Holistic Child Development With Special Needs Children Research Paper

Holistic Child Development With Special Needs Children - Research Paper Example In third world countries, Holistic Child Development is hindered by the discriminative social-economic and cultural factors that have provided a home for poverty (Santrock, 152). A clear outline of understanding of Holistic Child development is ideal in establishing the expectations between field ministries and missions of mercy. By provision of clear Holistic Child Development framework, the achievement of better training and evaluation is possible. Relevant programs can also take effect in the campaign for Holistic Child development. In the quest for Holistic child Development, four factors are considered and defined; Spiritual Development – This is the concept of creating change in the relationship with God and more awareness about Him. It is the subject where questions such as who am I, why am I here, what meaning does life have; are answered. This process of growth brings the believer in the maturity of Christ. Physical Development – This defines the changes in the sizes body organs. In this domain, health and growth are usually addressed together (Fox and Robert, 67). Social Economic Development – This addresses the change in the relationships between people. It consist changes in emotions and personality. According to a study of humans, it was discovered that emotional domain and social are inseparable. In merging the two together, we realize that the communication plays a major role in the growth of children in the fulfillment of emotional needs. Cognitive Development – It is true that the missions of mercy provide basic resources for the children who live in economic poverty. However, the subject of poverty seems to be multi-dimensional. Economic poverty would imply monetary handouts, micro-enterprise interventions and business ventures,... This report stresses on the concept of holistic child development which might be new. However, the principles behind it are definitely not, It is a reminder of what God requires of us as we focus on the blessing that comes out of a marriage; a child. Metaphorically, Holistic Child Development can be viewed as a lens that helps parents to magnify their approach toward handling a child in all aspect of its life. This paper makes a conclusion that different people have different perceptions towards children with disabilities. The implementation of any interventions needs to come after an effort to transform the way of thinking and campaign towards equality and equity. The disability in children is a major challenge for their family members. For people already living in hard situations, this calls for a high physical and emotional stress. It is important that in trying to improve on the situation of disability cases, the family members should also be considered more so in term of their environmental needs. These considerations would require a holistic child development approach, which involves as mention before; proper national policies and fair allocation of resources to promote access. Because of the simple fact that no one has an idea of what the disabled are undergoing better than they do, they should be included in the implementation of the programs. The growth of a child comes along with changes in its needs. Therefore, every child at least deserves the opportunity to develop and explore his or her own talent in environmentally friendly conditions.

Justice, Crime and Ethics Essay Example for Free

Justice, Crime and Ethics Essay Justice is mainly concerned with the appropriate ordering of persons and things within the society. Thus when one is aggrieved by another person, he or she is supposed to seek justice to be administered on the person who has violated the rights of the other. Thus the person whose rights are violated is not supposed to take law on his hands and punish the person who has violated his rights but is supposed to seek justice from competent bodies in the land which have the mandate of administering justice. This is very important to the society as it enables the members of the society to live in harmony and to have standard means by which they can seek legal redress (McCarthy, McCarthy, 2001). Crime can be regarded as actions that lead to the violation of the set rules and regulations which have been set by the government. A crime can also arise as a result of a person’s behavior deviating from the prevailing norms as set by cultural standards which stipulate the manner in which the behavior of human being ought to be. When a crime is committed to a person in respect to personal or private rights a civil crime is said to have taken place whereas when the nature of the crime is that which violates public law then a criminal offence is said to have taken place. For the society to live in an orderly manner there is need for existence of laws that govern the conduct of its members so that no member of the society has his rights violated and in case they are violated then there should be competent means by which they are addressed (McCarthy, McCarthy, 2001). Read more:Â  Justice Denied is Justice Delayed Ethics basically refers to a situation where one feels under duty to behave morally, in so doing a person avoids acting in a manner that is likely to cause harm to other people within the society. Actions which are ethically motivated results into a situation where majority of the society members are affected by such decisions in positive way. Ethics addresses the determination of moral values, how it is possible to attain the desired moral outcomes, how moral agency or capacity develops in certain situations and the kind of moral values that members of the society should abide by (McCarthy, McCarthy, 2001). The criminal justice process is a procedure through which the person who is responsible for violating the laws of the land is actually sued in order to determine whether the alleged person actually committed the offence as claimed by the plaintiff. This is usually done in a court of law where the defendant is given a chance to defend himself. The court then determines whether the defendant is guilty or not before passing its judgment (McCarthy, McCarthy, 2001).

inof on Joan Makes History :: essays research papers

What we’re after, of course, is stories, and we know that history is bulging with beauties. Having found them, we then proceed to fiddle with them to make them the way we want them to be, rather than the way they really were. We get it wrong, willfully and knowingly. But perhaps you could say that the very flagrency of our "getting it wrong" points to the fact that all stories even the history "story" are made. They have an agenda, even if it’s an unconscious one. Perhaps there are many ways to get it right. The interesting parts of history are probably always what’s not there. My own special area of interest about what’s not in history is the women. As you would all know, by and large they’re sadly absent from the historical record. However, I’m lucky to be the recipient—custodian, even, if that doesn’t sound too grandiose—of a rich oral history handed down from my mother, who got it from her mother and so on back down the line. She’s told me family stories from every generation since our family first came to Australia—in the form of our wicked convict ancestor Solomon Wiseman, in 1806. Sol is supposed to have murdered his wife, and turned his daughter—pregnant to the riding-master—out of the house to starve. (But perhaps, the novelist in me thinks, she didn’t starve , but went on to have, well, a story†¦) There was "Uncle Willie with the red hair" who was "killed [by falling] off a horse when he was eighteen and broke his mother’s heart." There was her own mother, in love with a Catholic boy—a love as unthinkable as between a Montagu and a Capulet and was forced to marry a good Protestant boy. You should see th e look on her face in the wedding photos. This oral history, handed down in a series of formalised anecdotes from mother to daughter, leaving rich areas for speculation in between is, I suspect, one of the things that’s made me a novelist. http://www.nla.gov.au/events/history/papers/Kate_Grenville%20.html SOUL-SEARCHING about our past is the new literary fashion. It is the period in which the breast-beaters, the moral Pharisees, are driven to tell us how, unlike their predecessors, they have political and moral virtue. The Aborigines, women and ordinary people have become the 'goodies', and all those who ignored them in their books or their teaching have become the 'baddies'. The winds of change are blowing over the ancient continent.

Work for Migrant Workers Essay -- Immigration Labor Essays Papers

Work for Migrant Workers Works Cited Not Included In the early 1970’s, by examining profit rates globally, it was determined that a falling rate of profit existed. The chief method to counter this problem was to seek out cheaper labor. Global factories were then created as the solution to this problem of falling profit rates. With the birth of these global factories, came not only transnational corporations but also transnational migrant workers. Therefore, why is there so much debate concerning migration when it was basically conceived and in many cases continues to be, a solution to a problem? Through global economic integration and the birth of global factories, many â€Å"underdeveloped† countries believed that these corporations would resurrect their dying economies by providing jobs to their many unemployed workers. However, these corporations did not hire the unemployed male but women usually between the ages of sixteen and twenty-one who worked approximately ten hours per day in extremely poor working conditions for very low wages. As a result, this left mostly the unemployed male (and/or the unemployed female over twenty-one) in a position to either migrate for work or become a caretaker for their families’ children. As documented by several of the films we’ve watched during class, many of these unemployed workers chose to migrate – sometimes both mother and father leaving behind children to be cared for by extended family members. One such child when asked if he missed his mother and father replied â€Å"No, because I don’t even know them† which truly epitomizes the migrant workers’ sacrifices for their families!! One might ask why do these migrant and/or global factory workers do the things they do? ... ...storical context of differential power and inequality.† (Schiller, Basch & Blanc-Szanton 8). Again, migrant workers exist because of economic circumstances and the innate sense of survival. Therefore, why are there so many beliefs and debates concerning migration? Because some people just don’t get it! What some seem to be missing in these debates is that with global economic integration obviously come transmigrant workers (and in some cases their families too), so why debate whether they should be allowed to cross borders as they are simply the product of globalization. Further, one should not forget that in many instances, these workers were â€Å"solutions† to economic or wartime problems!! Therefore, I strongly feel that migrant workers must be given the right to work regardless of what country they are from or what country they must work in!

Child Development Article Review Essay

This article is about studying children’s sleep patterns to see if sleep disorders may be a direct correlation to behavior problems within children. Could sleep issues be the cause for such issues like ADHD and other behavior related illnesses including psychiatric disorders? According to John Bates, Richard Viken, Douglas Alexander, Jennifer Beyers, and Lesley Stockton, there are many behavior related disorders that could be related to how much sleep a child receives, along with the age and quality of sleep. Many parents who have children with behavior related issues are realizing that the quality of sleep may be directly related. There may be many factors that can be discussed and taken into consideration, including environmental factors, developmental factors, income of families, and genetic inheritance as well. There are many types of sleep disturbances that need to be looked at since many young children experience different forms of sleep disturbances such as, night waking, sleep walking, resistance to bed time routine, delay, and trouble falling asleep. Survey showed that 42% of 12 -35 month olds had problematic bedtime resistance, and 35% of all others have night waking issues. (Bates, E. Bates et all p.62) Sleeping disorders in the young child can have a negative impact on the brain, inadequate amounts of sleep can cause a child not to perform up to their potential, resulting with stress. Stress causes a number of issues within the child, such as overworking brain functions, misfiring of neurons, and stress hormones being over produced. Then the effects of daily day to day functions are disrupted within the child causing poor concentration and incapability’s in daily routines. Three main issues to think about when understanding child sleep disorders is that 1. Insomnia in the young child may forecast psychological disorders. 2. Sleep is not well understood in the young child but can be thought of as social and biological. 3. Relations to environment, genetic inheritance, developmental factors all need to be considered. 4. Sleep issues in the young child can have a negative impact on social, emotional, cognitive and physical development. 5. Age and quality amounts of sleep are factors that need to be considered when studying sleep disturbances in young children. This article touches on many different aspects on how sleep issues can develop into very serious conditions in children. Good healthy sleep patterns are key to a healthy child and if the child is experience irregularities in sleep then the parents or care giver should look into what maybe causing the disturbances. If that child experiences this continuously then that caregiver should really look more into the underlying issues with a medical professional. Sleep disturbances can be related to a multitude of developmental problems. Parents, teachers and caregivers should be aware of signs and symptoms of lack of sleep and try to monitor or regulate good sleep habits. Good sleep habits in a child can be so positive and so beneficial. It’s important for parents and caregivers to know they are not alone when trying to combat sleep issues in the young child, many children go through stages of mild sleep disturbances.

Q2 Essays - Financial Risk, Actuarial Science, Mathematical Finance

Q2 Essays - Financial Risk, Actuarial Science, Mathematical Finance Q2 On account of the widespread use of financial knowledge, risk management has become increasingly crucial. One of the most important risk measures is Value at Risk which is defined by Linsmeier and Pearson (1996) as Using a probability of x percent and holding period of t days, an entitys value at risk is the loss that expected to be exceeded with a probability of only x percent during the next t-day period. In addition, there are numerous method to calculate VaR and the three most commonly used VaR approaches are the variance-covariance method, the historical stimulation method, and the Monte Carlo method. In order to evaluate the VaR, back testing should be involved as it provides the users about the accuracy of the models. Costello, Asem and Garder (2008) also states that back testing ensures that the models are properly formed. Besides, Stambaugh (1996) mentions that each model has pros and cons and they should be viewed as alternatives which may be suitable in different circumstances. Back testing method can be unconditional and conditional approach. Unconditional approach counts the number of exceptions and compare them with confidence level. On the other side, conditional approach test whether the exceptions are independent of each other. According to our back testing, results reveal that in three models accuracy in both conditional and unconditional are rejected for all confidence levels. However, it shows that 95% confidence level performs better than 90% confidence level in all model consistently. Within the back testing, we also found that the number of exception is either too small or too big for the given confidence level therefore this causes back testing may reject a correct model. As a result, choosing a lower VaR confidence level or increasing the number of data observations will be a solution to improve the current framework (Philippe. J, 2007). On the other hand, Corkalo (2011) say that VaR is not the best model for risk management because small firms will find that sensitivity analysis is easier to implement and other non-financial firms use alternative measure at risk. Firstly, all of the VaR approaches take assumptions that the return distribution is based on the historical data directly but history can be a wrong predictor. Besides, the observed time period is also an important factor. For an example, we have observed 9 years historical data of those five assets obtained in our portfolio, however, we dont know whether there is any unusual volatility in that period. Hence, the VaR we calculated is not strong in a changing economic environment. When we calculating VaR of a portfolio, we not only need to measure the return and volatility of individual assets but also the correlation between all assets included in the portfolio. Generally, with growing numbers of assets, the precision rate of VaR will be influenced. The VaR is determined by the past changes in the market factors and their variability in the portfolio. In other words, more variable market factors with greater sensitivities will result in greater VaR. Besides, the VaR is also determined by co movement of both two exchange rates in our case. Due to the high covariance of two exchange rates in our case which is 0.66, we construct the portfolio by taking two positions in order to reduce the risk being taken. Thus, the extension to which changes in the value of long position in USD/GBP are offset by the changes in the value of short position in YEN/GBP. According to our calculation, the highest VaR is not excessed three hundred thousand within three models with both 90% and 95% confidence levels and our portfolio average value is 9.35million after taking the account of VaR. However, we remain two million cash from the pension fund. In conclusion, we are likely to hold too much capital that could be invested in the portfolio to gain th e better return instead of holding it with non-interest. Q4 Difference Models from the VaR Literature The following methods will show how it is possible to get a VaR figure when there are different variables that play a factor in the portfolio. Conditional VaR using the Historical Method Conditional Value at Risk (CVaR) is the expected loss, meaning that it computes the average loss if, under any circumstance

Formal and Informal Powers of Congress and the U.S. President Essays

Formal and Informal Powers of Congress and the U.S. President Essays Formal and Informal Powers of Congress and the U.S. President Paper Formal and Informal Powers of Congress and the U.S. President Paper Formal and Informal Powers of Congress Under the Constitution, Congress is charged with carrying out the legislative functions of government. The framers of the Constitution wanted the lawmaking and national policy role to be in the hands of a representative body. The formal powers, structure, and procedures of the national legislature are outlined in considerable detail in Article l, Section 8, of the Constitution. These powers are extensive, however as a means of sharing powers and functions between separate institutions, most of hem are shared with the other two branches, particularly the executive. Congress has the power to lay and collect taxes, duties, imposts and excises; all duties, imposts and excises must be uniform throughout the United States. To borrow money. To coin money, set its value, and punish counterfeiting. To raise and support an army and naw and make rules for their governance. To declare war. To establish a post office. To establish rules for becoming a citizen and bankruptcy. To issue patents and copyrights to inventors and authors. To constitute tribunals inferior to the Supreme Court. To define and punish piracies, felonies on the high seas, and crimes against the law of nations. : To exercise exclusive legislative powers over the seat of government and over places purchased as federal facilities. At the end of Section 8, the Constitution broadly implies, Congress has the power to do what is necessary and proper for carrying into execution all powers vested by the Constitution; also known as the Elastic Clause. Another important informal power is the ability to investigate the executive branch or one of their agencies. Also, Congress can hold hearings. 2. Formal and Informal Powers of the President The role and powers of the President of United States is outlined in Article II of the Constitution. Compared to the explicit powers of the Congress, the Constitution grants far fewer explicit powers to the President, the ambiguity and vagueness of Article II have made it possible for presidents to expand their authority greatly beyond that specifically listed in the Constitution. Under Article II, the President has the following formal powers. The power of appointment; the President is responsible for making about 6,000 appointments the most important of which are his cabinet and federal Judges (most of these must be approved by the Senate). As Commander-in-chief the President is the final authority in military matters and ultimately is responsible for the entire military might of the United States. The President has the right to conduct diplomatic missions and set foreign policy on behalf of the United States. The President has the power to pardon or commute the sentence of convicted criminals. The President has the ability to declare a 90 day period of Emergency during which he can use the full force of the ilitary without seeking permission from Congress either in the form of a declaration of war or through funding. The President can veto any bill signed by Congress, preventing it from passing unless both Houses can muster a 2/3rd majority in favor of passing the bill. In most cases, a veto will kill a proposed bill. Probably the most important informal power of the President is his ability to influence the legislative agenda and set economic policy. As the most powerful single individual in the U. S. government, the President is able to throw his weight around and influence areas not under his direct control.

Useful Mobile Apps for MBA Students

Useful Mobile Apps for MBA Students This list of useful mobile apps for MBA students will help you create schedules, collaborate, network, improve productivity, and make the most of the MBA experience. iStudiez Pro iStudiez Pro is an award-winning multiplatform student planner that can be used to track class schedules, homework assignments, tasks, grades, and more. The app will notify you about important tasks and events so that you can get organized and stay on top of important deadlines and meetings. The iStudiez Pro app also offers two-way integration with Google Calendar and other calendar apps so that you can share schedules with classmates, members of your study group, or people in your social circle. Free cloud sync is available as well, making it easy to wirelessly sync app data across multiple devices. The iStudiez Pro app is available for: iOSmacOSAndroidWindows *Note: If you would like to try this app before you purchase it, a free version of the app, known as iStudiez LITE, is available through the App Store for iOS devices. Trello Millions of people - from small start-up businesses to Fortune 500 companies - use the Trello app to collaborate on team projects. This app works well for MBA cohorts and study groups who are collaborating on a project for a class or competition. Trello is like a real-time, virtual whiteboard that everyone on the team has access to. It can be used to create checklists, share files, and have discussions about project details. Trello can be synced across all devices and works with all major browsers so that you can access the app data wherever you are. The free version would work for most student groups and teams, but there is also a paid version for users who want special features, such as extra storage space or the ability to integrate data with an unlimited number of apps.   The Trello app is available for: iOSmacOSAndroidWindows Shapr Shapr is a professional networking app that is designed to make the entire process of networking less painful and time consuming. Unlike most networking apps, Shapr uses an algorithm that considers your tagged interests and location to connect you with like-minded professionals who are in your area and looking to network. As with the Tinder or Grindr dating apps, Shapr allows you to swipe right anonymously. The app will notify you when the interest is mutual so that you don’t have to deal with random, unsolicited requests to talk or meet up. Another plus is that Shapr presents you with 10 to 15 different profiles each day; if you don’t feel like you can connect with the people it shows you one day, there will be a fresh crop of options the following day. The Shapr app is available for: iOSAndroid Forest The Forest app is a useful mobile app for people who are easily distracted by their phone when they should be studying, working, or doing something else. When you want to focus on something, you open the app and plant a virtual tree. If you close the app and use your phone for something else, the tree will die. If you stay off your phone for the designated amount of time, the tree will live and become part of a virtual forest. But it isnt just a virtual tree at stake. When you stay off your phone, you also earn credits. These credits can then be spent on real trees that are planted by a real tree planting organization that has teamed up with the makers of the Forest app. The Forest app is available for: iOSAndroid Mindfulness The Mindfulness app is a useful mobile app for MBA students who are feeling overwhelmed or stressed out over school obligations. This app is designed to help people manage their mental health and well being through meditation. With the Mindfulness app, you can create timed meditation sessions that are as short as three minutes long or as lengthy as 30 minutes long. The app also includes nature sounds and a  dashboard that displays your meditation statistics. You can get the free version of Mindfulness or you can pay for a subscription to get additional features like  themed meditations (calm, focus, inner strength, etc.)  and access to meditation courses.   The Mindfulness app is available for: iOSAndroid

Foreign Exchange Market Intervention Essay Example | Topics and Well Written Essays - 2500 words

Foreign Exchange Market Intervention - Essay Example Author also note, though, an obvious experiential puzzle concerning the secrecy of much intervention and propose an additional way in which intervention may be effectual but which has so far conventional little concentration in the literature, namely from side to side its role in remedying a harmonization failure in the foreign exchange market (Adams, Donald and Dale W., 2003). In this research author assess the development made by the profession in understanding whether and how exchange rate intervention works. To this ending, author appraisal the theory and confirmation on official intervention, absorbed primarily on work published surrounded by the last decade or so. According to the expert analysis this reading of the latest literature leads us to terminate that, in difference by the profession's consensus view of the 1980s, official intervention can be effectual, particularly through its role as a signal of policy intentions, and particularly when it is publicly make known and concentrated. Author also note, though, an evident empirical puzzle relating to the secrecy of much intervention and put forward an supplementary way in which intervention may be effectual but which has so far conventional little notice in the literature, namely from side to side its role in remedying a harmonization breakdown in the foreign exchange market (Agnor, 2004, pp. 1-1 6). Accor... Whether or not official exchange rate intervention is effective in authority exchange rates, and the means by which it does so, are issues of critical policy significance, and they have been the subject of a enormous academic and policy-related literature. Given the policy significance of official intervention, it is perhaps not astonishing that this literature has been the venue for a considerable and ongoing economic argument. Insofar as a consensus is perceptible betauthoren economists and policy makers relating to the efficiency and attractiveness of exchange rate intervention, it come into view to have shifted quite a few times over the past quarter of a century (Agnor, 2002, pp. 357-94). At the time of the fall down of the Bretton Woods adaptable peg exchange rate system in the early 1970s, when the poauthorrlessness of the authorities to hold the parities in the face of enormous tentative attacks had it seems that been demonstrated only too authorll, the profession appeared poauthorrfully to favor a pure float, connecting zero intervention. The 1970s experience with floating exchange rates among the main industrialized countries, and the ensuing instability of both nominal and real exchange rates, though, led to a shift in this agreement so that, by the late 1970s, equally economists and policy makers chiefly of countries which had undergo a considerable loss in competitiveness often criticized the U.S. authorities for not which capital could move among urbanized countries, the prevailing consensus betauthoren economists, policy makers and foreign exchange market practitioners throughout the early 1980s come into view to

Societal effects on women and gambling Essay Example | Topics and Well Written Essays - 3000 words

Societal effects on women and gambling - Essay Example mble to an extreme were considered as insignificant by percentage thus their unique problems associated with this growing phenomenon were largely ignored. Gambling venues are much more widespread than they were just 20 years ago and thus more accessible to everyone, including women. By some estimates, women who gamble have at least caught up numerically with their male counterparts. Other research has shown women are quickly exceeding the number of men as casino patrons. It is no surprise that women constitute more than their share of the growing number of people who have become problem gamblers. According to Barbara Proto of the Connecticut State Lottery, â€Å"Women are by far the fastest at-risk group of problem gamblers, and it’s eye-opening to me to see it’s you, it’s me, and it’s your neighbor† (â€Å"Gambling Addiction†, 2006). Problem gamblers of either gender experience many societal issues which negatively affect their lives as well as their family, friends and employer. The compulsion to bet is a drop in a pond whose influence expands out far beyond the individual. However, the societal issues that women face are more complex and perhaps more damaging than for men. The term ‘problem gambling’ refers to a continuing pattern of gambling which factors in the disruption of an individual’s social, personal or family life or their employment. Health experts regard this harmful activity as a compulsion or addiction when gambling begins to become more important to a person than the above mentioned aspects of their lives (Boughton, 2002). Problem gambling does not discriminate because it affects both women and men of all ages, incomes and backgrounds. Monetary and other dilemmas a gambler experiences can negatively affect the individual and others whose lives are inter-related. The family of the problem gambler suffers because well-intended promises aren’t kept and financial issues are a constant concern. Inter-personal relationships

Dissertation- The Importance of human resources development for Dissertation

- The Importance of human resources development for competitiveness in organization - Dissertation Example Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Statement 2 This dissertation is the result of my own independent work/investigation, except where otherwise stated. Other sources are acknowledged by citations giving explicit references. A bibliography is appended. Signed: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Statement 3 I hereby give consent for my dissertation, if accepted, to be available for photocopying and for interlibrary loan, and for the title and summary to be made available to outside organizations. Signed: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ [Please check with university requirements for this section] D e d i c a t i o n [Please fill as required] A c k n o w l e d g m e n t s [Please fill as required] Thank you!!! Contents D e d i c a t i o n 2 A c k n o w l e d g m e n t s 3 Contents 4 List of Figures 7 List of Tables 8 A b s t r a c t 9 Chapter 1 10 Introduction 10 1.1 Overview 10 1.2 Aim of the Study 11 1.3 Objectives of the Study 11 1.3 Methodology Overview 12 1.4 Overview of Chapters 12 1.5 Summary 13 Chapter 2 14 Literature Review 14 2.1 Introduction 14 2.2 Chosen Company 14 2.3 Learning Organisation 15 2.4 Training vs. Development 17 2.5 Position of Training and Development in HR 18 2.5.1 Importance and Benefits: 21 2.5.2 Impact on Employee Performance 25 2.5.3 Impact on Intellectual Capital 28 2.6 Training and Development and Competitiveness 29 2.7 Summary 32 Chapter 3 33 Research Methodology 33 3.1 Introduction 33 3.2 Achievability of Objectives 33 3.2.1 Objectives Description 34 3.3 Research Design 34 3.4 Theoretical Framework 37 3.4.1 Research Methods: 38 3.4.2 Chosen Method: 39 3.4.3 Research Validity and Reliability: 40 3.5 Limitations of the Research: 40 3.6 Summary 41 Chapter 4 42 Resea rch Findings and Analysis 42 4.1 Introduction 42 4.2 Response Rate 42 4.3 Demographic Information 43 4.3.1 Gender Distribution 43 4.3.2 Age Distribution 44 4.3.3 Level of Education 44 4.3.4 Work Experience 45 4.4 Useful Information 46 4.4.1 Working for Team 46 4.4.2 Number of Trainings 48 4.4.3 Official Trainings 48 4.4.4 Compulsion on Training 49 4.4.5 Certificate Courses 50 4.5Training and Development 51 4.6 Training and Competitiveness 59 4.7 Analysis of Findings 64 4.8 Summary 66 C h a p t e r 5 67 Conclusions 67 5.1 Introduction 67 5.2 Research Conclusions and Recommendations 67 5.3 Further Research Recommendations 71 Bibliography 72 List of Figures Figure 1 Five Disciplines of Learning Organisations 16 Figure 2: Research Design 36 Figure 3: Gender Distribution 43 Figure 4: Age Distribution 44 Figure 5Level of Education 45 Figure 6 Work Experience 46 Figure 7 Current Team 47 Figure 8 Number of Trainings 48 Figure 9 Office Trainings 49 Figure 10 Training Compulsory 50 Figure 11N umber of Certificate Courses 50 Figure 12 Trainings and Jobs 52 Figure 13 Training and Practical Work 53 Figure 14 Training Programs and Companies 54 Figure 15 Training and Development Programs and Performance 55 Figure 16 Work Speed and T&D Programs 56 Figure 17 T&D and Satisfaction 57 Figure 18 T&D and Performance 58 Figure 19 T&D and Specialists 60 Figure 20 T&D and Employee Needs 60 Figure 21 T&D and Company Competitiveness 62 Figure 22 T&D and Motivation 63 Figure 23 T&D and My Performance 64 List of

Performance Management, Emotional Intelligence and Its Strategic Essay

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Performance Management, Emotional Intelligence and Its Strategic Essay

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Kenya education Essay An Overview of the Kenyan Education System: Issues and Obstacles to Learning Posted by Lee-Anne Benoit on April 27th 2013 I’m back again with an outline of what I’ve learned about the Kenyan Education system from the diverse experiences that I’ve had. You’ll notice this blog is slightly more academic in nature, but I felt that it was important to find research to back up my own observations. Education is perceived as one of the principal motivating factors behind national economic development and it is one of the most effective ways in which individuals can ever hope to achieve better opportunities and a higher standard of living in Kenya. For these reasons Kenya has invested heavily into its education system over the past twenty years. It is my primary objective in this blog to express all that I have learned about the primary and secondary education systems in Kenya in the short 12 weeks that I have been here. I discuss the structure of primary and secondary schools, the implementation of universal free primary education (FPE), limited and equitable access to education, obstacles to learning within the classroom, special needs education and inclusion. My understanding is derived from my experiences visiting and working at eleven different public and private schools in Kenya, two Masters courses in Special Needs Education that I audited, academic journal articles as well as several discussions and conversations that I have had with various individuals related to the field of education. Structure of Primary and Secondary Education To begin, I’d like to outline what I have learned about the structure of primary and secondary schooling in Kenya. I have gained most of my insight from visiting nine different public and private schools in Nairobi and Mombasa. During these visits I was able to tour each school, observe classes, and interact with administrators, teachers, and students. What follows is an account of some of the pertinent information that I have gathered. Children begin primary classes around the age of three years old. They enter a nursery program for roughly two years before commencing Standard 1. Depending on their final KCPE (Kenyan Certificate of Primary Education) examination marks at the end of Standard 8, students may or may not qualify to attend a secondary high school. Secondary school in Kenya has four levels, forms 1 – 4 and is completed only when students finish their KCSE (Kenyan Certificate of Secondary Education) examinations. Again, student grades play a key role in determining whether or not students are able to attend university. Due to the ethnic diversity in Kenya (42 different tribes), children begin school speaking a variety of languages. Because of this, all students study their subject material predominantly in Kiswahili up until Standard 3 in a homeroom classroom. It is not until Standard 4 students are immersed in English and must follow a strict timetable of up to 10 lessons a day. The subjects taught in the primary grades include Math, English, Kiswahili, Science, Social Studies and Christian Religious Studies. Depending on the location of the school, students may study Islam. Looking through the Kenyan Primary Education curriculum documents, I noticed that art and music were indeed included in the syllabus. However, after inquiring after this, I discovered that art and music have been cut from the timetable due of the cost and perceived unimportance of the subject material. From the little experience I have, it seems as though the degree to which children are allowed to express themselves creatively through art and music depends largely on the school and classroom teachers. From personal observation I can say with confidence that the approach to education in Kenya is largely teacher centered and by the book. Teachers strictly adhere to the Kenyan syllabus for both primary and secondary students and textbooks are a teacher’s primary resource during lessons. Standardized examinations are the sole assessment techniques that I have noted being used in regular classrooms thus far to report student progress. Students in every grade level must complete these standardized examinations at the end of each term, including students in preprimary programs. Grades are critical indicators of success and failure in the lives of students for they ultimately determine whether or not one is able to advance to secondary school. As I mentioned earlier, students must complete their KCP examinations at the end of standard 8. These are national, standardized exams in all subject areas and are worth a total of 400 marks. Students must achieve a minimum of 250 marks if they wish to enter secondary school. In order to graduate High School students must complete their KCSE examinations, and achieve high grades if they wish to enter university. I would like to point out that Kenyan teachers have excellent classroom management. Most of the students that I have observed are incredibly well behaved and show a level of focus and respect that I have not seen on such a large scale before. I am impressed by teacher’s classroom control especially considering the large class sizes that they handle on a daily basis. I attribute this classroom control to the use of corporal punishment, which is considered to be the norm in Kenya. It has also been argued that students’ passivity in the classroom dates back to British colonial days and has been an aid and a challenge in encouraging students to take responsibility for their learning (Ackers and Hardman, 2001). Universal Free Primary Education Another key point that warrants discussion is the implementation of FPE, Universal Free Primary Education, in Kenya. Many of the challenges that the Education system currently faces are directly linked to the implementation of FPE. G. J. Cheserek and V. K.  Mugalavai argue that the main problems facing the education system are, â€Å"issues of access, equity, quality, relevance and efficiency in the management of educational resources,† (2012, 473). The following discussion will elaborate on such issues. As of January 2003, the NARC government established the FPE program to satisfy the pledge it made during the 2002 general elections in order to provide opportunities to disadvantaged children (Makori). This project was a great success in terms of the increased enrollment of disadvantaged children. More than 1.5 million children enrolled in public schools across the country, (Makori). However, the country was not yet prepared to accommodate such a large increase as can be seen by such drastic consequences. Few primary schools were built to accommodate the influx of students, which led to over crowding and congested classrooms. There was a shortage of teachers at the time, which led to the employment of unqualified teachers (Makori). Schools lost revenue from the lack of tuition fees, which led to a strain on teaching materials and resources as well as limited physical facilities (Makori). Lastly, teachers’ challenges increased as their class sizes grew. Although Primary School tuition fees have been abolished, several factors continue to impede access to education in Kenya. Many parents still cannot afford to pay for school uniforms, textbooks, transport, meals and supplies, without which students cannot attend school (Glennerster and Kremer, 2011). These fees are especially difficult for marginalized children such as females, orphans, and the financially underprivileged. Poor health and the inability to seek medical attention also impede many children’s access to education and negatively affect their academic performance, (Glennerster and Kremer, 2011). Many children cannot attend school due to intestinal worms, malaria, and other health concerns such as malnutrition, which can seriously affect their cognitive development. A teacher at the Kiambui Primary School informed me that many of the students arrived at school without having eaten breakfast and who did not bring lunches. Many teachers, despite their low salaries, felt obligated to bring food for the most needy. Lastly, there is an issue of distance and transportation. For some, transportation is unaffordable and the distance to school is too great to walk, which renders the possibility of attending school impossible (Glennerster and Kremer, 2011). Despite advancements in accessing primary education, access to secondary education has remained quite low in comparison. There are a number of reasons that account for this. For instance, secondary schools still require tuition payments. Although these fees have been reduced, it is still quite expensive for many. Distance also plays a major role for some in accessing education. As of 2011 there were approximately 26, 000 primary schools and 6, 500 secondary schools spread across the country, which meant that many communities did not have a nearby high school (Glennerster and Kremer, 2011). Poor KCPE examinations scores at the end of Standard 8 also create a barrier in accessing Secondary School. 2004 KCPE results show that a much higher percentage of students from private schools qualify for secondary school than public school, which has led to an overrepresentation of private school graduates attending top Kenyan Secondary Schools (Glennerster and Kremer, 2011). The quality of primary education, so it seems, acts as a serious barrier to obtaining secondary education. Finally, there is limited space in secondary school so parents and students alike must compete for placement in one if not one of the elite National schools. Yet another interesting point to note is that FPE does not enable all children equitable access to quality education; the key word here being ‘quality. ’ There is an alarming difference between the quality of education that public schools offer vs. that of private schools as noted earlier. After visiting both private and public schools I can attest to the difference. The five private schools that I visited had a low teacher to student ratio, more resources and materials for students, an adequate amount of desks for their student body, as well as electricity and running water. On the contrary, some of the public schools that I visited had class sizes of 60 to 80 students, limited electricity, insufficient textbooks and desks for students. There is much speculation that the poor performance of public school graduates on the KCPE examinations is due to a number of specific factors. For example, because of the increased enrollment in primary schools in 2003, teachers had to contend with extraordinarily large class sizes made up of a diverse range of students whose preparedness varied. Circumstances such as these diminish a teacher’s ability to differentiate their instruction and give individualized attention. Resources and materials are spread thin and mobility within classrooms becomes limited. It is thought that this large influx of â€Å"first generation learners† has contributed to declining test scores in the public school system (Glennerster and Kremer, 2011). It is also thought that poor performance in primary schools is perpetuated by an increasing stratification between public and private schools. This disparity becomes all the more clear when considering the disparity between the KCPE scores of public and private school graduates (Glennerster and Kremer, 2011). Under qualified teachers has also been stated as a factor as well as corruption. Obstacles to Learning Within the Classroom â€Å"For Kenya to be internationally competitive and economically viable, the Republic of Kenya requires an education system that will produce citizens who are able to engage in lifelong learning, learn new skills quickly, perform more non – routine tasks, capable of more complex problem-solving, take more decisions, understand more about what they are working on, require less supervision, assume more responsibility, have more vital tools, have better reading culture, quantitative analysis, reasoning and expository  skills† (Cheserek and Mugalavai, 2012, 472). As this statement explains, Kenya needs a strong education system that will train individuals to meet the growing economic needs of society. However, as discussed previously, evidence shows that students in public primary schools are achieving significantly lower their private school counterparts. There are a number of factors that can account for this disparity, which directly relate to the quality of primary education and the interactions between teacher and pupil. In 2001, Jim Ackers and Frank Hardman conducted a study on classroom interactions in primary schools in Kenya and found that the predominant teaching style was characterized by the ‘transmission of knowledge’ and was teacher focused in nature. Students were motivated to participate but answered preplanned, ‘closed’ questions and lessons often involved a high degree of choral response and repetition of memorized information (Ackers and Hardman, 2001). They go on to write that, â€Å"there were few examples of interaction between teacher and pupils that extended or even encouraged higher order thinking because of the domination of the recitation mode, where typically the teacher asks a series of pre-planned questions, initiates all the topics, and rarely interacts with the substance of the pupils’ answers except to evaluate them†(Ackers and Hardman, 2001, 12). Interestingly enough, this literature mirrors my own observations. I also noted the predominance of a rote learning style of teaching while visiting a number of primary schools. The teachers that I observed lectured on a topic for a large portion of a lesson and then questioned students to see what they were able to absorb. I did not observe any inter pupil interactions or discussions during class time. Rather, students spent the remainder of the class silently copying notes and answering questions from the board. I observed this pattern across multiple subjects and classrooms. Acker and Hardman point out that impediments to learning also include a lack of teaching resources and poor physical conditions of classroom spaces (2001). From what I have noted, the blackboard and student textbooks are the primary teaching aids in a lot of schools. Another obstacle to learning within primary grades is the size of the class. In many cases, teachers can have upwards to 80 students at a time in a regular sized classroom, which creates a congested environment. In such cases it is virtually impossible for a single teacher to meet the needs of every individual learner. Differentiation becomes ineffectual, as does mobility within the classroom. Resources are spread thin and many struggling learners are overlooked. In addition to overcrowded classrooms, teachers face many challenges, which in turn affect student performance. Firstly, they are under a great deal of pressure to teach all of the curriculum outcomes in order to prepare students for their examinations. Combined with a lack of funding and classroom space, teachers are at a loss when it comes to planning creative lessons. Secondly, teachers face a strong tradition of teaching practice that is both historically and culturally embedded. Attitudes towards change can be stubborn, making transformation a slow process. Thirdly, teachers lack an appropriate amount of support and assistance within the classroom as well as opportunities for professional development. As it stands, resource and literacy programs are virtually non-existent in schools, and the government cannot afford to pay for assistants within the classroom. Few primary schools can even afford a library. Fourthly, and in part due to distance, there are barriers to communication between home and school, which negatively impacts student progress. Lastly, primary school teachers work for very low wages, which can be demotivating for some, ultimately affecting their professional pedagogical practice. For many teachers and students alike, school can be a truly sink or swim endeavor. Special Needs Education and Inclusion My insight into special needs education derives from two sources. Firstly, I have audited two Masters level courses on special needs education in Kenya entitled Guidance and Counseling of Special Needs students and Issues and Problems in Special Needs Education. Secondly, I have worked for a short time at a private special needs school entitled Bright Hills. In addition to Bright Hills, I have also visited three different ‘Special Units’ in public schools: Kaimbui Primary School, Kilimani Primary School, and Muchatha Primary School. I would like to share some of the pertinent information that I have learned. According to my own personal experience and research, special needs education is predominantly segregated from general education classes. Many primary and secondary schools have classes termed ‘Special Units. ’ These classes are home to students who have a wide range of learning needs, which â€Å"cannot† be met by regular classroom teachers. I have been told that Special Units are inclusive in the sense that all students who have a disability or a special need share a common learning space. It is the role of the special education teacher to tackle the challenging task of differentiating lessons for many students who have varying degrees of learning dependency. Many of the students of Bright Hills Special Needs School are taught the regular primary school curriculum. However, other special needs students are given vocational training, which I observed at the Kiambui Special Unit and the Deaf and Blind Unit at the Kilimani Primary School. Learning skills such as beading and weaving give students the potential to earn a livelihood outside of school and become productive members of society. Although the Kenyan Minister of Education approved a policy in 2009 that supports the equitable access to quality education and training of learners with special needs, special needs education still faces many challenges. The factors that hinder the provision of education for special needs learners include vague guidelines that describe the implementation of an inclusive policy, insufficient data on children with special needs, ineffective assessment tools, curriculum, and a lack of qualified professionals, (Lynch, McCall, Douglas, McLinden, Mogesa, Mwaura, Njoroge, 2011). Many of the discussions in which I participated in my class: Issues and Problems in Special Needs Education mirrored this argument. Major issues that were discussed include the stigmatization of persons with disabilities, a lack of funding to equip teachers with the resources, materials and support required to meet learners needs, a lack of curriculum adaptations, differentiation, appropriate methodology and qualified personnel, inappropriate and biased assessment measures and the misdiagnosis of learning disabilities, which leads to the misplacement of Students in Special Units. I have also had several discussions concerning the implementation of inclusive educational practices within Kenyan Schools. Many of my classmates believe that inclusion is indeed the way forward in reforming the issues inherent in special needs education. Others however, believe that inclusive education is too ambitious a reform to make. Dr. Mary Runo stated in a lecture that she is not certain that inclusive education is what Kenya presently needs. Rather, the focus of reform should be on government policy and persistent negative attitudes towards disabilities. Although inclusive practices are in a fledgling state in Kenya, there are a few successful cases. Take for example the Kilimani Primary School, which is the only school in Nairobi that incorporates the hearing and visually impaired into general classrooms. Numerous supports are provided to students such as braillers, translators, adaptations, and individual assistance. The Kilimani School also has a segregated Special Unit for those who are deaf or blind as well as a Special Unit specifically for those who are deaf and blind, both of which are well equipped with qualified and dedicated teachers as well as a diverse range of teaching aids and resources. It is common practice for a Primary school to pull struggling students out of the regular classroom and place them in a Special Unit for a short time until they can successfully transition back into a regular classroom. The Kyangoma Primary School has 68 special needs learners, the majority of which study in a Special Unit. However, students who have physical disabilities or are highly functioning cognitively are integrated into general classrooms in order to follow the regular school curriculum. Although integration does not equate inclusion, it is evidence that there is a growing acceptance of inclusive practices. Overall, I would argue that special needs learners are segregated from regular classrooms for the most part and that levels of inclusive practice vary from school to school, depending on financial resources, teachers’ attitudes, and community support. Conclusion It is difficult to articulate all that I have learned about the Kenyan education system in the past twelve weeks, as my experiences have been diverse and I have come to understand the cultural context within which this system works. The education system in Kenya has been undergoing considerable change since the induction of Universal Free Primary Education in 2003. Despite the many deep rooted and interconnected problems that impede equitable access to quality education, reformation is high on the government’s list of priorities. One thing that I can confidently attest to is the unquestionable confidence and positivity that I have encountered in many Kenyans who strongly believe in the advancement of the education system. Kenya’s future is bright as long as these discussions continue and individuals strive to make change. References Ackers, J. , Hardman, F. (2001). Classroom Interaction in Kenyan Primary Schools. Compare, 31(2), 245-61. Cheserek, G. , Mugalavai, V. (2012). Challenges and Reforms Facing Kenyan Education System in the 21st Century: Integrating the Principles of Vision 2030 and Constitution 2010. Journal Of Emerging Trends In Educational Research Policy Studies, 3(4), 471-478. Glennerster, R. , Kremer, M. , Mbiti, I. , Takavarasha, K. (2011). Access and Quality in the Kenyan Education System: A Review of the Progress, Challenges and Potential. Retrieved from: http://www. povertyactionlab. org/sites/default/files/publications/Access%20and%20Quality%20in%20the%20Kenyan%20Education%20System%202011. 06. 22. pdf KENPRO (2010). Challenges Facing Inclusive Education in Regular Primary Schools in Kenya. KENPRO Online Papers Portal. Retrieved from: www. kenpro. org/papers. Lynch, P. , McCall, S. , Douglas, G. , McLinden, M. , Mogesa, B. , Mwaura, M. , †¦ Njoroge, M. (2011). Inclusive Educational Practices in Kenya: Evidencing Practice of Itinerant Teachers Who Work with Children with Visual Impairment in Local Mainstream Schools. International Journal Of Educational Development, 31(5), 478-488. Makori, A. Implementation of universal primary education in Kenya: An analysis of its impact and progress towards achieving the EFA goal in Kisii District. Retrieved from: http://www. kaeam. or. ke/articles/vol1/makorifulltext. pdf Category: Uncategorized // 16 Comments  » 16 Responses to â€Å"An Overview of the Kenyan Education System: Issues and Obstacles to Learning† 1. women fashion show 2013 // June 25th 2013 Someone essentially help to make critically posts I would state. That is the very first time I frequented your website page and so far? I surprised with the analysis you made to create this particular publish incredible. Fantastic task! 2. Graham Mulligan // July 3rd 2013 Lee-Anne, thank you for this post. I concur with everything you describe regarding the current state of Primary Education in Kenya. Although there is much hope for change, there are enormous challenges ahead. I wonder what specific improvements can be made, especially in the many isolated and impoverished public primary schools. I am currently planning a short visit to do teacher training in some of these schools. Do you have any suggestions for me? cheers Graham 3. Rahab // July 4th 2013 Your observations are very insightful and on point. It is rather disturbing that all education activities in the Kenyan system end up creating bottle necks at some point or other. What are your suggestions on making the system create paths for learners graduating from the various levels of the system? How can the system encourage student creativity and participation both in school and out of school? Is there hope that the Kenya education system will ever become learner centered rather than content and teacher centered? 4. desigual sale // July 17th 2013 Someone essentially help to make critically articles I might state. That is the first time I frequented your web page and to this point? I amazed with the analysis you made to make this actual put up extraordinary. Wonderful job! 5. Evelyn Corrado // July 17th 2013 Very insightful paper for my study; I am researching on how we can move from teacher centered approach in Kenyan education into student focused, where students can creatively use their reasoning minds, work together to problems solve and bring in their daily experiences into learning.. i agree learning molds the Kenyan society and if problem solving conflict resolution is not enhanced in schools, no wonder the ethnic conflicts in Kenya society God-father system where minority rule and the rest can’t challenge it, for lack of confidence . 6. Alice Wawira // July 29th 2013 This is quite helpful and you have done great job. Just check: KCPE mark is 500 not 400. The public schools suffer a lot of deficiency ranging from teachers to resources. If only teachers were enough something like 1:25-35 which is the current proposal to the education ministry; enough classrooms and resources, I don’t think the syllabus would be a problem however wide. I’m inclined to believe so because the private schools and the well-established national schools manage to cover the syllabus long before the end of fourth year in secondary and end of eigth year in primary. The discipline exhibited by the students in the classroom as you explained is one major strength in these schools and as such, it would be quite helpful even in content coverage. Kenya is becoming gradually aware of SEN and some progress has been made. I would however wish that we borrowed a leaf from the international system where children with SEN are allowed to sit special exams and even have assistants in classroom and during exams. In Kenya, almost all the times they sit the same exam only that special consideration and provisions(like brille and additional time) are given during and after the national exams. The worst is when a child in hospital or one who has just given birth is allowed to sit the same exam as any other in good health. News has it that computers will come in handy for the hearing-impaired and this will be great. Fantastic job you have done. Having worked in the Kenyan system and in the international as well, I can’t fail to see the flaws in the former and I hope to do something about it only that for now, I have no idea where to start. 7. Leonard Kiarago // August 2nd 2013 Indeed, Kenya has a long way to go before the government is able to provide ‘quality education’; however, we must agree that there is some progress despite the obstacles. Kenya has the resources, the manpower and the capacity to provide the young generation with quality education. Kenya has highly qualified professionals produced by top universities all over the world, unfortunately when it comes to policy development and decision making, that is left to politicians leading to wrong policies being implemented without consideration for need assessment or putting priorities right. Take, for example, the issue of laptops for every kid joining primary school; is that really a priority for the Kenyan kids? Even in developed countries like the UK the government doesn’t provide laptops/computers to every single kid, instead schools have a computer lab used during IT lessons or for lessons requiring some research. Instead of considering building and equipping more classrooms as well as recruiting more teachers, the government is thinking about laptops for schools some of which kids learn under trees and with no electricity or teachers who have basic IT knowledge. The subject of how inclusive education should be implemented is a controversial one because even in developed countries like UK, they still  maintain special schools because inclusive practice is not just a matter of closing special schools and taking children with SEN to mainstream schools. How do you put a child with special needs in a class of 80 kids and call that inclusive education? For inclusive education to be successful there must be availability of resources and manpower as well as change of attitude by those who consider themselves ‘normal’. How that can be possible in a country divided through tribal and ethnic affiliations remains a big issue. If Kenyans cannot accommodate fellow Kenyans from a different tribe, how can they accommodate those perceived to be ‘abnormal’? What is most worrying is that any time you listen to news or read newspapers, the most likely headline to find is about a certain politician from a given community attacking another one from a different community instead of engaging in constructive politics. The article posted a few days ago in daily nation in which a governor was threatening to shut down schools just because they were built on the boundary by a neighbouring county leader is a good example of what I mean: http://www. nation. co. ke/News/Leader-orders-schools-shut-in-boundary-row/-/1056/1930912/-/view/printVersion/-/khd48cz/-/index. html ‘A society’s treatment of those who are weak and dependent is one critical indicator of its social progress’. This was an observation by Kirk, Gallagher and Anastasiow (1997) who in their study of children with special needs noted that social attitudes towards the education and care of children with special needs reflect the general cultural attitudes concerning the obligations of a society to its citizens. The problem with the provision of education in Kenya can only be solved if the government allowed professionals to contribute to policies related to their field of expertise and to set aside funds for research so that policies can be validated through research to avoid implementing policies, which are politically driven. (Kiarago is a doctoral researcher at the University of Birmingham) 8. Pierre Varly // August 19th 2013 thanks a lot for your excellent article full of infos and very well structured. i have a blog on education in the developping countries where i could publish the article also if you agree. 9. Isaac Maluki // August 22nd 2013 Thank you for your good report. Kindly tell me, how many students qualify for university education in Kenya but do not make it for lack of school fees? 10. Amen K. Rahh // October 3rd 2013 Thank you for this insightful blog. I would however like to point out the roll of ICT and the growing impact online learning is having on learning in schools. With the introduction of laptops for primary school students, the Government seems to understand the survival of the failing education system is depended on IT solutions. http://www. cc-gate. com as well as the CCK are working on online content and tutoring coming in the future. 11. Edy // November 5th 2013 Hi, I found this blog a few days ago as I was looking for some research into the Kenyan education system. You have done wonderful analysis. However, one correction to your information is that Swahili is not the predominant teaching tool for Nursery-Std 4 pupils. In fact, and to the contrary, English is widely used to instruct children because apart from Swahili, all other disciplines, Math and Science included cannot be feasibly administered in Swahili. 12. John muema // November 7th 2013 these is true and i urge the government to employ more teachers 13. Agesa Akufa // November 9th 2013 This is a good, well researched and articulated work. just a point of correction, the kcpe marks total to 500 not 400. otherwise it is an impresive that will many researchers especially university students. if the government can take into account this piece of work then we should expect to see enormous steps taking root in the educational system. of course, steps to spin the country foward. i salute you! 14. THOMAS ODENY //.

Iberia group

Iberia group 1. Iberia Group Iberia is Spains largest air transport group and the fourth-largest in Europe. It is also the leading airline on routes between Europe and Latin America, with the most flights and destinations. And is member of Oneworld, a global alliance of leading airlines. Company is in business from 1927. And is only European airline has posted profit from last 13 years. In 2008 its main activities; Transport of passengers and cargo Aircraft maintenance Handling services in airports It flies to more than 118 destinations in 45 countries. But it reaches 189 destinations in more than 70 countries with membership with Oneworld alliance and code sharing accords with other airlines. Worlds 9th largest aircraft maintenance and engineering firm. In 2008, company completed deep inspections of1,384 aircraft,208 engines, 30 APU (auxiliary motors) and 68,396 components, among other tasks. It offers its service in 41 Spanish airports. And has fleet of nearly 8,500 ground vehicles and employs more than 8,500 people. In 2008, it attended 223 airlines,79.9 millions of passengers and about 420,000 aircraft, in Spain. In 2008,28.5 million people chose Iberia or its regional franchise partner for their air travel. 1.1. Iberia Shareholders 2. British Airways On 25August1919, BritishAirways forerunner company, Aircraft Transport and Travel Limited (ATT), launched the worlds first daily international scheduled air service between London and Paris. They completed its successive 90 years in airline industry. British Airways is world leading and flagship carrier of UK. That fly to more than 300 destinations worldwide and company carried 33 million passengers in 2008/09. And it is also member of Oneworld a global alliance of leading airlines. Company carried 777,000 tonnes of cargo to destinations in Europe, the Americas and throughout the world. At the end of March 2009 Company had 245 aircraft in service. 2.1. History In 1924, Britains four main fledgling airlines, which had by then evolved into Instone, Handley Page, The Daimler Airway and British Marine Air Navigation Company, merged to form ImperialAirways Limited. By 1925, ImperialAirways was providing services to Paris, Brussels, Basle, Cologne and Zurich. In the mid 1930s, a handful of smaller UK air transport companies merged to form the original privately-owned BritishAirways Limited, which became Imperial Airways principal UK competitor on European routes, operating out of another new airport, Gatwick. Following a government review, ImperialAirways and BritishAirways were nationalised in 1939 to form BritishOverseasAirwaysCorporation (BOAC). In 1972 Government announced its intention to merge BEA and BOAC to form BritishAirways. The BritishAirways Group was established, which would eventually result in BOAC and BEA being dissolved on 31 March 1974 upon the formation of BritishAirways. In 1976 Worlds first passenger supersonic services were inaugurated simultaneously by BritishAirways to Bahrain (Concorde G-BOAA) and AirFrance to RiodeJaneiro via Dakar. Concorde flights to WashingtonDulles commenced, but problems with noise levels delayed operations to New YorksJFK airport. In 1984 British Airways became PLC. And in 1987 British Airways privatised and completed merger with British Caledonian which was financially troubled that time. In 2000 British Airways completed its acquisition of 9% of the shares in Iberia, at a total of Ptas41 billion ( £155m). In 2003 British Airways withdrew Concorde, signalling the closure of the worlds only supersonic passenger services. The last scheduled commercial flight was BA2 from JFK operated by G-BOAG. 2.2. British Airways Shareholders 3. Destinations of Iberia and BA 3.1. Iberia Group Destinations Spain 38 Destinations Europe 47Destinations Africa 9Destinations America 22 Destinations Near and Far East 1Destination Oceania 1 Destination Total 118 Destinations 3.2. BA Group Destination UK 9 Destinations Europe 67Destinations Africa 15Destinations America 38 Destinations Middle East and South Asia 12Destination Asia/Pacific 7 Destination Total 148 Destinations 3.3. BA and Iberia Fleet Aeroplane Iberia British Airways Airbus A-340/600 12 Airbus A340/300 21 Airbus A-321 19 11 Airbus A-320 45 35 Airbus A-319 22 33 Boeing 747 55 Boeing 777 42 Boeing 767 21 Boeing 757 15 Boeing 737 22 Avro RJ100 9 Avro RJ85 2 Total 119 245 According to 2009 3rd quarter report, Iberia operating with 114 Airbus fleet. 3.4. Iberia and BA Facts and Figures of 2008 and 2008/09 Iberia and BA Iberia Financial Year Ended on 31 Dec. 2008 BA Financial Year Ended on 31 Mar. 2009 Noncurrent asset 2450 8142 Current asset 3184 2346 Total asset 5634 10488 Equity 1564 1846 Noncurrent liability 1765 4500 Current liability 2305 4142 Total Equity and Liability 5634 10488 Revenue 5223 8992 Total recognise income/(Expense) (236) (358) Fuel cost 1666 2969 Pensions (307) Number of employees 21578 44987 3.5. Iberia and BA Accumulated Facts and Figures of 2009 Iberia and BA Iberia 3rd Quarter Statement 30 Sep. 09 BA 2nd Quarter Statement 30 Sep. 09 Noncurrent asset 2400.1 8074 Current asset 2034.3 2354 Total asset 4434.4 10444 Equity 1582.5 2161 Noncurrent liability 4652 Current liability 3631 Total Equity and Liability 10444 Revenue 3333.0 4102 Total recognise income/(Expense) (181.9) (208) Net Debt (1520.8) (2362) Fuel cost 889.6 1228 Pensions (2633) BA has 2 pension schemes called Airways Pension Scheme (APS) and New Airways Pension Scheme (NAPS). That in the past six months, the surplus in APS scheme fell from  £860m to  £27m, while the deficit in the NAPS scheme ballooned from  £1.2bn to  £2.7bn. However, Iberia says it can pull out of the deal if BA fails to resolve its pension deficit problem. 4. SWOT Analysis SWOT is strategic analysis tool which help us to scan micro and macro environment of an organisation. Which includes; Strength, Weakness, Opportunity and Threats. Where Strength and Weakness is called micro environment factors and Opportunity and Threat is called macro environment factors, in which Strength and Opportunity is helpful to achieve company goals and Weakness and Threats is harmful to achieve company goals. 5. PESTLE Analysis PEST analysis stands for Political, Economical, Socio-culture, and technological and is framework of scanning tool for macro environmental forces of strategic management. Which is later extended by Legal and Environmental forces and called by PESTLE. This can help to start new investments or business. Political: How Government get involved in business to make certain change in laws. Political factors which has effects on any organisation or business such as Political Stability, Tax Laws, and Labour Laws. Economical: Economical factors such as economical growth, interest rate, exchange rate or inflation rate have major impact on policy making on decision making that how to run business in future. Socio-Cultural: It includes cultural aspects how people will behave towards product. Such as health consciousness, population rate, religion, or age. Technological: Technological aspects includes; research and development, new emerging technologies. Furthermore it can have affect cost, quality and lead to innovation. Legal: factors include discrimination law, consumer law, employment law, and health and safety law. These factors can affect how a company operates, its costs, and the demand for its products. Environmental aspects includes; Weather, Climate or Climate change. It may affect such as tourism and farming. Growing awareness to climate change is affecting companies. It both can create and destroys existing market. 6. Iberia 6.1. Strength Iberia is Spains largest air transport group and the fourth-largest in Europe. And is member of Oneworld, a global alliance of leading airlines. It flies to more than 118 destinations in 45 countries. And have 119 plains fleet. In 2008,28.5 million people choose Iberia or its regional franchise partner for their air travel. Iberia is the first European airline and third in the world best prepared to face the crisis, according to the â€Å"Top Performing Companies† ranking compiled by Aviation Week. 6.2. Weakness Iberias cabin crew have just finished one round of strikes and are promising more in a dispute over changes to their jobs. BAs attempts to cut cabin crew and freeze pay could also result in strikes. Ground staff and pilots are equally willing to use industrial action to get their way. 6.3. Opportunity Iberia is going for merger with BA which would save them 400 million Euros yearly. Increase in technology is playing important role such as online ticketing, and online check-in system is saving time and cost on operations. On 5 February 2006 the new Terminal 4 at Madrid Barajas was given over to Iberia and the Oneworld alliance members. This provided much-needed expansion capabilities for Iberia. Iberia is responsible for around 60% of the airports traffic. 6.4. Threats Credit crunch and increase in fuel prices and global warming are creating threats to airline industry. Because of credit crunch people are focusing on savings. Cheap airlines emerging which offers good services to travellers and people like to travel with these airlines. Climate change is another factor people are very conscious about environment friendly products. And airlines have big contribution in increase of CO2 emission in world. 6.5. Political/Legal During the dictatorship of Miguel Primo de Rivera, the aviation companies in Spain were combined and become state-controlled as a general interest public utility, coming into effect in early 1928. The airline was nationalised on 30 September 1944 and became part of INI. In 2001 Iberia once again privatised and listed on stock exchange. On January 9, 2009 the European Commissions Competition Service authorised BA and Iberia merger. 6.6. Economical Economical situation on the globe is not good it hits worst every business specially banking sector and airline industry. Because aircrafts is expensive mean of travel and people are pointing their attention to saving. Holidays operators such as XL tour operator were filed bank corrupt due to credit crunch and high fuel prices. Iberia worst hit by credit crunch it post 236 million Euros and 182 million Euros net loss respectively in financial year of 2008 and till 3rd quarter 2009. And Iberia and BA are trying to merger and save more than 400 million Euros per annum from their operations. 6.7. Socio-Cultural Iberia is flagship carrier of Spain and assumes its social responsibility by converting social action into a priority strategy through projects relating to the access to the transportation of passengers that require any manner of assistance and the giving over of hold space to transport humanitarian aid. During 2008 around EUR 3 million were earmarked for social action projects. It should be noted that Iberia continues to encourage its customers to participate in projects of this nature through the agreements entered into with the Spanish Red Cross and the Special Olympics and to involve its suppliers in social action projects such as the well-established collection of funds during the Christmas Campaign. 6.8. Technological Iberia has always been among the first to pass on to its customers any improvements offered by the new technologies to improve their comfort and save time. Electronic tickets; online check-in through a simple, procedure on Iberia.com; auto check-in machines at the main airports; an SMS information service of scheduled times and arrivals of flights via mobile. Apart from the auto check-in (check-in plus seat reservation) to more than 70 destinations, other advantages include the possibility of buying shuttle tickets, consulting bookings on any Iberia flight or accessing the Iberia Plus point programme. In 2008 close to 3.5 million boarding cards were issued by using auto check-in online facility. 6.9. Environmental According to the Intergovernmental Panel on Climate Change (IPCC), the aviation sector contributes only 2% of the total CO 2 emissions generated by the consumption of fossil fuels. Internal audits were conducted in 2008 to check adequate environmental management in the areas with significant environmental impacts. A total of 39 internal environmental audits were made in Iberia during 2008, entailing the equivalent of 42 days work. Iberia currently has a very modern fleet of aircraft. Just in the past five years it has retired 76 aircraft and incorporated 60 new ones. Which reduce fuel consumptions by 20% compared to earlier generation aircrafts. Company made 1 million Euros environmental investment. 7. British Airways 7.1. Strength Strength of airline is bringing perfect service in new fleet. And best aircraft have to provide comfortable service to customers. Level of BA operations is amazing and BA gets an advantage on its competitors to provide wider variety of service to travellers. BA has 245 plains of fleet and provides services to 550 destinations around the globe with code sharing and as member of Oneworld alliance and in 2008/09 company carried 33 million passengers. BA has its own terminal at London Heathrow Airport which gives them competitive advantage to its main competitors such as Virgin Atlantic airline. 7.2. Weakness British Airways opened officially terminal 5 on 14th march 2008 but the facilities for staff and customers were unorganised. Staff faced problems for car parking that effect the work duties and other side the technical problems with bag loading in the flights. BA still having problems with missing baggage. According to AEA BA missing baggage ratio is 15.6% per 1000. BA pension schemes is big issue for management they post  £2.7 billion loss in last financial year for pension scheme. And Iberia SA told them if BA will not control Pension losses they will discontinue merger process. 7.3. Opportunity BA is going for merger with Iberia SA which would save them 400 million Euros yearly. Increase in technology is playing important role such as online ticketing, and online check-in system is saving time and cost on operations. BA own terminal at Heathrow Airport is helping to increase flights and company is able to provide more relaxed environment. The luxurious lounge has also been well received with an increase of 20% for customer satisfaction. Around 21 million people used terminal during the year. 7.4. Threats BA has threats such as unreasonable increase in competition, oil prices, credit crunch, and environmental changing or global warming. BA post  £358 million and  £208 million net loss respectively in 2008/09 financial year and in second quarter of 2009 due to credit crunch and increase of oil prices. Carbon emission is big issue for airline industry. BA is leading airline in the world and had carbon footprint of 17.6 million tons in 2008. So many other airlines are offering similar products in cheap prices. In UK Virgin Atlantic Airline is main rival for BA which is trying to have its own terminal at Gatwik Airport. 7.5. Political/Legal Government review, ImperialAirways and BritishAirways were nationalised in 1939 to form BritishOverseasAirwaysCorporation (BOAC). In 1972 Government announced its intention to merge BEA and BOAC to form BritishAirways. The BritishAirways Group was established, which would eventually result in BOAC and BEA being dissolved on 31 March 1974 upon the formation of BritishAirways. In 1984 British Airways became PLC. And in 1987 British Airways privatised and completed merger with British Caledonian which was financially troubled that time. On January 9, 2009 the European Commissions Competition Service authorised BA and Iberia merger. 7.6. Economical Economical situation all around the globe is not good. Organisations are having problems with their finances and people are losing jobs companies are spending less for their survival in this credit crunch. People have not savings to spend on holidays. if people have to travel they are using other sources of transports or other cheap air lines. That is why BA posts a net loss of  £358 million and  £208 million in current financial year in 2nd quarter. And BA and Iberia are trying to merger and save more than 400 million Euros per annum from their operations. Interest rate is historically low in UK by Bank of England as 0.5%. 7.7. Socio-Culture Our Community Learning Centre close to our Waterside headquarters at Heathrow has welcomed nearly 50,000 young people and adult learners on a range of education programmes since its opening in 1999. Last years BA Fun Run raised in excess of  £55,000 for Cancer Research UK. BITC reported our total direct and in-kind donations for 2008/09 at  £5.4 million (2008:  £5.7 million). Of these, direct charitable donations amounted to  £444,000 (2008:  £398,000). 7.8. Technology BA does around 57000 surveys every month to get best knowledge what their customers want from them. Almost third of airline booking are now made online. With almost half of all Europe from UK site. Travellers can have access to their bookings or any changes via their mobile phone. They can check-in and also access real time arrival and departure information with online system. System is saving time as well as money of travellers and company. 7.9. Environmental Climate change is an issue of huge importance to us and company have long term commitment to address it. Company climate change programme covers four main areas: Policy measures to curb emissions growth Voluntary carbon offsetting Fuel efficiency Support for scientific research In March 2009 company carbon offset scheme became first airline offset product to meet the requirements of the UK Governments Quality Assurance Scheme. Company target is reduce company net CO2 emission by 50% by 2050.Meeting this target will require investment in new technology, sustainable bio-jet fuels and in cost-effective emissions reductions in other sectors of the economy through the creation of effective global carbon trading markets. Company continue to look for ways to improve fuel efficiency and over 600 projects have so far been assessed. Of these, 55 have been implemented. 8. Corporate changes On July 29, the Board of Directors of Iberia resolved to begin talks with British Airways on a potential merger between the two airlines through an exchange of shares. In relation to this transaction, Iberia acquired a strategic ownership interest in the share capital of British Airways in 2008, which represented 9.99% of British Airways share capital at December 31. Both companies continue to work on the complex process of negotiating an agreement and planning the transaction. On January 9, 2009 the European Commissions Competition Service authorised this merger. 9. Acquisition and Merger Merger is a complete absorption of one company by another, wherein the acquiring firm retains its identity and the acquired firm ceases to exist as a separate entity. (Ross, Westerfield, and Jordan. 2007) Acquisition is generic term used to describe transfer for ownership. Merger is narrow, technical term for particular legal procedure that may or may not follow an acquisition. (Reed and Lajoux. 1999) 9.1. Merger of Iberia and BA The proposed merger will result in the creation of a new holding company (TopCo) that will own both the existing airlines and whose shareholders will be the current British Airways and Iberia shareholders. Under the terms of the proposed merger, British Airways shareholders will receive one new ordinary share in TopCo for every existing British Airways ordinary share held by them and Iberia shareholders will receive 1.0205 new ordinary shares for every existing Iberia ordinary share held by them. On the basis of this exchange ratio, and after cancellation of the treasury shares held by Iberia and prior to the cancellation of the cross-shareholdings held by British Airways and Iberia in each other, British Airways shareholders will hold 55 per cent of TopCo and Iberia shareholders will hold 45 per cent. Iberia or TopCo will not provide any guarantee or use any cash or credit facilities to fund the BA pension schemes. Merger is expected to be completed in late 2010. 9.2. Benefits of Merger The combined firm would have 419 aircraft flying to 205 destinations, and strengthen the Oneworld alliance. British Airways customers will gain access to up to 59 new destinations, of which 13 will be in Latin America, while Iberias customers will gain up to 98 new destinations across the British Airways network. They will also be offered better frequencies and connections, more competitive prices, access to more VIP lounges and enhanced frequent flyer benefits BA and Iberia said it would save them a total of 400m Euros ($594m;  £358m) in costs a year. The new group will combine the two companies leading positions in the UK and Spain and enhance their strong presence in the international long haul markets, while retaining the individual brands and current operations of each airline. Enhanced customer benefits with a larger combined network for passengers and cargo and continued investment in new customer products and services. Highly complementary network fit worldwide, in particular combining British Airways strong presence in North America, Asia-Pacific and Africa with Iberias strong Latin American presence. Greater potential for future growth by optimising the dual hubs of London and Madrid. Enhanced scale and ability to compete with other major airlines and participate in future industry consolidation. Annual synergies of approximately â‚ ¬400m at budgeted exchange rates are expected by the end of the fifth year after the completion of the merger at cash cost of up to â‚ ¬350m. The synergies will be incremental to the existing value from the airlines joint business between the UK and Spain. Approximately one third of the synergies are expected to be revenue related (joint selling, network and revenue management benefits) with the balance coming from cost synergies in areas such as IT, fleet, maintenance and back office functions. Strong group management team to maximize the combined groups earnings potential and deliver synergy benefits while maintaining localised operational focus and accountability. 10. Stake Holders BA CEO Willie Walsh said This is good news for BA, our customers and our shareholders; we recognize we have strong brands and these will be retained. Iberia CEO Vazquez, who will become chairman of TopCo, said â€Å"The merger expected synergies should help both carriers return to profitability. This project represents a very significant potential benefit for the stakeholders of both companies.† Steve Turner, Unite national officer for civil aviation, said We need assurances from the outset from British Airways and Iberia that compulsory redundancies will be avoided and that the new airline will be the best in the business in terms of passenger service. It is imperative that both companies sit down as soon as possible with the unions here and in Spain to discuss how jobs and standards can be safeguarded. The main pilots union has given the agreement a cautious welcome, with the warning to act further that the announce parity between the two airlines must be real. Spanish cabin crew, who are currently involved in strike action, have demanded that two plus two equals four in terms of