guru, comparatively having a better outfit now, has metamorphosed to a present teacher.

Newspaper reports are replete with his shortcomings; his misconduct in preaching indiscipline, enough is paid to him for no work, as he has to teach only for 181 days in a year. How could he dream of the parity with his bosses in the secretariat, his class dropouts in Parliament and the government? In order to save our hard-earned “democracy” which is being strengthened by a few hooligans, politicians and administrators, the government has to suppress the genuine demands so that education does not progress to the detriment of “illiterate democrats”. A handful of teachers adopts unethical means to become rich just like any other segments that are designated scamsters today. Exceptions, however, do not make the rule.

Most of our Presidents, many of our bureaucrats, including ministers, parliamentarians and others, had been in this profession. Did they not do any good work for the betterment of society before their elevation to these posts of governance and reverence? Can’t the authorities assess the strength of the demand vis-à-vis the qualification, age at the time of being recruited as a teacher, lack of promotional avenues, stagnation and competency in terms of hiatus in the inflated societal values, urge and necessity to improve qualification and experience to remain in the fray. Education for teachers is a continuous process unlike “one-time-degree-obtaining-education” for others. Evaluation is paramount in this profession for every promotion. Classroom education has become drudgery afflicted by societal unrest, absolute lack of infrastructure, fear psychosis gripping the powerless parents and absences of administration.

My perception is that politicians take less interest in improving the standard of education and living because they know that once the poor comes to know about their corrupt practice they would neither listen nor elect them. Political parties make promises in their election manifestos to reduce employment, poverty, and corruption. But this can’t be achieved without education. To me, education comes as a discipline, which is all-pervasive. Enshrined in our directive principles and ensuring our countrymen, “right-to-education” makes me feel that we possess the right to educate”.

Even when we have ushered in the new millennium, education remains a password to of those who make an arrogant assertion that they know best and are serving the public interest an interest, which of course, is determined by them. By the perception entrenched with the British subjugation of our people elitist education occupied the center stage to produce Macaulay’s clones who were Indians muted to be “English in taste, in opinion, in morals and in intellect”. “Educated slaves became strong props to sustain the British rule.” Lord Curzon favored bureaucratization of education since he opined that educational institutions have become factors for the production of political revolutionaries. By the Act of 1919 education was transferred to the province.

When we educate we are involved in politics. Educators often think of education being disjointed from politics. In fact, education is perhaps the most political activity in the community. The state has always influenced what is taught in educational institutions. The socio-political (and in some cases religious) ideology colors the content of learning and the emphasis on various aspects. In fact, based on where the child was educated within India-whether it was a large city or a village, whether the school used English or a regional language as a medium of education, among other factors- the child will have a different world view. However, education, based on the syllabus, in India has largely strived towards imparting a temperament of religious, political and social tolerance. The social mores and hierarchies often seep into the arena of learning and color education.

Given the political potential of education, there have been numerous attempts to use education as a way of indoctrination. Sometimes it is covert, at other times it is overt. Sometimes it is subliminal, other times it is deliberate. However, political forces have always used education to further certain world views. Today, numerous educationists and political thinkers in India are afraid that a deliberate attempt to use education as a way of social-religious indoctrination might be the agenda of the new education policy.

Ralph Waldo Emerson said: “Not gold, but only teachers can make people great and strong the persons who for truth and honor; sake stand fast and suffers long. It is they who build a nation’s pillar deep and lift them to the sky”. Teaching profession is a bed of roses. A good teacher is always his/her student’s guide, friend and philosopher. A boy looked at the sticker on a car, which said, “Trees are friends”. He challenged this statement, started cutting trees, saying that, “Trees are not our friends, but our enemies”. When asked why he thought so. He said in his science textbooks it was stated “trees bring rain”. Since his village gets flooded in every rainy season, so he thought that “all trees must be cut down”. Confucius wrote, “If you plan for a year, plant a seed. If for 10 years, plant a tree. If 100 years, teach the people.” Literacy is not enough. It is good to have a population, which is able to read, but infinitely better to have people able to distinguish what is worth reading. With overcrowded classrooms and ill-paid teachers,coaching classes are the commercial fallout of a system bursting out of the seams. How can idealism be expected from someone as concerned about the quality of life for you and me?

We have grown up with cherished memories of special teachers who made us love a subject we could actually whither have been frightened of and who we respected unconditionally. I have come across many persons whose mediocrity is reflected when they project themselves as the best whereas the fact speaks otherwise and those who criticize their alma mater forgetting that they passed out from the same from which they graduated. Education can have a great role to play in decreasing social disparities between groups and in promoting social mobility. For instance, the tremendous expansion of the middle class in India can confidently be attributed to the investment in education, especially in higher education.

by organizations with attributions in the educational field (as UNESCO, Youth International Authorities and other). The so-called “demographic winter” phenomenon, which reveals the dramatic consequences of the “modern” life, marked by familial and moral decline, by miscarriage, vulgarization and the homosexuality “normalization”, by the poisoning influence of the majority of mass-media and the “Hollywood culture” are inoculating egocentrism, frivolity, and irresponsibility. Considering this demographic trend offers a new dimension to the way in which abundance and resource of the world are distributed and also gives a new vision on elementary educational issues.

The globalization of education is reflecting itself in the extension and unification of educational practices, used by all those public or private entities, involved as active social educators. Over time, the public education systems in developed or emerging countries, which promote formal education, are illustrating with consistency the practice of a classical education system. In the field of non-formal education there are used more innovating and diverse methods of education, but unfortunately few of this are oriented upon individual behaviour reshaping in the global context, and they are looking only to proliferate consumerist habits, by preparing youngsters for a successful professional career start. The presence of NGO’s with international coverage and professional training companies has fixed the currently understood “development in education” in comfortable limits. This makes room for a reshape of educational fundamentals and, more obvious, for the ultimate purpose of learning.

Most people think that education should equip them with the proper exploitation instruments so that they can forever trample over the masses. Still other thinks that education should furnish them with noble ends rather than means to an end. The function of education, therefore, is to teach one to think intensively and to think critically. But education which stops with efficiency may prove the greatest menace to society. The most dangerous criminal may be the man gifted with reason, but with no morals.

Socially speaking, the technological revolution, the broader access to information and the modern lifestyle facilities have made possible the appearance of an irreversible phenomenon in the conflict between generations. In our present times, the children, “sons of globalization” have access to multiple sources of information, with the internet being most of the time an instrument of self-education. The balance is leaning in the favour of the power of informed youth, who become “the teachers”, explaining the new world order to the eldest. This theory takes into consideration the acceleration of technology and the way of our lifestyle, but, beyond its observational character, it does not bring up the discussion on the relevance of educational systems, visible outmoded, which attempts to destroy the moral and statutory principles. The wisdom is transmitted from the old generation to the youth, and not backward.

Therefore we are raising the question regarding the way organisms responsible for educational issues should reconsider the basic fundamentals of this basic activity, which clearly has guided the evolution of our world so far. It isn’t enough for organizations like U.N.E.S.C.O or U.N.D.P. to confront the absence of primary education and the discrimination regarding access to education in underdeveloped countries, to avoid resettling the educational needs inside an inappropriate system. It is necessary to deal with these aspects in proper time because we consider education the key element which can slow down the process of the planet and people self-destruction.

The proposal regarding fundamentals reshaping and reviewing the individual education, approached in all stages and cycles of life, starts with the assumption that “Man has to be educated to act responsibly towards the environment and civilization, and not interfere in the harmony and balanced world development with his behavior”. This observation, not exactly recent, triggered a chain of initiatives in the educational system in countries like France, Italy, Germany, including Romania, but I consider that implementing a discipline of Civic Education, in the gymnasium module is not enough, neither convincing.

We feel that the new fundamentals and principals of education, which must be known, understood and applied by every teacher, through all the range of educational processes in the long life learning of individuals, and also in the nonformal educational process, whereas people have access during existence are:

1. Self-consciousness – is essential because it allows every individual to find his role in society, to know his weak points and to develop them according to his unique talents genetically inherited. A person aware of his/herself can easily act in choosing the occupation or the carrier to practice that he or she will be able to direct his energies to and recognize the real problems that the world and society face. Consciousness-based education, introduced in 1971 by Maharishi Mahesh Yogi, is unique in its ability to effectively develop the total brain potential of every student.

2. Stimulating creativity – this special quality is reflected in the mental and social process of generating new ideas, concepts, associations, and permits individual adaptation to unpredictable contexts and situations. There are simple techniques, associated with lateral thinking that can promote this capacity, for example, improvisation, fiction as an imaginary product, (Randomness, Improvisation, P.S.).

3. Communication – in the actual forms and methods used as learning practices, communication is not capitalized at being the supreme value, because many individual activities it’s encouraged, which promotes inappropriate values like egoism, indifference, self-interest. Without communicating problems and discussing difficult situations, there is no way to claim to solve the issues in optimal parameters of time, quality, and accuracy. The man can not act in terms of social responsibility, as a “macro attitude”, which I consider as being shallowly approached, especially in the economic environment.

4. Promoting a responsible role in society – education must train one for quick, resolute and effective thinking. To think incisively and to think for one’s self is very difficult. We are prone to let our mental life become invaded by legions of half truths, prejudices, and propaganda. At this point, I often wonder whether or not education is fulfilling its purpose. A great majority of the so-called educated people do not think logically and scientifically. Even the press, the classroom, the platform, and the pulpit in many instances do not give us objective and unbiased truths. To save man from the morass of propaganda, in my opinion, is one of the chief aims of education. Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction. This is the way in which he or she could develop and exercise an active role in society.

Introduction:
Education can act as a powerful tool for reducing poverty and unemployment and achieving a sustained human development. When we compared our country education with other developed/developing country, the education in our country is not suitable for the current situation/practical life. All over the world governments are strictly follow the procedure of generating libraries along with schools, colleges etc. because Emperor Napoleon said the “Build up libraries otherwise we would build up prisons”.

Generally in all the countries are understand the importance of higher education. In 1980s American president Ronald Regan take several steps to improve the higher educations. In a survey, among the 10 world’s best universities, 9 universities are situated in America. Most of the countries are including the basic education as a human right. In our India itself the education quality in corporation schools and private institutions are having huge differences. For instance the education system in institutions like IIM, IIT is differing from other institution. IIM an IIT institutes students are having more future benefits like employment, salary etc. rather than the other institutes. The syllabus difference between Tamilnadu and Kerala. We can give much more examples to prove inequality in our education system.

According to human resource development department report in our India only 77% of the students pursuing their higher secondary studies. In which 61.6% of the students stop their studies in between of higher secondary. The total no. of schools, colleges is increased slightly when compared to previous years but the education quality is down fall. Even though the students well educated they can’t able to get a job because of non-practical syllabus in many education institutions. It is the right time to introduce the “education revolution” through uniform education.

Uniform education:

In current situation only the richest students are able to get quality education in metric and private schools. The government of Tamil Nadu going to introduce uniform education system in eliminates the in equality in education. In 1960’s Gotham commission insist government of India to introduce uniform education in every states and also the committee stressed to increased the allocation of finance to the education with that committee’s recommendations the government of India introduced “Sarva Shiksha Abhiyan”. But the result is not up to the level. The Government of Tamilnadu comes forward to introduce the uniform education with the recommendation of Muthu Kumaran committee. Uniform education will reduce the burden of the school children through reducing the no. of books and notes and also. It will make pull stop to the indirect collection of amount of the children by way of using text books. It is the good thing on one side but in other side the quality of government school not up to the mark of private schools.

Uniform education’s other important content is crating or building near by schools to children’s. But the government of Tamil Nadu doesn’t give any matters regarding the nearest school systems. The Government of Tamil Nadu also failed to include the medium of instructions as Tamil. Because Mr.Muthukumaran committee strongly stressed about providing for education in the mother tongue. The education minister also failed to include the very important content of uniform education is appointing sufficient no. of teachers to each children in the Government Schools.

Recommendation:

From the point of view of us and also from the point of view of experts, we wished to suggest. Some recommendation and we expect something from the Tamil Nadu education minister to develop the rural children education rate.

1. The Government must develop the infrastructure facilities. The Government schools are not having enough infrastructure facilities like in private schools.

2. It most of the rural schools the teacher student ration in too low (5 classes: 2 teachers). Merely introducing common syllabus we can’t expect uniform education development in all schools. The state Government should came forward to allocate more finance to the education development.

3. Most of the politicians like PMK leader Ramadoss expect the State Government should come forward to provide LKG & UKG education to all the rural students. Because, all the urban area students are going in the Ist standard after completing these courses. But most of the rural students are joined without these courses. So far four committee are arranged to analyze Indians education position. All these committees are recommends one thing severally that is “nearby schools with mother tongue common schools”.

4.A child should get its education without going long distance. For that Government should construct more no. of schools in rural areas. So for the Government didn’t explained about the nearby schools construction.

5. Government school teachers are getting more salary than the private school teachers. But the pass percentage is too lower than the private schools. Government didn’t give more attention to praise the teachers and also punishing then when they are mislead.

6. Every year Chennai Municipality receives Rs. 70 crores as education tax. As per I April 2009 situation the idle amount is Rs. 120 crores with his amount the Chennai municipality can improve the 250 corporate schools to star category. Government should concentrate on spending collected amount towards school education development.

7. Even though the Government schools are giving free lunch, no fees, free uniforms and free textbooks, still most of middle a low class peoples are interested in getting the appoint from the private schools. The Government should give been attention towards this actions it should find the reason.

8. Most of the rural students are stopped their education in between (nearly 70% of the students stop their education within 10th STD) classes. The reason is poverty and also the schools infrastructure education plan, test formation and also job opportunity from the education. The Government should try to change the education system of our state. The every student should be assured with job opportunity.

9. According to latest report from 1000 students only 50-60 students are having the capability of getting jobs. It arises due to non job relevance syllabus and also lack of library facilities in our schools. So the Government should increase the library facilities in each & every schools.

Conclusion:

Uniform education system may create an education revolution in Tamil Nadu and it will scatter over all the states. The Government also will make keen attention towards the education system in our country. We hope the uniform education syllabus will reduce the imbalance between the rural student’s knowledge and urban student’s knowledge. It is the time to create education revolution in our country. We believe our state forward its first foot step to wards education revolution. In uniform education, common syllabus is one of the foot step, still there are many foot steps are inform of us we have to cross them in order to get a quality education and also to provide quality education to our state students. Government may do and God will help them.

Inquiries into furthering my educational aspirations were made to various colleges within my immediate environmental area. Several of the schools contacted required placement exams that I did not challenge, as I am adept and very capable of dealing with college examinations. The thing that got to me was the disparaging remarks from some college recruiters regarding their standards for education as opposed to another college. One of the schools that I’ve attended is a two-year degree school while the other is as well. They hold real estate in the same zip code and compete for students in the same local. They both educated local students as well as out of state and students from other countries and nations.

One school considered itself superior to the other by reason of accreditation. The school that was described as inferior did not have Middle States accreditation. The school was described as below standard by the other. The so-called superior school is lead and operated by an on-HBCU affiliation while the other happened to be lead and operated by an African-American staff. The self-described superior school has made plans, designs, and did bid for the take-over of the African American school. Albeit, the self-described superior school admits that it does not and will not accept credentials from the so-called inferior school. I have attended both of these institutions and received very good instruction from its teachers as well. While the lessons learned were an invaluable source of information, the education that I received from personal academic research (self-taught) has enhanced my knowledge base. Money was not a factor in my personal research, study, and/or practicum. I would add, the knowledge and information that was derived from the HBCU School proved to be equally rewarding as the other if not better!

Personally, I would say that I received more educational value at the HBCU (Historical Black Colleges and Universities) as opposed to the other collegiate institution. Albeit, they both required money.

When students visit college campuses they are encouraged to become a student at that particular school. The tour guides’ show all of the amenities and accolades that are offered in order to get you enrolled…and to gain your tuition monies. But what about the quality of education offered by the particular schools? The majority of the colleges will often quote their accreditation as compared to another school of choice. What has accreditation to do with a good and valuable quality education? Money! And the ability to make money! Education does not and should not require money!

In 1899 Dr. Matthew Anderson, an outstanding community leader, and his wife Caroline Still Anderson founded Berean Manual and Industrial School. Dr. Anderson was a pivotal influence in the religious, business, and educational history of Philadelphia. Dr. Anderson also founded the Berean Presbyterian Church and the Berean Savings Fund Society.

Caroline Still is the daughter of the great William Still, a Philadelphia Abolitionist and a member of the Underground Railroad.

Mr. William Still (a self-educated man), one of seventeen children, was born in Burlington County in 1821. His father escaped slavery from Maryland to New Jersey and later was followed by his wife and children. William Still left New Jersey for Philadelphia in 1844. Three years later he was appointed a secretary of the Pennsylvania Abolition Society.

“When Brother William Still was 23, he left the family farm in New Jersey for Philadelphia, to seek his fortune. He arrived, friendless with only five dollars in his possession. Mr. Still taught himself to read and write. In fact, so well, that in three years he was able to gain and hold the position of secretary in the Pennsylvania Abolition Society. Brother Still provided the all-white society with his views on how to aid fugitive slaves. After all, he had been one himself. He was such an asset to the group, that he was elected chairman in 1851. Still held the position for the next ten years. He also became chairman of the Vigilance Committee in 1852. Still was the first black man to join the society and was able to provide first-hand experience of what it was like to be a slave.”

“Mr. Still established a profitable coal business in Philadelphia. His house was used as one of the stations on the Underground Railroad. Brother Still interviewed escaped fugitives and kept careful records of each so that their family and friends might locate them. According to his records, Still helped 649 slaves receive their freedom. The number is compounded with the number of slaves saved by Sister Harriet Tubman and the Underground Railroad.”

“William Still, a self-educated man, began his campaign to end racial discrimination on Philadelphia streetcars. He wrote an account of this campaign in Struggle for the Civil Rights of the Coloured People of Philadelphia in the City Railway Cars (1867). He followed this with The Underground Railroad (1872) and Voting and Laboring (1874).”

“William Still, a self-educated man, established an orphanage for the children of African-American soldiers and sailors. Other charitable work included the founding of a Mission Sabbath School and working with the Young Men’s Christian Association. William Still died in Philadelphia on 14th July 1902.”

The Concise History of Berean Institute:

“In 1904 Berean Institute of Philadelphia Pennsylvania qualified for state aid and received a grant of $10,000. Over the years, state aid has enabled the school to expand its services and diversify its programs of study. Funds from the Commonwealth of Pennsylvania now provide a significant portion of the total operating budget. Berean Institute embarked on a program of expansion under the dynamic leadership of the late Dr. William H. Gray, Jr., who utilized the support of many influential citizens of Pennsylvania including the former Governor Milton J. Shapp. Dr. Gray served as Chairman of the Berean Board of Trustees. Under Dr. Gray’s leadership, Berean Manual and Industrial School began operating as Berean Institute. He also had Berean Institute’s current building constructed in 1973.”

“Mrs. Lucille P. Blondin, who served the school for forty-five years, became Berean Institute’s first President. Mrs. Blondin retired in June 1993. Dr. Norman K. Spencer was appointed to serve as the second President and Chief Executive Officer. Under Dr. Spencer’s leadership, contracted programs funded by the City and Commonwealth agencies as well as community outreach projects have been added. Hon. John Braxton, former Judge, Court of Common Pleas heads a list of distinguished Board of Trustees members.”

“Berean Institute enrolled students in full and part-time programs. Most of the students are residents of the Commonwealth and live in Philadelphia. Other students have come from Central and South America, China, India, Puerto Rico, Tonga, Liberia, Sierra Leone, Nigeria, Tanzania, the Dominican Republic, England, Cambodia, Viet Nam and states along the eastern seaboard of the United States.”

“A number of students come to learn a marketable skill and their Berean training fulfills their current educational aspirations. Many others regard the school as a stepping-stone to further education. Berean has many graduates who have gone on to earn four-year college degrees and others who have completed graduate studies at some of the area’s outstanding institutions of higher learning.”

The Commonwealth of Pennsylvania’s Department of Education granted Berean Institute approval to award the Associate in Specialized Technology Degree on September 15, 1976, and the Associate in Specialized Business Degree on December 27, 1976.

India’s US$40b education market is experiencing a surge in investment. Capital, both local and international, and innovative legal structures are changing the face of this once-staid sector

The liberalization of India’s industrial policy in 1991 was the catalyst for a wave of investment in IT and infrastructure projects. Rapid economic growth followed, sparking a surge in demand for skilled and educated workers. This, combined with the failure of the public system to provide high-quality education and the growing willingness of the burgeoning middle class to spend money on schooling, has transformed India’s education sector into an attractive and fast-emerging opportunity for foreign investment.

Despite being fraught with regulatory restrictions, private investors are flocking to play a part in the “education revolution”. A recent report by CLSA (Asia-Pacific Markets) estimated that the private education market is worth around US$40 billion. The K-12 segment alone, which includes students from kindergarten to the age of 17, is thought to be worth more than US$20 billion. The market for private colleges (engineering, medical, business, etc.) is valued at US$7 billion while tutoring accounts for a further US$5 billion.

Other areas such as test preparation, pre-schooling, and vocational training are worth US$1-2 billion each. Textbooks and stationery, educational CD-ROMs, multimedia content, child skill enhancement, e-learning, teacher training and finishing schools for the IT and the BPO sectors are some of the other significant sectors for foreign investment in education.

Opportunity beckons

The Indian government allocated about US$8.6 billion to education for the current financial year. But considering the significant divide between the minority of students who graduate with a good education and the vast majority who struggle to receive basic elementary schooling, or are deprived of it altogether, private participation is seen as the only way of narrowing the gap. Indeed, it is estimated that the scope for private participation is almost five times the amount spent on education by the government.

CLSA estimates that the total size of India’s private education market could reach US$70 billion by 2012, with an 11% increase in the volume and penetration of education and training being offered.
The K-12 segment is the most attractive for private investors. Delhi Public School operates approximately 107 schools, DAV has around 667, Amity University runs several more and Educomp Solutions plans to open 150 K-12 institutions over the next four years. Coaching and tutoring K-12 students outside of school is also big business with around 40% of urban children in grades 9-12 using external tuition facilities.

Opening the doors

Private initiatives in the education sector started in the mid-90s with public-private partnerships set up to provide information and communications technology (ICT) in schools. Under this scheme, various state governments outsourced the supply, installation, and maintenance of IT hardware and software, as well as teacher training and IT education, in government or government-aided schools. The central government has been funding this initiative, which follows the build-own-operate-transfer (BOOT) model, under the Sarva Shiksha Abhiyaan and ICT Schools programs. Private companies such as Educomp Solutions, Everonn Systems, and NIIT were among the first to enter the ICT market, which is expected to be worth around US$1 billion by 2012.

Recently, the central government invited private participation in over 1,000 of its industrial training institutes and offered academic and financial autonomy to private players. Companies such as Tata, Larsen & Toubro, Educomp and Wipro have shown the keen interest in participating in this initiative.

Regulatory roadblocks

Education in India is regulated at both central and state government levels. As a result, regulations often differ from state to state. K-12 education is governed by the respective State School Education Act and the Central Board of Secondary Education (CBSE) Rules and Regulations concerning affiliation and/or the rules of any other affiliating body. Under current regulations, only not-for-profit trusts and societies registered under Societies Registration Act, 1860, and companies registered under section 25 of the Companies Act, 1956, qualify to be affiliated with the CBSE and to operate private schools.

While the K-12 segment accounts for the lion’s share of India’s educational market, weaving through the complex regulatory roadmap to qualify for affiliation poses serious difficulties for investors. The CBSE requires privately-funded schools to be non-proprietary entities without any vested control held by an individual or members of a family. In addition, a school seeking affiliation is expected to have a managing committee controlled by a trust, which should approve budgets, tuition fees, and annual charges. Any income accrued cannot be transferred to the trust or school management committee and voluntary donations for gaining school admission are not permitted.
Schools and higher education institutions set up by the trust are entitled to exemptions from income tax, subject to compliance with section 11 of the Income Tax Act, 1961. In order to qualify for tax exemptions, the trust needs to ensure that its predominant activity is to serve the charitable purpose of promoting education as opposed to the pursuit of profit.

Dr. Tooley: His conclusions on Private Education and Entrepreneurship

Professor James Tooley criticized the United Nations’ proposals to eliminate all fees in state primary schools globally to meet its goal of universal education by 2015. Dr. Tooley says the UN, which is placing particular emphasis on those regions doing worse at moving towards ‘education for all’ namely sub-Saharan Africa and South Asia, is “backing the wrong horse”.1

On his extensive research in the world poorest countries such as Ghana, Kenya, Nigeria, India, and China, Dr. Tooley found that private unaided schools in the slum areas outperform their public counterparts. A significant number of a large majority of school children came from unrecognized schools and children from such schools outperform similar students in government schools in key school subjects.2 Private schools for the poor are counterparts for private schools for the elite. While elite private schools cater the needs of the privilege classes, there come the non-elite private schools which, as the entrepreneurs claimed, were set up in a mixture of philanthropy and commerce, from scarce resources. These private sector aims to serve the poor millennium by offering the best quality they could while charging affordable fees.3

Thus, Dr. Tooley concluded that private education can be made available for all. He suggested that the quality of private education especially the private unaided schools can be raised through the help of International Aid. If the World Bank and United States Agency for International Development (USAID) could find ways to invest in private schools, then genuine education could result. 4 Offering loans to help schools improve their infrastructure or worthwhile teacher training, or creating partial vouchers to help even more of the poor to gain access to private schools are other strategies to be considered. Dr. Tooley holds that since many poor parents use private and not state schools, then “Education for All is going to be much easier to achieve than is currently believed”.

Hurdles in Achieving the MED

Teachers are the key factor in the learning phenomenon. They must now become the centerpiece of national efforts to achieve the dream that every child can have an education of good quality by 2015. Yet 18 million more teachers are needed if every child is to receive a quality education. 100 million children are still denied the opportunity of going to school. Millions are sitting in over-crowded classrooms for only a few hours a day.5 Too many excellent teachers who make learning exciting will change professions for higher paid opportunities while less productive teachers will retire on the job and coast toward their pension.6 How can we provide millions of more teachers?

Discrimination in girls access to education persists in many areas, owing to customary attitudes, early marriages and pregnancies, inadequate and gender-biased teaching and educational materials, sexual harassment and lack of adequate and physically and other wise accessible schooling facilities. 7

Child labor is common among the third world countries. Too many children undertake heavy domestic works at early age and are expected to manage heavy responsibilities. Numerous children rarely enjoy proper nutrition and are forced to do laborious toils.

Peace and economic struggles are other things to consider. The Bhutan country for example, has to take hurdles of high population growth (3%), vast mountainous areas with low population density, a limited resources base and unemployment. Sri Lanka reported an impressive record, yet, civil war is affecting its ability to mobilize funds since spending on defense eats up a quarter of the national budget.8

Putting children into school may not be enough. Bangladesh’s Education minister, A. S. H. Sadique, announced a 65% literacy rate, 3% increase since Dakar and a 30% rise since 1990. While basic education and literacy had improved in his country, he said that quality had been sacrificed in the pursuit of number.9 According to Nigel Fisher of UNICEF Kathmandu, “fewer children in his country survive to Grade 5 than in any region of the world. Repetition was a gross wastage of resources”.

Furthermore, other challenges in meeting the goal include: (1) How to reach out with education to HIV/AIDS orphans in regions such as Africa when the pandemic is wreaking havoc. (2) How to offer education to ever-increasing number of refugees and displaced people. (3) How to help teachers acquire a new understanding of their role and how to harness the new technologies to benefit the poor. And (4), in a world with 700 million people living in a forty-two highly indebted countries – how to help education overcome poverty and give millions of children a chance to realize their full potential.10

Education for All: How?

The goal is simple: Get the 100 million kids missing an education into school.
The question: How?

The first most essential problem in education is the lack of teachers and it has to be addressed first. Teacher corps should be improved through better recruitment strategies, mentoring and enhancing training academies. 11 Assistant teachers could be trained. Through mentoring, assistant teachers will develop the skills to become good teachers. In order to build a higher quality teacher workforce; selective hiring, a lengthy apprenticeship with comprehensive evaluation, follow ups with regular and rigorous personnel evaluations with pay-for-performance rewards, should be considered.12 Remuneration of teaching staff will motivate good teachers to stay and the unfruitful ones to do better.

Problems regarding sex discrimination and child labor should be eliminated. The Beijing Platform for Action (BPFA), for example, addressed the problem of gender inequality. BPFA calls on governments and relevant sectors to create an education and social environment, in which women and men, girls and boys, are treated equally, and to provide access for and retention of girls and women at all levels of education.13 The Global Task Force on Child Labor and Education and its proposed role for advocacy, coordination and research, were endorsed by the participants in Beijing. The UN added that incentives should be provided to the poorest families to support their children’s education.14

Highly indebted countries complain on lack of resources. Most of these countries spend on education and health as much as debt repayments. If these countries are with pro-poor programs that have a strong bias for basic education, will debt cancellation help them? Should these regions be a lobby for debt relief?

Partly explains the lack of progress, the rich countries, by paying themselves a piece dividend at the end of the Cold War, had reduced their international development assistance. In 2000, the real value of aid flows stood at only about 80% of their 1990 levels. Furthermore, the share of the aid going to education fell by 30% between 1990 and 2000 represented 7% of bilateral aid by that time. 15 Given this case, what is the chance of the United Nations’ call to the donors to double the billion of dollars of aid? According to John Daniel, Assistant Director-General for Education, UNESCO (2001-04), at present, 97% of the resources devoted to education in the developing countries come from the countries themselves and only 3% from the international resources. The key principle is that the primary responsibility for achieving ‘education for all’ lies with the national governments. International and bilateral agencies can help, but the drive has to come from the country itself. These countries are advised to chart a sustainable strategy for achieving education for all. This could mean reallocation of resources to education from other expenditures. It will often mean reallocation of resources within the education budget to basic education and away from other levels. 16

A Closer Look: Private and Public Schools

Some of the most disadvantage people on this planet vote with their feet: exit the public schools and move their children in private schools. Why are private schools better than state schools?
Teachers in the private schools are more accountable. There are more classroom activities and levels of teachers’ dedication. The teachers are accountable to the manager who can fire them whenever they are seen with incompetence. The manager as well is accountable to the parents who can withdraw their children.17 Thus; basically, the private schools are driven with negative reinforcements. These drives, however, bear positive results. Private schools are able to carry quality education better than state schools. The new research found that private schools for the poor exist in the slum areas aiming to help the very disadvantage have access to quality education. The poor subsidized the poorest.

Such accountability is not present in the government schools. Teachers in the public schools cannot be fired mainly because of incompetence. Principals/head teachers are not accountable to the parents if their children are not given adequate education. Researchers noted of irresponsible teachers ‘keeping a school closed … for months at a time, many cases of drunk teachers, and head teachers who asked children to do domestic chores including baby sitting. These actions are ‘plainly negligence’.

Are there any means to battle the system of negligence that pulls the state schools into failing? Should international aids be invested solely to private schools that are performing better and leave the state schools in total collapse? If private education seems to be the hope in achieving education for all, why not privatize all low performing state schools? Should the public schools be developed through a systematic change, will the competition between the public and the private schools result to much better outcomes? What is the chance that all educational entrepreneurs of the world will adapt the spirit of dedication and social works – offering free places for the poorest students and catering their needs?

Public schools can be made better. They can be made great schools if the resources are there, the community is included and teachers and other school workers get the support and respect they need. The government has to be hands on in improving the quality of education of state schools. In New York City for example, ACORN formed a collaborative with other community groups and the teachers union to improve 10 low-performing district 9 schools. The collaborative won $1.6 million in funding for most of its comprehensive plan to hire more effective principals, support the development of a highly teaching force and build strong family-school partnerships. 18

Standardized tests are also vital in improving schools and student achievements. It provides comparable information about schools and identifies schools that are doing fine, schools that are doing badly and some that are barely functioning. The data on student achievement provided by the standardized tests are essential diagnostic tool to improve performance. 19

The privatization of public schools is not the answer at all. Take for instance the idea of charter schools. As an alternative to failed public schools and government bureaucracy, local communities in America used public funds to start their own schools. And what started in a handful of states became a nationwide phenomenon. But according to a new national comparison of test
scores among children in charter schools and regular public schools, most charter schools aren’t measuring up. The Education Department’s findings showed that in almost every racial, economic and geographic category, fourth graders in traditional public schools outperform fourth graders in charter schools.

All over the world, the numbers of people in school at the different levels takes pyramidal shape. There are huge numbers at the elementary, but as they progress, the numbers decrease, leaving just a few in higher education. In the United States, some 65 million students were expected to enroll from K to K12 in the fall of 2015. In the same period, it was expected that 20.2 million would be attending Colleges and Universities. It is estimated that 25% of fresh high school students in the U.S.A is not able to graduate. For fresh students who enter colleges or universities 1 out of 3 likely not make it to the second year. This dropout out rate hinders national development because many people do not receive the full training they need to be functional in society. The National development would be hugely fostered, if more adults receive education, in order that they become functional in society.

I am not saying that all adults who were not fully educated are not playing important roles in society. There are very prominent individuals in society who dropped out of school at some level. Bill Gate, Mark Zuckerberg, Oprah Winfrey, for example, at some point, dropped out of school. Though this list is not exhaustive, the number of people who dropped out of school or decided not to gain higher education and yet became successful are relatively few. For the majority who dropped out or discontinued education, and could not become successful in their careers, it was because they lacked the knowledge they needed to develop their potential. If you check the history of those who in spite of dropping out or discontinuing schooling have become successful, you would find that appeared to have found their life’s purpose and so pursued those goals and, more importantly, they received some kind of education later.

Education, as we all know, is a life-long activity. At any point in time, whether you dropped out of school or got honors at your graduation, you would need education. The school dropout who has found himself a vocation or gained employment needs education so he/she can be more productive, the dropout who has realized the need to school but has ‘grown past school going age’ and desires to school obviously needs education, managers as well as employees need further education in order to keep pace with today’s rapidly changing world and gain increased wages and status respectively. Somehow, the traditional education dependent society we have created for ourselves and considers the ‘best’, limit our quest for continuing education. For many people, formal education ended the day they dropped out or graduated from High School, College or University, even though, technology makes it possible for us to sit in our houses and still get a quality education.

When technology – computers and internet connectivity – replaced physical classrooms and made it possible to study by distance in real time, it appeared the issue of continuous education for everyone, including the dropout and the working class have been solved. It appeared and still does, that now the teacher need not leave his students, apply for study leave or leave of absence to pursue further education. It appeared the fifty-year-old woman who dropped out of school several years ago could now school from home and it appeared the father could learn what his daughter is learning at College using the same device he uses to call her. That is what it appeared. Those who dropped out of school due to issues of finance and have not since had a breakthrough would not benefit, and those who have the money would not want to put their money into a certificate employers and academicians alike would frown upon. So little appear to have changed for these two groups of people, though online Colleges and Universities abound.

Two prime issues are to blame. First, online education is too expensive for the target group of learners and second, there is the perception that online Colleges and Universities do not provide holistic education like the traditional Colleges and Universities. As indicated by Ed Vosganian – founder and CEO of College Funding 123, the cost of on-campus University for undergraduate is estimated at 42,000 dollars while for the same group it cost around 21,000 dollars for online universities. By comparison, we would say that it cost far less to study via online. But we need not lose sight of those who mostly enroll in online University. It is those in the middle and lower classes who opt for online universities. They include; the employee who has sacrificed pleasure for higher qualification in return for better wages, the unemployed who wants to gain employable skills, the dropout who wants to get back to school in the hope that there will be a brighter future, and the people living in the remote part of the world, especially in the developing world, who don’t even have the money to pay fees and so would have to learn and work simultaneously. To these 21,000 dollars is money so huge, it is very difficult to raise. There are people of the higher income class who enroll in online universities, but online learning is not popular among these due to low prestige and the myths associated with online education. The online institutions will tell you, they would not put anything on your certificate to show that you received a non-traditional education. This kind of advert speaks of how society values online education. Online education is considered a cheap way of getting ‘watered down’ education. Online Colleges and Universities were until recently considered diploma mills. This perception still exists, though empirical evidence tells us there is no disparity in quality of students from traditional Colleges and Universities on one hand and online Colleges and Universities on the other. The online Universities and Colleges are doing their best to make online learning prestigious and bring down study cost, but they cannot do it alone. With government intervention, online learning can become prestigious and lower and middle class friendly.

Education never ends – it is not said without reason. We are educated all our lives and getting an education not only is a great achievement but something that gives you the tools to find your own way in the world. Education is indispensable; little do we realize how much more it can bring to us in terms of worldly amplifications. Anyone can have propensity and the natural endowment for education. But one might not have the resources to finance their education. You certainly can’t let lack of resources impede you from advancing your prospects through education. Then you accidentally stumble upon the word ‘education loans’. Loans for education – you have never thought about it as a feasible arrangement. Education loans can open newer panoramas in regard to your education aspirations.

Education loans are open to all people in all its myriad forms. Education loans can realize your education plans or the education plans of your children. You can strengthen you own future and the future of your son or daughter with education loans. An extensive range of student and parent loans are presented under the category of education loans. There are many types of education loans. Discerning about the types of education loans will help you in making the accurate decision. The single largest resource of education loans is federal loan. The two main federal education loan programmes are the Federal Family Education Loan Programme and the Federal Direct Loan Programme. In the Federal Family Education Loan Programme the bank, credit union or the school is the lender. While the federal direct loans programme, the department of education is the lender.

Private education loans are offered to people so that they can provide financial backup to their education plans. Private education loans are not endorsed by other government agencies but are provided by other financial institutions. Private education loans program is optimum for both undergraduate and graduate studies.

Formal education is requisite for future success. Though this is not a hard and fast rule, but education certainly helps you in gaining an upper hand. With universities getting expensive by each day an education loan will certainly give you an incentive to go ahead with your education plans. Each year while contemplating on your education plans the thought of finances almost invariably comes in. While working towards you degree, you are constantly plagued about paying the education fees, books, and other living expenses. Education loans can provide funding for tuition fees, board and room, books computer, and even student travel. An education loan can help you with all these expenses. Education loans are sufficient enough to take care of all these expenses. If you have been forced to drop your education for any reason, you can still take up your education at any point of time. Irrespective of your age and also where you have left your education.

There are no specific eligibility criteria for education loans. Any person who is in need of sponsorship for education can find an education loan that befits his or her financial necessity. Loan amount on education loans vary with the kind of education you want to pursue. The repayment options with education loans will similarly accommodate your personal financial preferences. You can either repay interest amount while still in school or six months after graduation. Education loans offer upto ten years for repayments. The refund alternatives on education loans also include deferment, forbearance and consolidation. The various sites on education loans can give you innumerable repayment options and monetary remuneration.

Education loans will help you in planning your life after graduation. However, an education loan like every loan is a huge financial obligation. An education loans is generally the first substantial loan for most people and therefore the first major expense. Do not be completely dependent on your education loans for the funding of your complete education. Try to apply for any other financial sustenance like university grants, scholarships, fellowships, work study programmes and assistance ship and any other form of aid. This will certainly encourage a fluid dispensation of your education loans. You can start by going to the financial aid office in your school or university. It will provide you further insight to the kind of education loans, you must apply for.

Sierra Leone is bounded on the northwest, north, and north-east by the Republic Guinea, on the southeast by the Republic of Liberia and on the south-west by the Atlantic Ocean. It has an area of 27,925 square miles. The colony of Sierra Leone originated in the sale and cession in 1787 by native chiefs to English settlers of a piece of land intended as a home for African settlers who were waifs in London and later it was used as a settlement for freed African slaves. The hinterland was declared a British Protectorate on 21st August 1896. Sierra Leone attained independence on 27th April 1961 and became a Republic in 1971. Education is provided by both private and state-sponsored schools. The current system of education is 6-3-4-4 (that is six years Primary school, three years Junior Secondary School, four years Senior Secondary School and four years tertiary/higher education. This system is complemented by now- formal education.

CONCEPT OF EDUCATION

Education is frequently used in the sense of instruction in the classroom, laboratory, workshop or domestic science room and consists principally in the imparting by the teacher, and the acquisition by pupils, of information and mental as well as manual skills. A wider meaning than instruction is that of schooling. That is to say, all that goes on within the school as part of the pupil’s life there. It includes, among other things, the relationship between pupils and teachers, pupils and pupils both in and outside the school. J. S. Mill (1931) opined that whatever helps to shape the human being; to make the individual what he is or hinder him from being what he is not is part of his education. Implicitly education is lifelong and ubiquitous; it is the sum total of all influences which go to make a person what he is, from birth to death. It includes the home, our neighbors, and the street among others.

Education is to some extent a deliberate planned process devised and conducted by the educator with the purpose of imbuing the learner with certain information, skills, of mind and body as well as modes of behavior considered desirable. In part it is the learner’s own response to the environment in which he lives. Education has three focal points: the individual/person upon whom the educator’s influences are brought to bear; the society or community to which he belongs; and the whole context of reality within which the individual and society play their part. Man is a social creature; he grows as a person through the impact of personality on personality; and even for his basic physical needs he depends on the help and cooperation of his fellow men and women. Without society and the mutual support and enrichment of experiences which it provides civilization is impossible and the life of man, in Hobbes’ words, is “solitary, poor, nasty, brutish and short.”

One of the fundamental facts of human existence is the tension between the pull of the past and the forward urge into the future, between stability and change, tradition and innovation. For an effective living,man needs a circle of security, an area of established habits and relationship which forms dependable relationships. This is also true of society. For its effective functioning there must be an underlying continuity of traditions and outlook which preserves its identity as a society and safeguards it against the disruptive effects of change. Change must be for life and not static but this change in turn must be controlled by the basic traditions of society. It is tradition which gives a nation its character and distinctiveness as a society. The conservation of tradition therefore is obviously crucial.

It has been recognized from time immemorial that the conservation of traditional education has a vital part to play in the development of the child. The children of today are the adults of tomorrow; they must be trained therefore, to inherit and perpetuate the beliefs and modes of life peculiar to the particular society to which they belong. For every society has the desire to preserve itself not only physically but as community consciously sharing certain aims, ideals and patterns of behavior. This type of education is not necessarily formal in schools by means of classroom instruction but that affected indirectly through the family and through the impact on the individual of social influences and customs which the child cannot evade. In Sierra Leone this social education included elaborate ceremonies of initiation involving feats of endurance in which young men and women must prove themselves worthy of the community. The ultimate goal was to produce an individual who was honest, respectful, skilled, cooperative, and who could conform to the social order of the day. As Aristotle once stated “the constitution of a state will suffer if education is neglected. The citizens of a state should always be educated to suit the constitution of the state. The type of character appropriate to a constitution is the power which continues to sustain it as it is also the state force which originally created it” (p. I).

TRADITIONAL EDUCATION IN SOCIETY

Traditional education has both a creative and conservation function in society; it is a powerful means of preserving a society’s customs, if not culture. In the past the nature and needs of society played a vital part in determining the nature of education. Professor M.V.C. Jeffreys (1950) once wrote in his book, Glaucon, that “in a tranquil society the educational system will tend to reflect the social pattern, while social uneasiness and instability create opportunity for using education as an instrument of social change”(p.7). A similar view was shared by John Dewey (1897) who opined that through education society can formulate its own purposes, can organize its own means and resources and thus save itself with definiteness and economy in the direction in which it wishes to move. Education looks both to the past and the future; inevitably it reflects the traditions and character of society. Traditional education can be used to prepare for changes in society and anticipate and prevent changes or the effects of changes in society.

This article introduces the educational solutions module of the world’s most recent personal and professional problem-solving site, describing competitive offerings, the customer profile, problem-oriented solutions, target markets, product offerings, and usability features. It concludes that the module is a major contribution to the information superhighway.

Introduction

The aim of this article is to introduce to the world the educational solutions module of the world’s most recent personal and professional problem-solving site. The article is addressed to those readers who may have an educational problem bogging them and who may, therefore, be looking for a way out of their predicament. The reader may be a parent, child, or student.

It is a common fact of life that we all have problems and that we are often frustrated or we tend to lash out because of our inability to find accessible and reliable information about our problems. This specialist site fills this need – as our pragmatic friend for solving our educational problems.

To be of the greatest use to people a problem-solving site must combine pragmatic discussions of their personal or professional problem with merchant products that provide more detailed information. Typically, the website will provide free information in the form of news, articles, and advice, which direct the visitor on what to do to solve her problems. Complementing this, the website will also provide merchant products which discuss in detail how the visitor can go about resolving her problem. This means that the most effective, visitor-oriented problem-solving site will be an information-packed commercial site – and so is the world’s most recent personal and professional problem-solving site and its specialist sites.

The approach that we have adopted below is to describe competitive offerings, the customer profile, problem-oriented solutions, target markets, product offerings, and usability features.

Competitive Offerings

The following are the top educational sites on the Internet, along with their offerings.

US Department of Education. It defines the US education policy and provides information on financial aid, educational research and statistics, grants and contracts, and teaching and learning resources.

Educational Testing Service. It provides a range of test resources.

FunBrain.com. It provides educational games for K-8 kids.

PrimaryGames.com. It provides the fun learning tools and games for kids.

GEM. It provides educational resources such as lesson plans and other teaching and learning resources.

Education World. It provides advice on lesson plans, professional development, and technology integration.

NASA Education Enterprise. It provides educational materials and information relating to space exploration.

Spartacus Educational. It is a British online encyclopedia that focuses on historical topics.

Department for Education and Skills. It is a UK government department site that offers information and advice on various educational and skills topics.

Times Educational Supplement. It offers teaching news, teaching & educational resources, and active forums to help UK teachers.
All these sites are useful in the domains that they cover. Their main limitations are as follows:

1. They tend to cover only a very narrow segment of the educational market.
2. They do not take as their starting point the daily educational needs of the typical family.
3. They lack a problem focus; i.e., they do not formulate the typical learning and educational problems that pupils, students, and parents face on a daily basis.
4. As a result of the preceding point, the solutions offered are not as incisive (i.e. as problem-centred) as they could be.
5. They do not offer merchant products that deepen the visitor’s understanding of her problem and of the consequent solutions.

The educational solutions module of the world’s most recent personal and professional problem solving site addresses these problems by targeting a multiplicity of market segments, adopting a customer profile that fits the typical education-pursuing family, considering the specific needs or problems that this family may face, offering incisive (problem-centred) solutions to the various problems, and offering a range of merchant products that deepen the visitor’s appreciation of her problems and of the solutions that are applicable to them.