Imperial presidency Essay

In the age of the imperial presidency, it is easy to lose sight of the fact that, in the totality of American history, a powerful chief executive has been the exception rather than the rule. Indeed, until the mid-twentieth century, the most powerful person in peacetime American governments was the Speaker of the House of Representatives rather than the president. Prior to World War II, presidential power was ascendant only during wartime. It is no mistake that the three men commonly cited as our greatest presidents also led the nation through its three most important wars. The image of George Washington as president is inseparable from his role in the American Revolution. Abraham Lincoln is remembered for his role in preserving the Union through the Civil War; other aspects of his presidency are largely ignored. Although Franklin Roosevelt accumulated considerable personal power during the 1930’s, he will be remembered for guiding the United States through World War II in the 1940’s. George W. Bush often refers to himself as the â€Å"Commander in Chief† rather than simply the â€Å"President† or the â€Å"Chief Executive†. This reflects President Bush’s acknowledgement of the fact that â€Å"Commander in Chief of the Armed Forces† is the most concentrated and unchecked power that a president is granted under the constitution. Any student of history is aware that a president is far more powerful when he is perceived to be not just a chief executive but a commander in chief. In other words, for a president to be historically powerful, there must be a war on. The watershed moment for the imperial American presidency was the aftermath of World War II. After every prior American war, the nation had demobilized, the president had assumed his traditional, more limited portfolio, and the Congress had reestablished its position as the pivotal branch of the federal government. After World War II, however, and especially after the outbreak of the Korean War in 1950, there was no demobilization. Instead, the executive branch of the federal government underwent an overhaul and reorganization that irreversibly changed the nature of the presidency and of the United States itself. President Truman would mold a policy that was without precedent in American history; this policy would call for large standing armies in peacetime, a radically strengthened and centralized executive, and a willingness to project American force around the world, at times without direct congressional approval. The underlying logic to this revolution in American government was the need to contain the expansionist designs of the Soviet Union. In 1947, the National Security Act created the CIA, the Department of Defense, and the National Security Council. This creation of a spy agency, a permanent standing army, and a radically strengthened executive changed forever the nature of American government. After the National Security Act of 1947, a permanent war footing, or at least a war psychology, settled over Washington, D. C. Although the United States was technically at peace more often than not for the rest of the century, the president’s identity as â€Å"commander in chief† maintained a gravity that simply would have been impossible in prior periods. One mitigating factor in this shift was the logistical realities of modern warfare, embodied most purely and terribly by nuclear weapons. The incomparable damage that such weapons could exact, and the relative speed with which they could be delivered, precluded consultations between the President and the Congress under many feasible scenarios. This inevitably strengthened the latitude and increased the responsibility of the chief executive, who could become the commander in chief, responsible for the physical survival of the United States, at any given moment. The psychological shift was just as important as the revolution in weaponry. For the first time the United States, or at least its leadership, perceived itself to be under siege even in the absence of a hot war. The idea of a global and aggressive Soviet menace led to a willingness in American leaders to interpret local and isolated conflicts as part of a broader communist conspiracy that must be contained by a massive American military machine. Human nature being what it is, the unprecedented size and power of the Pentagon made it far easier for American presidents to order the use of force, which in turn consolidated their power as active â€Å"commanders in chief†. From 1947 through 1991, the United States fought two major wars in Korea and Vietnam, but the overarching Cold War solidified the idea that the president’s primary and permanent role was to serve as commander in chief. This notion would have known no place in America prior to World War II. The nation was founded on a well-reasoned fear of centralized executives and the nation had spent most of its early history avoiding such pitfalls. During the Cold War, it embraced this pitfall as an unfortunate necessity, if not a virtue. At the end of the Cold War, there was talk of a â€Å"peace dividend† which would allow for radically reduced defense spending and, by implication, a more restrained presidency. The Gulf War of 1991 arrived just in time to forestall any radical lurch in that direction. During the Clinton administration, the presidency remained powerful, and the United States carried out several military operations from Haiti to Kosovo. The strength of the presidency was only magnified by the fact that the United States was now the only global superpower. The 9/11 attacks, of course, put America on an indefinite war footing analogous to the Cold War. George W. Bush declared with what looked to some as great excitement that he was a â€Å"war president†. Since the United States has been at war in Afghanistan and Iraq for six years, Bush’s personal power has been established by stressing his identity as commander in chief, identifying the defense of the United States as his most important task. Another issue that has risen out of Bush’s embrace of the imperial presidency is how such power is exercised domestically as opposed to internationally. President Bush and his attorneys have argued that the United States is involved in a war in which all of the Earth, including the United States, is the â€Å"battlefield†. This means, according to their arguments, that the president’s power as commander in chief applies just as much in the United States as anywhere else. This dubious and dangerous idea has led to unwarranted surveillance of American citizens in the United States, indefinite detention without charge or legal representation for anyone identified by the commander in chief as an â€Å"enemy combatant†, and the use of â€Å"enhanced interrogation† on detainees, which any honest person would call torture. These draconian measures are best embodied in the Military Commission Act of 2006, which effectively suspends Habeas Corpus and all subsequent legal rights to any individual declared an enemy on the sole authority of the commander in chief. The domestic and international conditions which prevailed when the founding fathers wrote the constitution are obviously no longer valid. It is a testament to the genius of these men that the American system has lasted as long as it has. While certain changes are necessary and inevitable over the decades and the centuries, I am personally very uncomfortable with the level of power that is concentrated in the modern presidency, especially as manifested by the Bush administration. The current administration is the embodiment of the danger inherent in so much power being vested in a single person. After World War II, new global realities called for a more robust presidency, but the balance that was struck with varying degrees of success throughout the Cold War is absent from the current situation. The Military Commission Act of 2006 allows the President to kidnap an American citizen, hold him in prison without charging him with a crime, letting him see a lawyer or a judge, or telling his family where he is, torture him, and never release him. This is not hyperbole; it is now allowable under American law. Most people with respect for human dignity and for the American constitution can agree that this is not the America we want to live in. â€Å"A democracy cannot wage war. When you go to war, you pass a law giving extraordinary powers to the President. The people of the country assume when the emergency is over, the rights and powers that were temporarily delegated to the Chief Executive will be returned to the states, counties and to the people. † –General Walter Bedell Smith (Weiner 189). Works Cited Lowi, Theodore J. , Benjamin Ginsberg, and Kenneth A. Shepsle. American Government: Power and Purpose. W. W. Norton, 2005. Shafritz, Jay M. and Lee S. Weinberg. Classics in American Government. Wadsworth Publishing, 2005. Weiner, Tim. Legacy of Ashes: The History of the CIA. Doubleday, 2007.

Memorandum

This memorandum is written to assist the decision making about to raise capital for further growth and recapitalize the ownership structure of TRX thorough Initial Public Offering. The analysis is examined from two scenarios. One is that TRX keep on IPO at lower price of $9 per share; another is that it postpones the IPO in 2006. I would project the IPO price of 2005 and 2006, respectively based on the management plan. According to the TRX’s balance sheet and financial data, TRX was a very young technology-integration company which founded in 1999. By 2004, TRX generated $113. m in total revenues and the ensuing half year it generated about $62m which was already ahead of the last year’s pace. Not only had the top-line revenue growth in industry, the company created the surprised high mean margin growth of EBITDA which was 188. 8% from 2002 to 2005 as well. (Figures show in Appendix 1) Although TRX still represented the negative net income right now, the company must have tremendous profit potential to be expected, because TRX will completely remove low-margin business in 2008 in order to generate strong cash-flow and the more of higher-margin business would stems from TRX’s four top clients. Thus, in order to fuel the rapid growth of the business, TRX should be considered as a good candidate for going public. Nevertheless, TRX first failed to go public in 2000 attributed to the overall stock market conditions were awful since the dot-com bubble burst in the late 1990s. From travel industry condition performance, TRX encounter the recession of travel industry, which affected its fortunes since the company closely related with the overall health of the industry. From the overall stock market conditions, the performance of NASDAQ was volatility throughout 2004, even dropped a low in August 2004 and thereby the pricing of IPO was poor when the company prepare to IPO. Even though the rebounded of stock market in the first half of 2005, the market conditions still acted unstable with weak performance of IPO. Once again, TRX experienced the bad news of industry during its road show. These broader market climates were seemed like unfavorable for the company’s IPO. In reposed to the first filed IPO, TRX turned to raise capital from outside strategic investor Sabre with issuing 15m convertible note and another 5m was from its original investors BCD and Hogg Robinson in order to support company’s growth until it attempted the second time to IPO. Actually, Going public gives these investors the opportunity to exit, proving an attractive harvest strategy especially when the TRX’s stock price closed at a higher price in the post-IPO. However, the final price range of IPO offered by CSFB was $9 per share which was lower than the price Sabre paid for its share. Here, I use comparable analysis to estimate the IPO price based on the management plan in 2005 and 2006, respectively. Since a perfectly comparable company can’t be found, I chose primary sectors’ multiples which most close to TRX with online travel and payment processing. Moreover, the average median multiples are calculated the reason I used median multiples over mean is that more accuracy projections will estimated without outliners involved in mean. Also, I chose the next years’ EBITDA and net income, respectively due the stock prices reflect the present value of future earnings. He company could offer the lender partial ownership in the venture in exchange for loan principal by swapping their debt for equity. The improves the profitability of the venture by lowering debt service payments while lowering debt liability on the balance sheet and replacing it with equity. Also, the lender is trading fixed-rate debt for equity with a potentially higher total return. If the firm is doing very well , and lenders fell that the return on investment will likely be better with equity position, this becomes an attractive option for debt holders. Memorandum My background and interests are fairly diverse and require a more in depth explanation and presentation and this is the rational behind my presentation of this exploratory memo. Hopefully, this memo will clearly address all issues in a manner that will shed light on my background. My primary academic focus is economics and international trade and I approach these avenues in a manner that is significantly different from the way many other people may approach said disciplines. I am a foreign national who was born in Korea and I believe this gives me a different perspective on international trade and economics as I have a great deal of experience seeing the actual â€Å"international† aspect of trade and economics while many people who have limited experience with foreign economies may have a limited understanding in regards to how it works abroad. More than just interested in things that involve politics and the economy, I have also invested a great deal of my time in charitable pursuits. I served as vice President of my church and from this position I was able to invest a great deal of time in charitable pursuits. These pursuits included helping out with individuals who were infirmed and in need of assistance. This experience proved very rewarding on levels that were professional, personal and spiritual. I also place a significant emphasis on my life towards the pursuit of athletic excellence. In particular, I enjoy skiing and snowboarding and have invested a great deal of time developing a proficiency in these sports. A healthy mind only remains healthy when the body that supports it is equally strong so I take the development of an athletic cardiovascular system very seriously. An inability to properly communicate remains one of the more damaging aspects that could undermine an individual’s ability to achieve maximum potential in the workplace. More than anything, I would prefer to develop the enhancement of my grammar, syntax and communicative language in a manner that would effectively be quite impressive to the reader. This does not mean that I would like to master the English language for the sole purpose of being able to misrepresent my knowledge on a particular subject by burying and hiding a lack of knowledge within the confines of excellent grammar and syntax. What I wish to do is to make my knowledge of a particular subject matter and my ability to communicate my knowledge, feelings and ideas within the confines of the business community in such a way that it becomes clear I have a solid and serious pragmatic ability to apply my knowledge on the subject. This is not to say, however, that I have extremely limited experience in business or professional communication. On the contrary, I have a fairly expansive degree of experience with business communication. I do, however, realize my limitations in this area and I will to expand my skills and capabilities in order to eliminate any limitations I may have. While some may assume (erroneously) that the Snowboarding Club that I served as president of would be exclusively a leisure pursuit, this is about as silly of a statement as stating the multi-million dollar snowboarding industry is nothing more than a leisure pursuit. As President of this club I would perform my duties as professionally as I would have performed the same duties for a more ‘established’ club such as an economics club, etc.   As part of my duties as President, I would routinely communicate with various entities and individuals by way of traditional business writing (I.E. pen and paper) and by way of electronic communication (email, etc) In terms of why I am taking this course, the primary reason is that the course is required. So, yes, it is a mandatory course designed to facilitate my graduation, but that is not entirely the whole case. There is much more to it than merely taking a course designed with one sole goal of graduating and receiving a degree. To do this without having developed any real or significant skill would be ludicrous and totally self defeating in terms of the way such an attitude would undermine my entire education. So, regardless of the administrative reason why I am taking this course, all courses are electives as I have elected to attend the University in order to develop my professional skills. In other words, my attendance in this course is primarily to learn the material and then take the material and develop it into functional skills that can carry into the workplace and in life in general.                                                                Memorandum This memorandum is written to assist the decision making about to raise capital for further growth and recapitalize the ownership structure of TRX thorough Initial Public Offering. The analysis is examined from two scenarios. One is that TRX keep on IPO at lower price of $9 per share; another is that it postpones the IPO in 2006. I would project the IPO price of 2005 and 2006, respectively based on the management plan. According to the TRX’s balance sheet and financial data, TRX was a very young technology-integration company which founded in 1999. By 2004, TRX generated $113. m in total revenues and the ensuing half year it generated about $62m which was already ahead of the last year’s pace. Not only had the top-line revenue growth in industry, the company created the surprised high mean margin growth of EBITDA which was 188. 8% from 2002 to 2005 as well. (Figures show in Appendix 1) Although TRX still represented the negative net income right now, the company must have tremendous profit potential to be expected, because TRX will completely remove low-margin business in 2008 in order to generate strong cash-flow and the more of higher-margin business would stems from TRX’s four top clients. Thus, in order to fuel the rapid growth of the business, TRX should be considered as a good candidate for going public. Nevertheless, TRX first failed to go public in 2000 attributed to the overall stock market conditions were awful since the dot-com bubble burst in the late 1990s. From travel industry condition performance, TRX encounter the recession of travel industry, which affected its fortunes since the company closely related with the overall health of the industry. From the overall stock market conditions, the performance of NASDAQ was volatility throughout 2004, even dropped a low in August 2004 and thereby the pricing of IPO was poor when the company prepare to IPO. Even though the rebounded of stock market in the first half of 2005, the market conditions still acted unstable with weak performance of IPO. Once again, TRX experienced the bad news of industry during its road show. These broader market climates were seemed like unfavorable for the company’s IPO. In reposed to the first filed IPO, TRX turned to raise capital from outside strategic investor Sabre with issuing 15m convertible note and another 5m was from its original investors BCD and Hogg Robinson in order to support company’s growth until it attempted the second time to IPO. Actually, Going public gives these investors the opportunity to exit, proving an attractive harvest strategy especially when the TRX’s stock price closed at a higher price in the post-IPO. However, the final price range of IPO offered by CSFB was $9 per share which was lower than the price Sabre paid for its share. Here, I use comparable analysis to estimate the IPO price based on the management plan in 2005 and 2006, respectively. Since a perfectly comparable company can’t be found, I chose primary sectors’ multiples which most close to TRX with online travel and payment processing. Moreover, the average median multiples are calculated the reason I used median multiples over mean is that more accuracy projections will estimated without outliners involved in mean. Also, I chose the next years’ EBITDA and net income, respectively due the stock prices reflect the present value of future earnings. He company could offer the lender partial ownership in the venture in exchange for loan principal by swapping their debt for equity. The improves the profitability of the venture by lowering debt service payments while lowering debt liability on the balance sheet and replacing it with equity. Also, the lender is trading fixed-rate debt for equity with a potentially higher total return. If the firm is doing very well , and lenders fell that the return on investment will likely be better with equity position, this becomes an attractive option for debt holders.

Making a killing

In an unfortunate event Blackwater guards killed three civilians of Baghdad who were mistaken as terrorists. What is in the scenario is the strong reaction of the new Iraqi government. The next 24 hours saw the process of deportment of the troop. It was reported that there was indiscriminate shooting and this is completely an unfathomable error. According to Prime Minister Nuri al-Maliki this was a complete criminal act. However there are many allegations against Blackwater and it is believed that they smuggle arms into Iraq. There is enough trouble in the region and it can well be stated that further problems can be avoided to restore peace in the region. (Scahill, 1) It can be remembered that each of the wars included major and minor battles.   They had varying and distinct reasons behind them.   Allies and foes were distinctly different in each case. Each of the wars had a level of analysis.   These levels were individual state, and system.   The levels of war analysis form a hierarchy.   The responsibilities of the hierarchy rely on the scale and nature of the operation. The individual level of analysis in war includes a basic idea of how human traits cause many of the social outcomes in historical instances, including war and peace. From the perspective of sociology it can be stated that there are variations of this idea as listed in a paper written by Wade L. Huntley, Ph.D. titled Causes of War and Paths to Peace written in May of 2004. Those variations include: basic human nature, varying features of human nature and both perception and misperception. His considerations behind this would include that in factoring basic human nature, people are basically aggressive, loving, greedy and fearful and so forth. People would be of all sorts of types, some aggressive, others peaceful, greedy or generous. Perception and misperception can result as bad decisions are made, especially in times of stress, which continually exemplifies the limits of human understanding of more than just human nature. The incident in Iraq, as depicted by Scahill is basically a view that was conducted from the US point of view the views or the sociological parameters of the residents of Iraq are fundamentally overlooked in the article. (King, 145-7) It can well be stated that some analysts argue that democracy in the Middle East will elevate Islamists, including radicals, who will use democratic institutions to gain power but then implement their autocratic agenda. Democracy can also lead to instability. In short, things may get worse before they get better, which may be bad news for the US. Many however believe that in the long run increased democratic governance or the break up of static autocracies will lead to a better outcome than the status quo even if the emerging governments initially oppose U.S. policies. Some furthermore argue that any type of somewhat democratic government would find more common ground with the U.S. than the existing ones even if rapprochement was gradual and difficult. But from the point of view of an Iraqi it can be stated that independence is all that is relevant and it can be mentioned that Scahill was unable to relate himself to this consequence. Traditional security policy emphasizes military means for reducing the risks of war and for prevailing if deterrence fails. Human security’s proponents, while not eschewing the use of force, have focused to a much greater degree on non-coercive approaches. These range from preventive diplomacy, conflict management and post–conflict peace building, to addressing the root causes of conflict by building state capacity and promoting equitable economic development.   The new dimensions of human security are well outlined by the United Nations Development Program in their Human Development Report of 1994. (Lamb, 288-9) Human Security has always been at issue in some format or another. You see it in the methods employed during peacetime and during war time. The methodology utilized might in fact be different from generation to generation, but the concept itself has hardly managed to evolve into something other than what its basics stem from. The pursuits of life and liberty, happiness and peace have been a part of the psyche of humanity since the beginnings of human existence and it would have been much better if the article had developed on these principals. Keeping in mind the developments in Iraq the only solution the USA is left with is one that most people connected to the White House consider absolute anathema. But the truth remains that a military ‘solution’ to the issue is no solution at all but rather a spiralling tunnel leading to a thousand other issues, all of which are far too dangerous to be contemplated. So what can USA do? Well, for starters it can seriously rethink some of its recent policies and shift its focus from military attack to some old fashioned diplomacy instead. But while that sounds simple enough for Washington it is a job unparalleled in its difficulty and, if present indications are anything to go by then, something that is hardly likely to happen and Scahill as a journalist must keep his position as humane and compassionate as possible in this context. Works Cited: Scahill, Jeremy; Making a Killing; The Nation; October 15, 2007 issue; September 27, 2007; retrieved on 24.11.2007 King, Herbert. Middle East Today Vol. IV Plymouth: HBT & Brooks Ltd. 2005 Lamb, Davis. Cult to Culture: The Development of Civilization on the Strategic Strata. Wellington

Strategies set in place do not solve the drug problem around the world Research Paper

Strategies set in place do not solve the drug problem around the world - Research Paper Example There are several social and environmental factors why people start using drugs. Types of drugs consumed depend upon the price and accessibility of particular drugs. There are many other reasons that push the young people towards drug abuse like family tensions, peer pressure, poor school performance, low self-esteem, inadequate social skills, depression and so on. There are various drug policies all over the world to fight against this grave social problem. Most of the policies strive towards creating awareness of the evils of drug abuse. With the rapid change of lifestyle, growing competition among peers in educational and professional arenas, drug abuse is an ever increasing social malady. The governments’ efforts of creating strategies to cope with drug abuse have so far been essentially unsuccessful. This paper focuses on drug policies and their inadequacy among young generation. Drug policies To fight drug use, it is imperative that effective preventive strategies be imp lemented. Such strategies must cover all stages of life, from infancy to adulthood. Such strategies can keep the youth away from consumption of all kinds of drugs including alcohol. The Center for Substance Abuse Prevention (CSAP) has adopted six kinds of preventive measures. The first one is Information dissemination that is designed to create awareness about drugs and alter the youth’s perspective of alcohol, tobacco and other drugs. The second one is Preventive education that enables the youth to acquire personal and social skills for better health, and this keeps them away from drug use. The third one includes Alternative approaches that assume that young people who get engaged in drug-free activities with be benefited by those activities rather than through activities concerned with drugs. The fourth one is Problem identification and referral involves those youth who have already been addicts of drugs and have drug-related physical or emotional problems, and suggesting t o those youth regarding appropriate treatments. The fifth one is Community-based process that enhances resources in the communities, for instance, building training agencies to promote awareness through education. The sixth one includes Environmental approaches that build policies to increase protection measures and reduce risk factors of drug use (Promising Strategies to Reduce Substance Abuse, 2000, pp.1-2). Legal drugs like alcohol and tobacco, and illicit drugs like cocaine, heroin, marijuana have many harmful affects. Alcohol consumption can lead to road accidents, domestic violence and crime. Heavy drinking can cause chronic diseases like liver cirrhosis and brain damage. If pregnant women consume alcohol, then there is possibility of birth defects. Smoking tobacco is a major cause of breathing problems and cancer. Illicit drug use can cause road accidents, violent outbursts and crime. Then there is also the risk of getting affected by HIV/AIDS through unsafe injection of illi cit drugs. The goal of National Drug Strategy 2010-2015 is to reduce the social, economic and health problems that occur due to drug use. The three approaches adopted are demand reduction, supply reduction and harm reduction. By demand reduction strategy, prevention measures are taken to reduce the consumption of alcohol and other drugs in the community. It also guides people to recover from the addiction and return to normal life. By supply reduction strateg

Comparison of Hollywood and Bollywood Essay Example | Topics and Well Written Essays - 1250 words - 1

Comparison of Hollywood and Bollywood - Essay Example In the case of Bollywood movies, plots commonly presented in a melodramatic manner and centered on romantic themes are often commercialized. Thus, the plots adopted are limited since films utilize formulaic ingredients such as ill-fated lovers caught between disapproving parents, love triangles, and dramatic reversals of fortunes among others. This is evidenced even by recently shown nationally-acclaimed Bollywood films such as Kal Ho Naa Ho, which focuses on love triangle and tragedy experienced by main characters. Hollywood films do not always conform to wholesome plot variant. Due to the more tolerant censorship, they are better able to take on varied plots that may be intriguing or controversial in nature. As the Bollywood industry sticks to making movies with plots that would appeal to the masses, Hollywood generally considers the profitability as well as the depth of plot, content and entertainment value of films for the targeted movie-going market. This means that films produc ed in Bollywood focus on a particular market-tested genre, while those created in Hollywood are more flexible such that film-makers are able to work with a wider variety of genres. Acting Style Another observation that fortifies the dominance of Hollywood movies is the acting skills of the film stars. Based on the movies, which I have recently seen, featuring Harrison Ford, Robert De Niro, Angelina Jolie, Charlize Theron and other prominent Hollywood stars, I noticed the remarkable versatility of these actors and actresses.... On the contrary, Hollywood films do not always conform to wholesome plot variant. Due to the more tolerant censorship, they are better able to take on varied plots that may be intriguing or controversial in nature. As the Bollywood industry sticks to making movies with plots that would appeal to the masses, Hollywood generally considers the profitability as well as the depth of plot, content and entertainment value of films for the targeted movie-going market. This means that films produced in Bollywood focus on a particular market-tested genre, while those created in Hollywood are more flexible such that film-makers are able to work with a wider variety of genres. Acting Style Another observation that fortifies the dominance of Hollywood movies is the acting kills of the film stars. Based on the movies, which I have recently seen, featuring Harrison Ford, Robert de Niro, Angelina Jolie, Charlize Theron and other prominent Hollywood stars, I noticed the remarkable versatility of these actors and actresses. In contrast to Bollywood stars, who are often typecasted in romance and drama, most Hollywood stars could do action, drama or comedy and manage to take on roles convincingly. Like chameleons, they are able to quickly fit in a given movie role. Set Design and Special Effects The aspect of set design and special effects is probably the biggest advantage that Hollywood movies have over Bollywood films. As evidenced by movies such as The Matrix Trilogy, movies by Steven Spielberg and animated films by Walt Disney, it is apparent how the Hollywood film industry has mastered set designing and utilizing breathtaking special effects that hold audience in

Current Issues Essay Example | Topics and Well Written Essays - 250 words

Current Issues - Essay Example In addition, the state has joined half of other states in the U.S. and gone ahead signing the Medicaid expansion program, which is going to be fund by the Federal government, for a period of 3 years. The Governor and the lawmakers have done this by extending the program to adult persons earning up to 138% of the level of Federal poverty (MPRnews, n.d.). Other crucial issues that are being discussed by the legislatures and the governor include the budget, which is the focus; taxes, which, Gov. Dayton is saying that, he wants making Minnesota’s tax system simpler and fairer, by unveiling a tax reform plan. New plans for a health insurance exchange required by the Affordable Care Act unveiled by President Obama are underway (Governing, n.d.). In addition to the aforementioned issues, other issues underway include the same-sex marriage, which is illegal in Minnesota, public safety issues, which were triggered by the recent shootings of high profile, election issues, triggered by the Republican-backed amendment to the constitution, requiring voters to produce photo identification (Liz, 2014). Finally, the sand mining issues, which the governor says will be huge in the current season, and transportation. Therefore, it is evident that there are a couple of issues that the governor and lawmakers be pushing for in the current year, w hich form our current issues in Minnesota. Liz, F., Chris, K., Wogan, J.B., Mike, M., and Ryan, H. (2014). The Top ten Legislative Issues to Watch in 2014. Retrieved from

Rhode Island v. Innis, 446 U.S. 291, Stewart J Case Assignment

Rhode Island v. Innis, 446 U.S. 291, Stewart J Case - Assignment Example Miranda safeguards are there when â€Å"a person in custody is subjected to either express questioning or its functional equivalent†. The respondent Innis was arrested with the accusation of robbing a taxi driver. Five days ago, a taxi driver was robbed and found dead because of being fired in the head with a shotgun. This was the second robbery that led to respondent’s arrest. When he was arrested, he was repeatedly informed about his Miranda rights and allowance to contact a lawyer. After listening multiple times about his Miranda rights, the respondent informed that he would require the assistance of a lawyer. Three officers took him in the patrol car and they were forbidden by Captain Leyden to ‘question the respondent or intimidate or coerce him in any way’. While discussing handicapped children in the area who could use the handgun, officers showed their concern. They did not invite the respondent to the discussion, but he interrupted their conversation and informed them that he could show them the location of the gun. He was again informed about his Miranda rights, but he said that he kn ew about his Miranda rights, but he â€Å"wanted to get the gun out of the way because of the kids in the area in the school†. The Court found the respondent guilty without violation of his Miranda Rights. The case applicable here is Miranda v. Arizona that informed the respondent about his constitutional rights. The Supreme Court of Rhode Island decided that Innis was repeatedly informed about his Miranda rights and allowance of consultation to his lawyer, but he willfully confessed about his crime. He was not interrogated by the police officers in any way.

Cultural issues in management Essay Example | Topics and Well Written Essays - 1500 words

Cultural issues in management - Essay Example Key issues in International HRM In the contemporary environment of competitive business, expanding business must understand the changing socio-cultural background of the country, where one needs to establish the business interests. Social scientists assert that national cultures are vital elements that determine the negotiator’s assumptions and help evolve business strategy based on behavioral pattern (Cohen, 2004; Rubin & Sander, 1991). China has a culturally distinct economy. The socio-cultural value systems are vastly different and business practices are very sensitive to behavioural pattern and intrinsically linked to their socio-cultural value system. Dowling et al (1999) argue that Chinese socio-political and cultural environment is complex, especially as Chinese nationalism remains key obstacle for foreign firms and poses serious challenge to their IHRM. Many scholars strongly support use of local talent and resources as important part of joint ventures that promote loc al economy as people prefer to deal with local professionals rather than expatriate managers (Schuler, 2001; Poole, 1999). This is a highly pertinent issue for foreign firms as they tend to spend huge amount on training and cross-cultural adjustments. There is lot of conflict if the expatriate manager tries to impose his/her own values on the local people. Chinese culture promotes ‘guanxi’, a shared language and a shared culture, where Chinese employees prefer to interact with people who are well versed in their language and culture (Dunning & Kim, 2007; Chen & Starosta, 1998). Thus, IHRM has huge responsibility vis-a-vis managing its human resources and optimizing performances when their business has to be conducted with Chinese, within or outside China. The need to understand the Chinese...Microsoft’s HR strategies were highly creative which were able to exploit human competencies. It promoted a facilitating organization culture that emphasized cross-cultural u nderstanding, trust-building and mutual respect. Preparing cross cultural teams Microsoft promoted multicultural team. Microsoft’s success in China was mainly due to their understanding of Chinese culture and people which was exploited by the HR leadership. Negotiation Business negotiations are intrinsic part of corporate strategy which is designed to reduce conflicts and promote mutually satisfying partnership contract vis-Ã  -vis business goals, financial outcome, terms and conditions, scope etc. In international business across national borders, negotiations are sensitive issues due to different value system, socio-cultural perspective, currency, legal paradigms and market conditions. Culture is integral part of negotiation. Effective CI practices CI practices are intrinsic part of global business planning which rely on information gathering regarding various aspects of business in countries which are perceived to have huge potential for business expansion (Adidam et al, 2009). China, being a major developing economy with vast potential, is highly attractive for foreign businesses. IHRM practices must be dynamic for effective negotiation and running of businesses in countries like China which offers huge opportunities.

Means of Company's Driving Superior Shareholder Value Coursework

Means of Company's Driving Superior Shareholder Value - Coursework Example I introduced the balanced scorecard which is a performance report based on a broad set of both financial and non-financial performance measures as the best strategic management accounting tool to be employed in the current business environment today. I also focused a bit on how shareholders could align their interests with those of shareholders since present compensation plans such as the granting of stock options to CEOs have been unable to motivate managers to create value for shareholders. I therefore recommended that managers should be compensated based on the amount of shareholder value that they generate and that it is also necessary for managers to be evaluated based on the amount of long-term economic value that they generate since evaluating them based on short-term performance measures can make them be myopic and as a result engage in short-term activities to generate higher short-term results for the short-term financial performance measures.Today, the current business env ironment has become characterized by the importance of the investor and the drive for shareholder value. Shareholder value is the value of a firm minus future claims (debt). Shareholder value is given by taking the net present value (NPV) of all future free cash flows to the firm plus value of non-operating assets minus future claims (debt). Non-operating assets include marketable securities, excess real estate and over-funded pension plans, whereas future claims include interest bearing long-term and short-term debt, capital lease obligations, under-funded pension plans and contingent liabilities. Only when a firm earns a return on invested capital (ROIC) above the cost of capital can that firm be said to be creating economic shareholder value.  Ã‚  

Is state government an effective form of government Essay

Is state government an effective form of government - Essay Example This is a step forward in the process of decentralization out of federal power and of achieving efficiency by the state governments. Dr. Weiher stated that there are four general purposes of a written Constitution: "(1) Create a Form of Government; (2) Limit Governmental Power; (3) Define Who is a Citizen; and (4) Identify society's central values" (Weiher, 2002). This last point has to be emphasized. The values of any given society change frequently from territory to territory. People from different states have very different sets of values and a written Constitution is a reflection of the diversity of values among citizens of different states. For example, people from Utah have in common their unique religious beliefs. The same can be said of other people from other states. The federal government provides the unity within the diversity, and each state is a symbolic pluralistic unit in the spectrum of all the states bound together under the U.S. Constitution. The Wikipedia points out that "the most obvious advantage of a codified constitution is the coherent and easily understood body of rules. A codified constitution at the least is simple to read, being a single document.

Christian and Islamic Narratives Essay Example | Topics and Well Written Essays - 1250 words

Christian and Islamic Narratives - Essay Example It is acknowledged that he has some understanding of his fate, and recognizes the significance and the necessity of his sacrifice. Evidenced in the Last Supper when Jesus explains, "One of you which eateth with me shall betray me" (Mark 14:18). In terms of the narrative this is most clearly seen in the episode of the passion where Christ is brought before Pontius Pilate. Pilate gives him multiple opportunities to exonerate himself, while the high priests of the Sanhedrin hurl accusations, "And Pilate asked him again, saying, Answerest thou nothing behold how many things they witness against thee" (Mark 15:4). To which Jesus does not respond, prompting Pilate to marvel. When Pilate claims to have to the power to release or crucify Pilate, Jesus responds, "Thou couldest have no power at all against me, except it were given thee from above: therefore he that delivered me unto thee hath the greater sin" (John 19:11). Recognizing that his fate does not lie in the hands of mortals, Jesus i s cognizant to some degree of the greater plan in store for humanity. This understanding is by no means unequivocal or univocal throughout the Gospels, or even within the Gospels themselves. On the cross, Jesus is said to have said seven things including, "Eli, Eli, lama sabachthani" that is, "My God, My God, why have You forsaken Me" The theological explanation here is varied, suggesting that there is something of the human Jesus struggling to bear the sum of the punishment of all the sins in the world offered by Hell. After passing the temple shakes, the curtain is rent, and the dead rise, confirming the status of Jesus as the Christ, according to the various narratives. The Islamic account is radically different. Many of the starkest differences originate from the markedly different stylistic and structural modes of presentation between the Quran and the Bible. The Gospels like most of the Bible is a prose narrative, offering a dialogic mode of presentation, that is, multiple voices interacting in a linear narrative. The Quran is mostly written in what most closely resembles poetic verse, and its style is epigrammatic and monologic, or conversely, one voice describing events and the words of others. Thus many of the character descriptions and narrative details that the Gospel includes are noticeably absent in the Quran in the depiction of the death of Jesus. Also, important is the fundamental theological difference as regards the ontology of Jesus, i.e. in Islam, Jesus or Isa as he called in Quran, is a fully human figure. Theologically is this an essential feature of Islam, as it asserted throughout the Quran and the corresponding Hadith, that God is a unique and singular figure, who has no associates or comparisons. This notion of the unity of God stands as a fundamental pillar of Islam. Moreover, any pretention to question or equivocate on this matter is a grave sin, known as shirk. Thus Jesus must be son of Mary via virginal conception, "And (remember) her who guarded her chastity: We breathed into her of Our spirit, and We made her and her son a sign for all peoples" (Quran 21:19). The Quran does not deny he is Messiah, nor does it deny that at the end times that he will return to do battle with evil in a remarkably similar eschatology to

Meaning of Life Essay Example for Free

Meaning of Life Essay Heres what a recent survey found: †¢ 25% of people say it is to seek truth and create meaning for yourself †¢ 22% think the meaning of life is to lovingly help others and make the world better †¢ 18% say there is no meaning †¢ 8% think it is to reproduce and continue your genes and the human race †¢ 8% say it is to find happiness †¢ 6% believe it is to learn how to serve and worship God, while †¢ 8% don’t know While it seems there are several purposes to life, science is beginning to reveal there is one fundamental purpose to all life. Every moment of your existence your body works to keep energy flowing. Every second you breathe air, you add food and water to replace the energy you use. Everything you sense or do is connected to the flow of energy in one form or another. You are so used to this energy flow that you hardly notice it. It is the ultimate process of your life. If your energy stops flowing you die: flowing energy differentiates living creatures from dead ones. While the purpose of all life might be to help energy flow, the same laws of energy indicate that a meaning of your own life is to find how your energy flows best. Is this science echoing those scriptures that suggest you have your own unique ‘gift’ that you should use? What does your energy enable you to do best? This can be as simple as determining what you are truly passionate about or what you do better than anyone else. Unfortunately, many of us are not aware of what this is. As such, the individual meaning of your life is for you to discover what makes your energy flow best and then how to do that. How you use energy best varies for everyone therefore, everyone has a slightly different meaning to someone else. Ignoring this means your energy will be all mixed up and your life will be chaotic. This is what most scriptures and spiritual writings are trying to tell us, but just didnt understand energy well enough. If you look at ancient scriptures and spiritual writings in terms of energy you start to realise that they, and modern science, are all saying something similar. In short, while the purpose of all life is about helping energy flow, spread and balance, your individual meaning is about determining how you do this best, what you do that helps your energies flow best.

Comparison of Teacher Education Programmes in Pakistan UK

Comparison of Teacher Education Programmes in Pakistan UK Comparative Analysis of Teacher Education Programmes in Pakistan UK CHAPTER 1 INTRODUCTION Background of the Study The overall development status of every country depends upon the standard of education prevalent across that country. It is an era of knowledge based economies, and countries failing in education find it hard to catch up with the developed world. In other words a countrys economic and cultural future as well as its scientific and technological growth owe to the academic standards being maintained by the teachers in its educational institutions. Thus teachers contributions are well acknowledged as builders of the nation and molders of personalities. In fact the key player of every educational system is the teacher, who is considered the backbone of the entire system all over the world, and a pivot around which the whole education system revolves. Teacher is the major implementer of all educational reforms at the grass root level. Teaching without doubt is considered one of the very noble professions. It offers constant intellectual challenges, acknowledgement, respect in the society a nd above all the opportunity to mould the personalities of a big majority of youth. This centrality qualifies teachers to be the crucial position holders in creating impact on all aspects of students personalities. They are the teachers who bring about positive behavioural changes in students by grooming and developing their personalities. That is why it is necessary that they should be adequately equipped with skills and abilities that would enable them to play an effective role in human development both from national and global perspectives. The Indian Education Commission 1964-66, as observed by Sheikh M.A (1998)[1] had ranked the quality and competence of the teachers as the most important factor determining the quality of education significantly contributing to the national development. Nothing is more important than securing a sufficient supply of high quality recruits to the teaching profession, providing them with the best possible professional preparation and creating satisfactory conditions of work in which they can be fully effective.† However, this central position, demands great care and attention in the education and training of teachers, who develop and enable students meet effectively the challenges of present and future. Ascertaining the effectiveness of these trainings asks for the analysis of teacher education programs in the social context of every country socio economic, cultural and historic factors substantially influence its nature and value. Concept of Teacher Education Teacher education is a discipline and sub sector of education with its distinct pre service and in service forms. It equips prospective and in service teachers with information, knowledge and pedagogical skills to help reform their attitudes and behaviour to the profession of education. The key objective is to facilitate the transfer of knowledge (cognitive, affective and psychomotor) to students and to build their character and personalities. In other words teacher education refers to the policies and procedures designed to equip teachers with the knowledge, attitudes, behaviours and skills they require to perform their tasks effectively in the school and classroom. (Wikipedia, 09) [2] According to Sheikh M.A (1998), teacher education encompasses acquiring all that knowledge, skills and abilities which are relevant to the life of a â€Å"teacher as a teacher† It reshapes the attitudes, remodels the habits, and develops the personalities of teachers. Need for Teacher Education Teachers general education and professional training both require utmost care and attention, as whatever is acquired by them is transferred to their students with high multiple effects. The present has witnessed and is still experiencing a rapidly but positively changing scenario of processes and procedures of teacher training. New innovative methods are continuously being added to the already practiced traditional pedagogical techniques. Acquainting with these developments to the point of mastery is needed for the promotion and maintenance of good teaching learning standards. Good quality teacher education about these key elements paves the way of the development of the education system in the long run. Teachers are the layers of the foundations of future citizens, hence need to be educated with futuristic perspective, so that they can develop the personalities of their students, not only as per present requirements but also for the years to come, accommodating the new trends from the global outlook. This is very important as teacher is one of the key agents of change in all communities and a service provider as per needs of the future. Changes are taking place not only at national but also at international level. With every passing day distances are shrinking and communities are coming closer to each other affecting each others practices of life. Purpose of Teacher Education The purpose of teacher education primarily is to equip prospective teachers not only with suitable aptitudes for teaching but also with appropriate skills and abilities required to make them effective and efficient professionals. Through different theoretical and practical activities, they are helped to understand not only the philosophical, psychological, and sociological basis of teaching, but also the relationship of education with the society and its values through teaching and learning processes. The process of formal teacher education can help the prospective teachers minimize the troubles and save the students from the wastages of hit and trial. Appropriately rendered teacher education, provides ample opportunities to would be teachers to understand the nature of teaching; to envisage responsibilities of a teacher; to discover that to be a teacher is much more than learning by heart the philosophies and theories of learning; and to comprehend the practical implications of the pedagogical strategies. It is learnt that the profession of teaching is in fact facilitating the acquisition and retention of knowledge, values, skills and right attitudes for successful life that can initiate and promote positive changes in the society. Keeping this in view teacher education, through teacher-preparatory years focuses on the development of abilities and skills that would not only make them capable teachers but will enable them to discharge duties effectively, take initiatives, motivate students and facilitate learning. With the belief that practice makes one perfect, students during teacher education phase are given the opportunity to teach or instruct and receive constant guidance and encouragement during practical delivery, in order to strengthen good habits and to overcome the pedagogical weaknesses. Phases of Teacher Education Farrant, J. S. (1990)[3], observed that since the dawn of the twenty first century teacher education in developed countries remained divided into three phases: 1) Initial Teacher Education 2) Induction 3) Continuing Teacher Education 1) Initial teacher training / education This education pertains to the training that is undertaken before formally starting the teaching profession. It is a pre-service course done before entering the classroom as a fully responsible teacher. It is usually provided in education colleges and education departments of universities where the student teachers are introduced to the knowledge and skills needed to be professional teachers. The students are formally taught the important components of this profession including aims of education, history of education, perspectives of education, modern approaches to learning, assessment and evaluation of learning and basics of curriculum development, educational psychology, philosophy and pedagogy. It also provides first hand experience of the practical aspects of the teaching profession. It usually takes a year or so and culminates into a certificate or a degree. 2) Induction This informal phase begins when a student teacher changes from being a part time, visiting student teacher to a full time adequately responsible professional. Basically induction refers to the process of providing on the job guidance and support to the teachers during the first few months of teaching or the first year of the professional career. In countries like UK, during induction the teacher is on probation, and receives guidance and supervision formally by the teacher-tutor, and informally from all other colleagues head teacher. The work load during this phase of education is reduced in order to provide time and opportunity for guidance, reflection and grooming. This is a transitional phase from being a student to being a full time teacher. 3) Teachers continuous professional development It is an in-service process for professional refinement of practicing teachers. It is a life long process in which efforts are made to improve and polish up the potentials of the teachers. It includes professional trainings like workshops, short courses and seminars. This is usually formally arranged by good schools or can be self directed through reading of professional books, discussions with colleagues, benefiting from on line courses, or attending training workshops, conferences, and symposiums. With the passage of time, all institutions have started to value in service training of teachers more and more; and are regularly arranging training programs of different durations for their teachers. These trainings are sometimes general in nature for the improvement of the overall teaching methodologies, and sometimes focused on improving specific subject-teaching skills, enabling teachers master innovative concepts recently incorporated in the existing curriculum. Such in service trainings are usually taken up in anticipation for the expected promotions. Usefulness of Comparing Teacher Education Systems Sodhi (1993)[4] documented, â€Å"Comparative education is a popular educational venture and is considered very useful in countries like USA, UK, Russia and even India. It is considered so, as education has been recognized an investment for development of human resources, which is in fact the development of human capital formation. All people engaged in the field of education have much to learn from the policies and educational practices of other lands. Apparently the educational system of a country grows out of the historical background, economic and social conditions, geographical features and political systems and no country is in a position to totally adopt the educational patterns of another country as such. But lessons can be learnt, and successful practices can be adopted to meet the needs from the angle it looks upon them.† With advancement in technology and with communication explosion, the geographical distances are shrinking and people are coming closer to each other. The similarities caused by science and technology are overpowering the differences resulting from cultural diversities. The fact suggested by increasing similarities is that different nations of the worldwhich looks like a global village now, can learn a lot from each others experiences and progress to save time, energy and resources required for the ‘try and learn activities. The knowledge about the successes and failures of other systems can be very awakening and beneficial in comprehending ones own educational problems. The backwardness or advancement of ones own system can be ascertained only through analytical comparison, particularly with those of the economically and educationally advanced countries. In spite of increased investment in education sector, Pakistan has not yet achieved its target of UPE (Universal Primary Education) set in 1960 that was to be achieved by 1980. Analysis of the educational status of Pakistan reveals that a reasonable progress has been made by it since independence. At that time not even a million students were studying in schools, whereas now more than twelve million children are in schools. But at the same time due to a very high population growth rate, more than twelve million school age children are out of school, doing jobs or just doing nothing. The recent comparisons with the educational situation in China and India show that Pakistan is still far behind than the more thickly populated neighbouring countries, where China with literacy rate of 90% and India with 65% are substantially ahead of Pakistan. The situation of full enrollment which is a far cry is further aggravated by an alarmingly high rate of dropouts. Female literacy rate is abysmall y low, and education of females and rural population at all levels is much underrepresented. As the population is growing at a geometrical rate, the need for more schools and for more and better teachers has risen substantially. With increased focus on the quantitative expansion necessitated by substantial raises in population, the qualitative dimension of teacher education in Pakistan has not received adequate attention, resulting in passing out of scores of teachers from different teacher education institutions with inadequate grip over the content and teaching methodologies. This demands special focus to improve the status of teacher education, by learning through analysis and comparison with education systems that are progressing and delivering well in other countries of the world. As the education system has grown over years, the number of teachers has also shown increases, but it is still far from being adequate, particularly for subjects like science and mathematics. Along with this teacher education programs in Peshawar based teacher education institutions like other similar institutions of Pakistan have some critical deficiencies, which are hampering their effectiveness. Some of those were summarized by Asia and the Pacific Program of Educational Innovation for Development (APIED)(1987)[5], and are reproduced hereunder: i) Short duration of teacher training programs ii) Minimal interaction of trainee teachers at schools iii) Outmoded methods of teaching and evaluation iv) Shortage of audio visual aids and other educational equipment in teacher training institutions. v) Deficiency of supplementary reading material/professional magazines/ research journals vi) Lack of co ordination among training institutions. vii) Absence of incentives for prospective teachers These and similar other deficiencies ask for keen analysis of the local system and for its comparison with better performing systems. The best way to analytically compare any two teacher education systems, as highlighted by Galambos C. Eva, (1986) [6] would be to find out: 1) How the two systems strengthen subject area preparation? 2) How long and adequate is the duration of pre service training of teachers? 3) How theory and practice address better inclusion of the practice of teaching in learning to teach effectively and efficiently? 4) What level of general education would be necessary for all prospective teachers? and 5) What major and minor subjects would be preferred as most supportive for the profession of teaching? In order to survive successfully in the global community, and to bring the indigenous teacher education at the international level it would seem pertinent to critically analyze the local prevailing teacher education programs and to compare them with one of the educationally advanced countries, like that of the United Kingdom, which had laid the foundation of the existing education system in the sub-continent during the colonial rule. Education System in Pakistan Education in Pakistan comes in the domain of the responsibilities of the provinces. However the Federal government is responsible for over viewing Pakistans entire system of education, and is assisted by the provincal ministries and departments of education in all the provinces. The Federal Ministry of Education (MOE) deals with policy-making, curriculum development, accreditation and coordination as an advisory authority, along with the direct administration of the educational institutions situated in and around the capital. Education up to Secondary level is provided by public and private schools, and by Islamic madrasahs, (the faith schools). Education provided at the public/government schools is free of cost, but in the private sector institutions educational expenses are borne by the parents for the purpose of good quality of education. Provincial governments overview and administer all the Universities which are financed by the Federal government through the Higher Education Commission (HEC). Both public and private universities and other higher education institutions are overviewed by HEC for the planning, development and granting of charters. The academic progress of these institutions is coordinated, reviewed and evaluated by the HEC. Primary Education Primary education begins at five years of age and is completed in five years. The medium of instruction at the government schools is either Urdu or the regional language and is English at the private educational institutions. The curriculum revolves around Reading, Writing, Arithmetic, General science, Social studies, Islamic studies, and Physical training. Secondary Education Secondary Education comprises of three stages: a three-year stage of middle level education; other two-year of secondary education; and a further two-year of higher secondary education at intermediate and degree colleges. At the Middle level, (Grades VI to VIII), at ages 11-13, compulsory subjects of Urdu, English, Mathematics, Social Studies and Islamic studies are studied and students are examined on terminal and annual basis. In Grades IX and X at ages 14 and 15 studies are divided into streams of Science and Humanities, and externally examined by the Board of Intermediate and Secondary Education to award Secondary School Certificate on successful completion of ten years of education. However, Intermediate or Higher Secondary Education stream involves studies of Grade XI and XII either in Science or Humanities at the ages of 16 and 17, with external examination and certification by the Board of Intermediate and Secondary Education. Many students in the private sector opt for the examination of (GCE) General Certificate of Education. Madrassahs / Madaris: (Religious Schools) The madaris, operating simultaneously with regular schools are fewer in number as compared to the public and private schools. These provide Islamic education through Urdu and Arabic as languages of Instruction. The key features of the curriculum are the study of the Holy Quran and Hadith (teachings of the prophet Muhammad p.b.u.h). Enrollment and boarding lodging facilities are mostly free of charge, although in some cases they receive grants from the federal government. The primary level institutions called maktabs, are usually attachments of mosques, and provide basic Islamic education focusing on the reading and learning the holy Quran by heart. Secondary school madrasahs deal with the higher level of Islamic education. For better standards of education and in order to integrate the Islamic and formal education systems, the formal schools curriculum of English, mathematics, general science and computer Science are now studied compulsorily at all madaris. Madrasahs are largely self-governing and independent. The official regulatory and certificates/Sanads awarding bodies include ‘Jamea-tus Safiya ‘Wafaq-ul-Madaris, and ‘Tanzeem-ul-Madaris. Different madrasah levels correspond to the formal system, like ‘Tajweed wa Qiraat Ibtidaya is equal to primary schooling, ‘Mutawassita is at par with Middle level, ‘Saniya Aama is equated with Secondary School Certificate, and ‘Saniya Khasa to the Higher Secondary School Certificate, after which the students are eligible to continue higher education at Madrasah or at Universities of the formal sector. Vocational / Technical Secondary Education Nearly all vocational schools run both certificate and diploma programmes. The duration of certificate courses is one year and that of diplomas is two years, in various trades at the secondary level (Grades IX and X) leading to the Secondary School Certificate in technical education; qualifying students to continue their education at Technical Institutes of higher education. Higher Education At the time of partition in 1947 the country had only one University, the Punjab University. Now as of 2008-2009 Pakistan, according to Higher Education Commission of Pakistan (HEC), there are 124 recognized Universities in the country, 68 of these universities are public sector universities and 56 are from the private sector. The guidelines for charter and operations of Universities are issued by the HEC. For standardization, all degree-granting higher education programmes are assessed by HEC. With English as medium of Instruction the Higher Secondary School Certificate, a pass in the entry test, are the essential pre requisites for admission to the study at the university. University Higher Education Stage I: A Bachelors Degree is awarded after two years of formal education and with honours after three years of fulltime study in humanities, sciences or commerce. Four years of formal education is required for Bachelors degrees in engineering, pharmacy computer science, whereas five years are needed for Bachelors in medicine. Stage II: Two years of study after the bachelors degree and one year after the honors bachelors degree leads to the acquisition of Masters Degree Stage III: A minimum of four to five years of study beyond masters degree leads to the doctoral degree. But the duration of study is five to seven years for programmes like the Doctor of Literature (DLitt), Doctor of Science (DSc) and Doctor of Law (LLD). Higher Education (Non University) Polytechnics, technical and commercial institutes and colleges provide non-university higher education comprising programmes of two or three years leading to certificates and diplomas in commercial and technical fields, awarded by Provincial Boards of Technical Education. Teacher Education Programs at Pakistan Primary School Teachers Teacher training at the post secondary level takes place in Regional Institutes of Teacher Education (RITE), and at the Allama Iqbal Open University Islamabad for a one-year program known as the Primary Teaching Certificate. In addition, prospective teachers are also prepared at the private sector institutions affiliated or enlisted with universities of public or private sector. Secondary School Teachers Government training institutes of education and different affiliated colleges in private sector train teachers for the secondary school level. They are awarded a Certificate of Teaching (CT) for one year study after passing the examination of Higher Secondary School Certificate. Teacher Education at Universities The prospective teachers aspiring to teach at the higher secondary school level study for one year at the Education Colleges for the Bachelor of Education (B.Ed.) degree, after two-year bachelors of Arts or Science (BA/BSc) education. Teachers possessing B.Ed degree are eligible to teach at the Secondary school level. Masters of Education (M.Ed) is a one year university education after completion of B.Ed. Policy Priorities for Teacher Education All the National Education Policies of Pakistan have accorded great importance to teacher education. The 1959 Commission on National Education stressed upon the necessity of adequate pre service teacher education gave recommendations about functions of teachers in a university and about selection and promotion of teachers. The Education Policy 1972-80 estimated the teacher producing capacity of then existing 12 teacher training colleges and 55 teacher education institutions in Pakistan, to be four thousand which was much less than the estimated demand of three hundred thousand additionally required teachers. It recommended the introduction of Education subject at Secondary, Higher Secondary and Degree level and students qualifying these subjects were suggested to be taken as primary, middle and high level teachers. Relaxation of training requirements for women teachers in special cases was recommended in order to increase the number of women teachers. An academy for teachers and educ ational Administrators training was recommended to be set up. The outdated nature of the teacher training courses was admitted, and their revision was recommended, along with this preparation of model standard textbooks for teacher trainees were advised. The National Education Policy 1979 had vividly valued the significant role of teachers in the effective implementation of the education policies. It was asserted that teacher is the pivot of the entire educational system. In order to promote pre-service teacher education, all the Primary Teacher Training Institutions were planned to be upgraded to Colleges of Elementary Education. An Academy of Higher Education was approved to be established to provide in-service and pre-service training to the College and University teachers. Another Academy for Educational Planning and Management was also established to provide opportunities of training to administrators and supervisors working at different levels of the educational system. This National Education Policy envisaged that every teacher would be expected to undergo one in-service course during five-year cycle of his/her service. A system of National Awards for best teachers was planned to be instituted. Every year ten teachers of vario us levels and categories were planned to receive these awards from the President of Pakistan at national level. Similar awards were planned to be given to selected teachers by the respective provincial governors. The Sixth five Year Plan (1983-88), earmarked sixty million rupees for the teacher education programs to establish additional primary and secondary teacher training institutes and to enhance the training capacity of the existing primary and secondary teacher training institutions, and departments of Education at the Universities. This plan was unique in the sense that it allocated special funds categorically for the teacher education programs. Prior to this the trend of blanket approval was in practice and the badly needed requisite improvement in the standard of teachers could not be facilitated. The incremental allocation, as given in the following table reflected the increased importance accorded to teacher education. Table: 1.1 The Sixth Five Year Plans (1983-1988) Allocations for Teacher Education Year Recurring Expenditure Developmental Expenditure (in million rupees) 1983-84 12 16 1984-85 14 20 1985-86 18 27 1986-87 20 32 1987-88 24 38 Total 88 133 The Seventh Five-Year Plan (1988-93) identified a number of shortcomings in the teacher training programs, which included the irrelevancy of curriculum for PTC and CT; the inadequacy of the training duration, of in service training, and lack of good career prospects due to which good students were not attracted to the profession of teaching. It was proposed to improve the efficiency of teachers by gradually raising the minimum qualification, revitalizing the teacher training programmes, continuous in-service education and providing better career proposals to teachers. The Ninth Five-Year Plan focused upon the strengthening of one hundred and twenty then available teacher training institutes. The high priority attached to the promotion and facilitation of teacher education as envisaged in the above mentioned policies and plans spoke of the importance accorded to teacher education by all the governments of Pakistan. Entry Qualification The requisite entry qualifications into the teaching profession at different levels are as follows: a) Primary Level (I-V) : Matriculation + one year teaching certificate (PTC) b) Middle Level (VI-VIII) : Intermediate + one year teaching certificate (CT) and, c) Secondary Level (IX-X) : B.A/B.Sc + one year Bachelor of Edu. degree course/B.Ed Non Formal Teacher Education Allama Iqbal Open University (AIOU) is offering non formal teacher training courses for both male and female students living in the far away areas of the country. These programs are substantially contributing to the provision of trained teachers. United Kingdoms System of Education In Britain compulsory schooling takes place between the ages of five and sixteen. The over riding objectives of the governments education policies are to raise standards at all levels of ability, increase parental choice, make further and higher education more widely accessible and more responsive to the needs of the economy, and to achieve the best possible returns from the resources invested in the education service. (Britain 1990) [7] Parents are legally bound to ensure that their children aged five to sixteen regularly receive efficient full time education. Most students receive free education financed from public funds, and a small proportion attends private schools independent of public financial support. Pupils follow a common curriculum leading to the General Certificate of Secondary Education (GCSE) and Vocational Certificate of Secondary Education (VCSE). Students are allowed to select a number of GCSEs, VCSEs as per their personal preferences and aptitudes. Quite a few sch ools cater for the educational needs of the students for additional two years till they sit for the Advanced Level of General Certificate of Education. (GCE A Levels) Primary and Secondary Schools Ninety percent of boys and girls are taught together in most primary schools. Most independent/private fee-charging schools are mixed at the primary level and single-gender at the secondary level. These schools are registered with, and inspected by the government and governed by an independent board. No fees are charged in government schools, which are governed by the Local Education Authorities (LEA). There is no statutory requirement to provide education for the under-fives, but nursery education is well established now. Compulsory education begins at five at infant schools and at seven they go to junior/primary schools. The average age of passing out from primary school and entry into secondary school is eleven years. Schools are organized in a number of ways including secondary schools with age range, from 11 to 18; middle schools whose students move on to senior comprehensive schools at the age of 12 to 16. Tertiary colleges offer a full range of vocational and academic courses for students over 16. Examinations At the completion of the secondary education at UK, at the age of sixteen, secondary school students appear for the General Certificate of Secondary Education (GCSE). This examination in order to raise the standard of performance has replaced General Certificate of Education (GCE), Ordinary Level (O Level), and the Certificate of Secondary Education (CSE) since 1988. GCSE examination is taken after five years of Secondary Education and evaluated at a seven point scale of grades, A to G. The GCSE Advanced level (A Level) examination is taken after two years of further study. Its successful completion qualifies the student for induction into universities. Educational Standards Her Majestys inspectors report to ministers on the quality of education provided at all schools colleges and universities. They also advise the Local Education Authorities (LEA) and the government, and publish the reports. LEAs also employ inspectors or advisers to gu Comparison of Teacher Education Programmes in Pakistan UK Comparison of Teacher Education Programmes in Pakistan UK Comparative Analysis of Teacher Education Programmes in Pakistan UK CHAPTER 1 INTRODUCTION Background of the Study The overall development status of every country depends upon the standard of education prevalent across that country. It is an era of knowledge based economies, and countries failing in education find it hard to catch up with the developed world. In other words a countrys economic and cultural future as well as its scientific and technological growth owe to the academic standards being maintained by the teachers in its educational institutions. Thus teachers contributions are well acknowledged as builders of the nation and molders of personalities. In fact the key player of every educational system is the teacher, who is considered the backbone of the entire system all over the world, and a pivot around which the whole education system revolves. Teacher is the major implementer of all educational reforms at the grass root level. Teaching without doubt is considered one of the very noble professions. It offers constant intellectual challenges, acknowledgement, respect in the society a nd above all the opportunity to mould the personalities of a big majority of youth. This centrality qualifies teachers to be the crucial position holders in creating impact on all aspects of students personalities. They are the teachers who bring about positive behavioural changes in students by grooming and developing their personalities. That is why it is necessary that they should be adequately equipped with skills and abilities that would enable them to play an effective role in human development both from national and global perspectives. The Indian Education Commission 1964-66, as observed by Sheikh M.A (1998)[1] had ranked the quality and competence of the teachers as the most important factor determining the quality of education significantly contributing to the national development. Nothing is more important than securing a sufficient supply of high quality recruits to the teaching profession, providing them with the best possible professional preparation and creating satisfactory conditions of work in which they can be fully effective.† However, this central position, demands great care and attention in the education and training of teachers, who develop and enable students meet effectively the challenges of present and future. Ascertaining the effectiveness of these trainings asks for the analysis of teacher education programs in the social context of every country socio economic, cultural and historic factors substantially influence its nature and value. Concept of Teacher Education Teacher education is a discipline and sub sector of education with its distinct pre service and in service forms. It equips prospective and in service teachers with information, knowledge and pedagogical skills to help reform their attitudes and behaviour to the profession of education. The key objective is to facilitate the transfer of knowledge (cognitive, affective and psychomotor) to students and to build their character and personalities. In other words teacher education refers to the policies and procedures designed to equip teachers with the knowledge, attitudes, behaviours and skills they require to perform their tasks effectively in the school and classroom. (Wikipedia, 09) [2] According to Sheikh M.A (1998), teacher education encompasses acquiring all that knowledge, skills and abilities which are relevant to the life of a â€Å"teacher as a teacher† It reshapes the attitudes, remodels the habits, and develops the personalities of teachers. Need for Teacher Education Teachers general education and professional training both require utmost care and attention, as whatever is acquired by them is transferred to their students with high multiple effects. The present has witnessed and is still experiencing a rapidly but positively changing scenario of processes and procedures of teacher training. New innovative methods are continuously being added to the already practiced traditional pedagogical techniques. Acquainting with these developments to the point of mastery is needed for the promotion and maintenance of good teaching learning standards. Good quality teacher education about these key elements paves the way of the development of the education system in the long run. Teachers are the layers of the foundations of future citizens, hence need to be educated with futuristic perspective, so that they can develop the personalities of their students, not only as per present requirements but also for the years to come, accommodating the new trends from the global outlook. This is very important as teacher is one of the key agents of change in all communities and a service provider as per needs of the future. Changes are taking place not only at national but also at international level. With every passing day distances are shrinking and communities are coming closer to each other affecting each others practices of life. Purpose of Teacher Education The purpose of teacher education primarily is to equip prospective teachers not only with suitable aptitudes for teaching but also with appropriate skills and abilities required to make them effective and efficient professionals. Through different theoretical and practical activities, they are helped to understand not only the philosophical, psychological, and sociological basis of teaching, but also the relationship of education with the society and its values through teaching and learning processes. The process of formal teacher education can help the prospective teachers minimize the troubles and save the students from the wastages of hit and trial. Appropriately rendered teacher education, provides ample opportunities to would be teachers to understand the nature of teaching; to envisage responsibilities of a teacher; to discover that to be a teacher is much more than learning by heart the philosophies and theories of learning; and to comprehend the practical implications of the pedagogical strategies. It is learnt that the profession of teaching is in fact facilitating the acquisition and retention of knowledge, values, skills and right attitudes for successful life that can initiate and promote positive changes in the society. Keeping this in view teacher education, through teacher-preparatory years focuses on the development of abilities and skills that would not only make them capable teachers but will enable them to discharge duties effectively, take initiatives, motivate students and facilitate learning. With the belief that practice makes one perfect, students during teacher education phase are given the opportunity to teach or instruct and receive constant guidance and encouragement during practical delivery, in order to strengthen good habits and to overcome the pedagogical weaknesses. Phases of Teacher Education Farrant, J. S. (1990)[3], observed that since the dawn of the twenty first century teacher education in developed countries remained divided into three phases: 1) Initial Teacher Education 2) Induction 3) Continuing Teacher Education 1) Initial teacher training / education This education pertains to the training that is undertaken before formally starting the teaching profession. It is a pre-service course done before entering the classroom as a fully responsible teacher. It is usually provided in education colleges and education departments of universities where the student teachers are introduced to the knowledge and skills needed to be professional teachers. The students are formally taught the important components of this profession including aims of education, history of education, perspectives of education, modern approaches to learning, assessment and evaluation of learning and basics of curriculum development, educational psychology, philosophy and pedagogy. It also provides first hand experience of the practical aspects of the teaching profession. It usually takes a year or so and culminates into a certificate or a degree. 2) Induction This informal phase begins when a student teacher changes from being a part time, visiting student teacher to a full time adequately responsible professional. Basically induction refers to the process of providing on the job guidance and support to the teachers during the first few months of teaching or the first year of the professional career. In countries like UK, during induction the teacher is on probation, and receives guidance and supervision formally by the teacher-tutor, and informally from all other colleagues head teacher. The work load during this phase of education is reduced in order to provide time and opportunity for guidance, reflection and grooming. This is a transitional phase from being a student to being a full time teacher. 3) Teachers continuous professional development It is an in-service process for professional refinement of practicing teachers. It is a life long process in which efforts are made to improve and polish up the potentials of the teachers. It includes professional trainings like workshops, short courses and seminars. This is usually formally arranged by good schools or can be self directed through reading of professional books, discussions with colleagues, benefiting from on line courses, or attending training workshops, conferences, and symposiums. With the passage of time, all institutions have started to value in service training of teachers more and more; and are regularly arranging training programs of different durations for their teachers. These trainings are sometimes general in nature for the improvement of the overall teaching methodologies, and sometimes focused on improving specific subject-teaching skills, enabling teachers master innovative concepts recently incorporated in the existing curriculum. Such in service trainings are usually taken up in anticipation for the expected promotions. Usefulness of Comparing Teacher Education Systems Sodhi (1993)[4] documented, â€Å"Comparative education is a popular educational venture and is considered very useful in countries like USA, UK, Russia and even India. It is considered so, as education has been recognized an investment for development of human resources, which is in fact the development of human capital formation. All people engaged in the field of education have much to learn from the policies and educational practices of other lands. Apparently the educational system of a country grows out of the historical background, economic and social conditions, geographical features and political systems and no country is in a position to totally adopt the educational patterns of another country as such. But lessons can be learnt, and successful practices can be adopted to meet the needs from the angle it looks upon them.† With advancement in technology and with communication explosion, the geographical distances are shrinking and people are coming closer to each other. The similarities caused by science and technology are overpowering the differences resulting from cultural diversities. The fact suggested by increasing similarities is that different nations of the worldwhich looks like a global village now, can learn a lot from each others experiences and progress to save time, energy and resources required for the ‘try and learn activities. The knowledge about the successes and failures of other systems can be very awakening and beneficial in comprehending ones own educational problems. The backwardness or advancement of ones own system can be ascertained only through analytical comparison, particularly with those of the economically and educationally advanced countries. In spite of increased investment in education sector, Pakistan has not yet achieved its target of UPE (Universal Primary Education) set in 1960 that was to be achieved by 1980. Analysis of the educational status of Pakistan reveals that a reasonable progress has been made by it since independence. At that time not even a million students were studying in schools, whereas now more than twelve million children are in schools. But at the same time due to a very high population growth rate, more than twelve million school age children are out of school, doing jobs or just doing nothing. The recent comparisons with the educational situation in China and India show that Pakistan is still far behind than the more thickly populated neighbouring countries, where China with literacy rate of 90% and India with 65% are substantially ahead of Pakistan. The situation of full enrollment which is a far cry is further aggravated by an alarmingly high rate of dropouts. Female literacy rate is abysmall y low, and education of females and rural population at all levels is much underrepresented. As the population is growing at a geometrical rate, the need for more schools and for more and better teachers has risen substantially. With increased focus on the quantitative expansion necessitated by substantial raises in population, the qualitative dimension of teacher education in Pakistan has not received adequate attention, resulting in passing out of scores of teachers from different teacher education institutions with inadequate grip over the content and teaching methodologies. This demands special focus to improve the status of teacher education, by learning through analysis and comparison with education systems that are progressing and delivering well in other countries of the world. As the education system has grown over years, the number of teachers has also shown increases, but it is still far from being adequate, particularly for subjects like science and mathematics. Along with this teacher education programs in Peshawar based teacher education institutions like other similar institutions of Pakistan have some critical deficiencies, which are hampering their effectiveness. Some of those were summarized by Asia and the Pacific Program of Educational Innovation for Development (APIED)(1987)[5], and are reproduced hereunder: i) Short duration of teacher training programs ii) Minimal interaction of trainee teachers at schools iii) Outmoded methods of teaching and evaluation iv) Shortage of audio visual aids and other educational equipment in teacher training institutions. v) Deficiency of supplementary reading material/professional magazines/ research journals vi) Lack of co ordination among training institutions. vii) Absence of incentives for prospective teachers These and similar other deficiencies ask for keen analysis of the local system and for its comparison with better performing systems. The best way to analytically compare any two teacher education systems, as highlighted by Galambos C. Eva, (1986) [6] would be to find out: 1) How the two systems strengthen subject area preparation? 2) How long and adequate is the duration of pre service training of teachers? 3) How theory and practice address better inclusion of the practice of teaching in learning to teach effectively and efficiently? 4) What level of general education would be necessary for all prospective teachers? and 5) What major and minor subjects would be preferred as most supportive for the profession of teaching? In order to survive successfully in the global community, and to bring the indigenous teacher education at the international level it would seem pertinent to critically analyze the local prevailing teacher education programs and to compare them with one of the educationally advanced countries, like that of the United Kingdom, which had laid the foundation of the existing education system in the sub-continent during the colonial rule. Education System in Pakistan Education in Pakistan comes in the domain of the responsibilities of the provinces. However the Federal government is responsible for over viewing Pakistans entire system of education, and is assisted by the provincal ministries and departments of education in all the provinces. The Federal Ministry of Education (MOE) deals with policy-making, curriculum development, accreditation and coordination as an advisory authority, along with the direct administration of the educational institutions situated in and around the capital. Education up to Secondary level is provided by public and private schools, and by Islamic madrasahs, (the faith schools). Education provided at the public/government schools is free of cost, but in the private sector institutions educational expenses are borne by the parents for the purpose of good quality of education. Provincial governments overview and administer all the Universities which are financed by the Federal government through the Higher Education Commission (HEC). Both public and private universities and other higher education institutions are overviewed by HEC for the planning, development and granting of charters. The academic progress of these institutions is coordinated, reviewed and evaluated by the HEC. Primary Education Primary education begins at five years of age and is completed in five years. The medium of instruction at the government schools is either Urdu or the regional language and is English at the private educational institutions. The curriculum revolves around Reading, Writing, Arithmetic, General science, Social studies, Islamic studies, and Physical training. Secondary Education Secondary Education comprises of three stages: a three-year stage of middle level education; other two-year of secondary education; and a further two-year of higher secondary education at intermediate and degree colleges. At the Middle level, (Grades VI to VIII), at ages 11-13, compulsory subjects of Urdu, English, Mathematics, Social Studies and Islamic studies are studied and students are examined on terminal and annual basis. In Grades IX and X at ages 14 and 15 studies are divided into streams of Science and Humanities, and externally examined by the Board of Intermediate and Secondary Education to award Secondary School Certificate on successful completion of ten years of education. However, Intermediate or Higher Secondary Education stream involves studies of Grade XI and XII either in Science or Humanities at the ages of 16 and 17, with external examination and certification by the Board of Intermediate and Secondary Education. Many students in the private sector opt for the examination of (GCE) General Certificate of Education. Madrassahs / Madaris: (Religious Schools) The madaris, operating simultaneously with regular schools are fewer in number as compared to the public and private schools. These provide Islamic education through Urdu and Arabic as languages of Instruction. The key features of the curriculum are the study of the Holy Quran and Hadith (teachings of the prophet Muhammad p.b.u.h). Enrollment and boarding lodging facilities are mostly free of charge, although in some cases they receive grants from the federal government. The primary level institutions called maktabs, are usually attachments of mosques, and provide basic Islamic education focusing on the reading and learning the holy Quran by heart. Secondary school madrasahs deal with the higher level of Islamic education. For better standards of education and in order to integrate the Islamic and formal education systems, the formal schools curriculum of English, mathematics, general science and computer Science are now studied compulsorily at all madaris. Madrasahs are largely self-governing and independent. The official regulatory and certificates/Sanads awarding bodies include ‘Jamea-tus Safiya ‘Wafaq-ul-Madaris, and ‘Tanzeem-ul-Madaris. Different madrasah levels correspond to the formal system, like ‘Tajweed wa Qiraat Ibtidaya is equal to primary schooling, ‘Mutawassita is at par with Middle level, ‘Saniya Aama is equated with Secondary School Certificate, and ‘Saniya Khasa to the Higher Secondary School Certificate, after which the students are eligible to continue higher education at Madrasah or at Universities of the formal sector. Vocational / Technical Secondary Education Nearly all vocational schools run both certificate and diploma programmes. The duration of certificate courses is one year and that of diplomas is two years, in various trades at the secondary level (Grades IX and X) leading to the Secondary School Certificate in technical education; qualifying students to continue their education at Technical Institutes of higher education. Higher Education At the time of partition in 1947 the country had only one University, the Punjab University. Now as of 2008-2009 Pakistan, according to Higher Education Commission of Pakistan (HEC), there are 124 recognized Universities in the country, 68 of these universities are public sector universities and 56 are from the private sector. The guidelines for charter and operations of Universities are issued by the HEC. For standardization, all degree-granting higher education programmes are assessed by HEC. With English as medium of Instruction the Higher Secondary School Certificate, a pass in the entry test, are the essential pre requisites for admission to the study at the university. University Higher Education Stage I: A Bachelors Degree is awarded after two years of formal education and with honours after three years of fulltime study in humanities, sciences or commerce. Four years of formal education is required for Bachelors degrees in engineering, pharmacy computer science, whereas five years are needed for Bachelors in medicine. Stage II: Two years of study after the bachelors degree and one year after the honors bachelors degree leads to the acquisition of Masters Degree Stage III: A minimum of four to five years of study beyond masters degree leads to the doctoral degree. But the duration of study is five to seven years for programmes like the Doctor of Literature (DLitt), Doctor of Science (DSc) and Doctor of Law (LLD). Higher Education (Non University) Polytechnics, technical and commercial institutes and colleges provide non-university higher education comprising programmes of two or three years leading to certificates and diplomas in commercial and technical fields, awarded by Provincial Boards of Technical Education. Teacher Education Programs at Pakistan Primary School Teachers Teacher training at the post secondary level takes place in Regional Institutes of Teacher Education (RITE), and at the Allama Iqbal Open University Islamabad for a one-year program known as the Primary Teaching Certificate. In addition, prospective teachers are also prepared at the private sector institutions affiliated or enlisted with universities of public or private sector. Secondary School Teachers Government training institutes of education and different affiliated colleges in private sector train teachers for the secondary school level. They are awarded a Certificate of Teaching (CT) for one year study after passing the examination of Higher Secondary School Certificate. Teacher Education at Universities The prospective teachers aspiring to teach at the higher secondary school level study for one year at the Education Colleges for the Bachelor of Education (B.Ed.) degree, after two-year bachelors of Arts or Science (BA/BSc) education. Teachers possessing B.Ed degree are eligible to teach at the Secondary school level. Masters of Education (M.Ed) is a one year university education after completion of B.Ed. Policy Priorities for Teacher Education All the National Education Policies of Pakistan have accorded great importance to teacher education. The 1959 Commission on National Education stressed upon the necessity of adequate pre service teacher education gave recommendations about functions of teachers in a university and about selection and promotion of teachers. The Education Policy 1972-80 estimated the teacher producing capacity of then existing 12 teacher training colleges and 55 teacher education institutions in Pakistan, to be four thousand which was much less than the estimated demand of three hundred thousand additionally required teachers. It recommended the introduction of Education subject at Secondary, Higher Secondary and Degree level and students qualifying these subjects were suggested to be taken as primary, middle and high level teachers. Relaxation of training requirements for women teachers in special cases was recommended in order to increase the number of women teachers. An academy for teachers and educ ational Administrators training was recommended to be set up. The outdated nature of the teacher training courses was admitted, and their revision was recommended, along with this preparation of model standard textbooks for teacher trainees were advised. The National Education Policy 1979 had vividly valued the significant role of teachers in the effective implementation of the education policies. It was asserted that teacher is the pivot of the entire educational system. In order to promote pre-service teacher education, all the Primary Teacher Training Institutions were planned to be upgraded to Colleges of Elementary Education. An Academy of Higher Education was approved to be established to provide in-service and pre-service training to the College and University teachers. Another Academy for Educational Planning and Management was also established to provide opportunities of training to administrators and supervisors working at different levels of the educational system. This National Education Policy envisaged that every teacher would be expected to undergo one in-service course during five-year cycle of his/her service. A system of National Awards for best teachers was planned to be instituted. Every year ten teachers of vario us levels and categories were planned to receive these awards from the President of Pakistan at national level. Similar awards were planned to be given to selected teachers by the respective provincial governors. The Sixth five Year Plan (1983-88), earmarked sixty million rupees for the teacher education programs to establish additional primary and secondary teacher training institutes and to enhance the training capacity of the existing primary and secondary teacher training institutions, and departments of Education at the Universities. This plan was unique in the sense that it allocated special funds categorically for the teacher education programs. Prior to this the trend of blanket approval was in practice and the badly needed requisite improvement in the standard of teachers could not be facilitated. The incremental allocation, as given in the following table reflected the increased importance accorded to teacher education. Table: 1.1 The Sixth Five Year Plans (1983-1988) Allocations for Teacher Education Year Recurring Expenditure Developmental Expenditure (in million rupees) 1983-84 12 16 1984-85 14 20 1985-86 18 27 1986-87 20 32 1987-88 24 38 Total 88 133 The Seventh Five-Year Plan (1988-93) identified a number of shortcomings in the teacher training programs, which included the irrelevancy of curriculum for PTC and CT; the inadequacy of the training duration, of in service training, and lack of good career prospects due to which good students were not attracted to the profession of teaching. It was proposed to improve the efficiency of teachers by gradually raising the minimum qualification, revitalizing the teacher training programmes, continuous in-service education and providing better career proposals to teachers. The Ninth Five-Year Plan focused upon the strengthening of one hundred and twenty then available teacher training institutes. The high priority attached to the promotion and facilitation of teacher education as envisaged in the above mentioned policies and plans spoke of the importance accorded to teacher education by all the governments of Pakistan. Entry Qualification The requisite entry qualifications into the teaching profession at different levels are as follows: a) Primary Level (I-V) : Matriculation + one year teaching certificate (PTC) b) Middle Level (VI-VIII) : Intermediate + one year teaching certificate (CT) and, c) Secondary Level (IX-X) : B.A/B.Sc + one year Bachelor of Edu. degree course/B.Ed Non Formal Teacher Education Allama Iqbal Open University (AIOU) is offering non formal teacher training courses for both male and female students living in the far away areas of the country. These programs are substantially contributing to the provision of trained teachers. United Kingdoms System of Education In Britain compulsory schooling takes place between the ages of five and sixteen. The over riding objectives of the governments education policies are to raise standards at all levels of ability, increase parental choice, make further and higher education more widely accessible and more responsive to the needs of the economy, and to achieve the best possible returns from the resources invested in the education service. (Britain 1990) [7] Parents are legally bound to ensure that their children aged five to sixteen regularly receive efficient full time education. Most students receive free education financed from public funds, and a small proportion attends private schools independent of public financial support. Pupils follow a common curriculum leading to the General Certificate of Secondary Education (GCSE) and Vocational Certificate of Secondary Education (VCSE). Students are allowed to select a number of GCSEs, VCSEs as per their personal preferences and aptitudes. Quite a few sch ools cater for the educational needs of the students for additional two years till they sit for the Advanced Level of General Certificate of Education. (GCE A Levels) Primary and Secondary Schools Ninety percent of boys and girls are taught together in most primary schools. Most independent/private fee-charging schools are mixed at the primary level and single-gender at the secondary level. These schools are registered with, and inspected by the government and governed by an independent board. No fees are charged in government schools, which are governed by the Local Education Authorities (LEA). There is no statutory requirement to provide education for the under-fives, but nursery education is well established now. Compulsory education begins at five at infant schools and at seven they go to junior/primary schools. The average age of passing out from primary school and entry into secondary school is eleven years. Schools are organized in a number of ways including secondary schools with age range, from 11 to 18; middle schools whose students move on to senior comprehensive schools at the age of 12 to 16. Tertiary colleges offer a full range of vocational and academic courses for students over 16. Examinations At the completion of the secondary education at UK, at the age of sixteen, secondary school students appear for the General Certificate of Secondary Education (GCSE). This examination in order to raise the standard of performance has replaced General Certificate of Education (GCE), Ordinary Level (O Level), and the Certificate of Secondary Education (CSE) since 1988. GCSE examination is taken after five years of Secondary Education and evaluated at a seven point scale of grades, A to G. The GCSE Advanced level (A Level) examination is taken after two years of further study. Its successful completion qualifies the student for induction into universities. Educational Standards Her Majestys inspectors report to ministers on the quality of education provided at all schools colleges and universities. They also advise the Local Education Authorities (LEA) and the government, and publish the reports. LEAs also employ inspectors or advisers to gu