Being a student in a hi-tech age is very rewarding. If you were a student just about 10 years ago, you would have far fewer opportunities for self-development than now. Blogging is one of them. Why is it worth doing? And what way can it help you make a huge progress in your studies? These are a few suggestions for you to explore.
To make new friendly relationships is not always as simple as one may think. For many of you it does take a lot of time and efforts. When blogging you can solve this problem and find likeminded people. They will leave comments below your blog posts or offer their articles as guest writers. Bit by bit your contact list will expand. Furthermore, you can initiate online or offline meetings with your readers and exchange ideas. Why not?
You hone your writing skills
Yeah, studying means accomplishing assignments. The truth is that quite many of them have to be done in written form. Thus, good writing skills can save a lot of time. As a blogger, you will spend time surfing the internet in search of the relevant and interesting facts. Therefore, you will also be experienced in carrying out a profound research. Isn’t it amazing?
You gain experience as a writer
If you chose to try your hand at blogging, you have all chances to join a writers or journalists’ cohort one day. Of course, blogging is not the same as journalism, but still they both have a lot in common. Probably, blogging will help you make the right career choice much easier.
You can exchange knowledge
Depending on what your blog will be about, you can use it to create a community for those who are fond of music, history, new technologies, and more. Here, you may welcome others to share their experience and knowledge or give advice. Basically, blogging can evolve into an online learning platform, the place where you can find new valuable information.
You become digitally visible
Just imagine, you’ve sent your resume to a potential employer and the positing you are applying for is of great interest for you. Most HR specialists conduct a thorough research prior to arranging a job interview, so they will look for your profiles on social media and generally on the internet. When blogging, you as the author become more digitally visible. Besides, if your blog has already won the favor of numerous readers, you will earn extra credibility points. This way you can establish a positive image.
Technological advances make us move forward and keep upgraded all the time. Nowadays, competition has become much tougher than it used to be say only seven years ago. We carry gadgets no matter where we go and keep scrolling the news on the go.
It seems that living in a modern hi-tech society requires a lot of efforts and energy. On the one hand, yes, it’s true. But on the other hand, there are dozens of ways to facilitate your life as a human being and become very successful in studying, working or even socializing with others. Willing to unlock this secret power? It’s lifelong learning. Surprised? Find the reasons below.
Staying Upgraded On the Go
There is a widespread misconception that lifelong learners need a lot of time to keep their brains instantly upgraded. Though, it is not really so. First off, you don’t have any pressing deadlines, so you are professional academic writing services any time during a day or week to view a lecture or do some practical tasks. Secondly, with a constantly increasing number of micro-courses available, dedicating 5-10 minutes a day to refresh your knowledge and skills seems to be quite realistic.
Showing Better Performance
Lifelong learning can help you outperform and achieve the goals that seemed to be impossible to achieve earlier. With every course you take, you contribute much not only to your future successes at studying and working, but also at your current achievements. Even if you take a course which doesn’t have much in common with a speciality you have chosen, it may help you once to find non-standard solution of the problem.
Improving Your Competitiveness
When joining a lifelong learning cohort, you definitely invest into your cloudless future. By keeping your finger on the pulse, you have more chances to timely adapt to the changing environment and win a better position as a highly erudite person. Besides, you can even improve your analytical skills and make correct predictions as for the further trends in the labour market.
Boosting Vocabulary and Public Speaking
As a lifelong learner, you will hone not only the skills a course you have chosen is dedicated to. While listening to different speakers and reading various sources of information, you will be able to expand your vocabulary and contribute much to your public speaking. It will be a lot easier for you to express thoughts in a logical and interesting way. So, it’s another good reason to start learning during whole your life.
The World Bank's 1991 'World Development Report' has turned a very interesting observation that the medical and scientific progress and increased productivity in checking tool for teachers and any nation have a detailed hyperlink with investment in human being capital as well as the quality of the economy. Scientific and scientific capacities are, however, unevenly allocated on the globe and are linked with the education system in a nation.
The 21st hundred years has seen quite substantial within higher education systems both in conditions of complexity of the systems and also in conditions of its utility for converting education into an efficient tool for social and monetary changes. A really interesting relationship is
emerging among education, knowledge, conversion of knowledge into suitable agencies from trade point of view, wealth and economic climate.
Internationalization of education includes the policies and methods undertaken by academic systems and institutions-and even individuals-to cope with a global academic environment. The reasons for internationalization include commercial advantage, knowledge and vocabulary acquisition, boosting the program with international content, and others. Specific initiatives such as branch campuses, cross-border collaborative arrangements, programs for international students, establishing English-medium programs and degrees, and others have been put into place as part of
internationalization. Efforts to screen international initiatives and ensure quality are integral to the international higher education environment.
The greater education system across the world has witnessed two more interesting revolutions. The first is linked with the introduction and use of personal computers in teaching and learning as well as research and the second reason is linked with communication revolution. Today, education goes beyond across the geographical limitations. Besides, the structure and context of academic work also has undergone a tremendous change. Student variety and the administrative and pedagogical demands of new modes of curricula delivery characterize the academic's each day working environment.
The fulfillment of any educational change is linked with the readiness of teachers to implement new methods and ground breaking practices. The present paper is an make an effort to understand the role of teachers in internationalization of higher education in India. The focus of this current paper is to be acquainted with the challenges and opportunities for faculty in the circumstance of internationalization of higher education and their tendency to adapt the change.
Review of literature
A growing number of paperwork and studies document the many ways in which the university experience of students, academic and management staff has been significantly transformed [Chandler & Clark 2001, Deem 2001]. Student diversity and the administrative and pedagogical needs of recent modes of curricula delivery characterize the academic's everyday working environment. Identities as teachers are under regular challenge as academic staff undertake multiple and often conflicting tasks as consultants, researchers, professors, counselors and international marketers. Support for scholars included in international activities is scarce and the central strategic control of resources having its demands for overall flexibility compromises the quality of academic life.
A qualitative study examines the role of international experience in the transformative learning of female educators as it relates to professional development in a higher education context. In addition, it investigates how the learning productions of these activities were transferred to the participants' home country. Nine American female school and administrators who worked well at universities in Arabic countries in the Gulf of mexico region participated in this study. The results suggest that the transformative learning of the female teachers was reflected in 3 themes: changes in personal and professional attitudes, experiencing a brand new classroom environment that included different students' learning style and unfamiliar school room behavior, and broadening of participants' global perspectives.
An additional study sought to examine how and why some advanced schooling institutions have reacted to facets of globalization and, in particular how company culture influences universities' reactions to globalization. Using a predominantly qualitative, mixed-methods procedure, empirical research utilized to explore the impact of globalization at four Canadian universities. A multiple, case-study approach was used to achieve a depth of understanding to establish the universities' culture, institutional strategies, and practices reacting to globalization.
The unstable situation in higher education system vis-? -vis internationalization better education creates many opportunities as well as challenges to the instructors better education. Pressures for difference in the field of teacher education are rising significantly as part of systemic education reform endeavours in a broad array of economically developed and developing nations.
Considering these pressures, it is astonishing that relatively little assumptive or empirical analysis of learning and change procedures within teacher education programs have been undertaken. This current study considers this situation besides making an effort to understand the problems faced or anticipated by the teaching faculty in the context of internalization of education.
Aims of the study
The present study is aimed to understand and analyze the position of college professors on the whole and those of working undergraduate colleges.
Locale of the analysis: Data for the present study is collected from the college or university teachers
situated at Hyderabad. Colleges in Hyderabad are generally connected to Osmania University. In addition to various universities, the city is home to three central educational institutions, two deemed universities, and six state universities. Osmania University, established in 1917, is the seventh earliest university in India and the third oldest in South India. Indian Institution of Business, an international business school ranked quantity 12 in global GRASP OF BUSINESS ADMINISTATION ranks by the Financial Occasions of London in 2010 is also positioned in Hyderabad.
Colleges in Hyderabad offer graduation and post college graduation and post graduation shows in science, arts, marketing, law & medicine.
University of Engineering - Osmania University, Jawaharlal Nehru Scientific University, Indian Institute of Technology, etc. are some of the popular anatomist colleges in Hyderabad. In addition to engineering schools, various institutes known as polytechnics offer a 3 year course in testing. Gandhi Medical College and Osmania Medical College are the centers of medical education in Hyderabad. Schools and universities in Hyderabad are run by either by state government, central government or private individuals or agencies. Hyderabad Central University, Nalsar, NIPER, Potti
Sreeramulu Telugu University, Maulana Azad National Urdu College or university,
English and Foreign Different languages University, Acharya N. G. Apyeiga Agricultural University, are some of the other universities located in Hyderabad.
Universe and sample
Presently there are 146 degree educational institutions offering undergraduate courses [B. Sc., B. Contendo, and B. A] situated at Hyderabad. Instructors working in these educational institutions are taken as whole world for this current study. Many of these colleges are experiencing academic consultants in whose tenure is limited either to one term or one academic year. Educational consultants are not qualified for faculty development programs of the University Awards Commission. Various programmes suitable for faculty development are available for aided school educators. Hence, this current study has selected assisted school educators working at Hyderabad as a bass speaker category of the universe. First, a concentrated group interview is conducted in order to accumulate information as to the motivation to train one self for internationalization of higher education. Out of one humdred and fifty lecturers participated in this focused group interview forty five were selected as group for the present examine by using random testing method.
Data for this current study is collected by using in-depth interview method with the aid of a schedule. Details as to the socioeconomic characteristics of the respondents, educational achievements, understanding of national and global career structures, research culture, working conditions, information as to the strategies tailored by the school in order to equip for internationalization is collected. Info collection is performed during the months of march-may 2010.
The qualitative information on awareness and accessibility to national and global job structures, strategies for making use of the international dimension, professional development, needs post-
petulante research culture, refresher classes and working conditions was collected by using circumstance study method by using in-depth interviews.
Education can act as a powerful tool for reducing poverty and lack of employment and reaching an endured human development. Whenever we in contrast our country education with other developed/developing country, the training in our country is not suitable to the current situation/practical life. All over the world governments are strictly follow the procedure of making libraries along with universities, colleges etc. because the emperor Napoleon said the "Build up libraries normally we would build up prisons".
Generally in all the countries are understand the value of higher education. In 1980s American leader Ronald Regan take several procedure for increase the higher educations. Within a study, among the 10 planet's best universities, 9 educational institutions are situated in America. The majority of the countries are including the basic education as a human right. In our India itself the training quality in organization schools and private establishments are having huge dissimilarities. For instance the education system in institutions like IIM, IIT is different type of from the other institution. IIM an IIT institutes students are having more future benefits like employment, salary and so on. rather than the other institutes. The syllabus big difference between Tamilnadu and Kerala. We can give much more examples to demonstrate in equality in our education system.
According to human resource development division report in our India only 77% of the students pursuing their higher secondary studies. In which 61. 6% of the students stop their studies in between of higher secondary. The whole no. of schools, colleges is increased slightly in comparison with previous years but the education quality is down fall. Also though the students well educated they cannot able to get a job because of non practical syllabus in many education establishments. Is it doesn't right time to introduce the "education revolution" through uniform education.
In current situation only the richest students are able to get quality education in metric and private schools. The government of Tamil Nadu going to introduce standard education system in reduces the in equality in education. In 1960's Gothari commission insist government of India to introduce consistent education in every says as well as the committee stressed to increased the allocation of finance to the education with that committee's tips the government of India introduced "Sharva Shiksha Abiyan". But the result is not up to the level. The Government of Tamilnadu comes forward to introduce the uniform education with the recommendation of Muthu kumaran committee. Standard education will reduce the burden of the college or university children through reducing the no. of books and notes and also. It will eventually make pull stop to the indirect collection of amount from the children by way of using text books. It is the positive thing in one side but in other side the quality of government school not up to the mark of private schools.
Uniform education's other important content is crating or building around by schools to little one's. But the government of Tamil Nadu doesn't give any matters about the local school systems. The Federal government of Tamil Nadu also did not include the medium of instructions as Tamil. Because Mr. Muthukumaran committee strongly stressed about providing of education in the mother tongue. The training minister also failed to range from the very important content of uniform education is appointing sufficient no. of teachers to each children in the federal government Universities.
Everybody recognizes that India has a serious higher education problem. Although India's higher education system, exceeding 13 million students, is the world's third largest, it only educates around doze per cent of era group, well under China's 27 per cent and half or more in middle-income countries. Thus, it is a challenge of providing access to India's expanding population of young people and rapidly growing middle class. India also faces a serious quality problem - given that only a tiny amount of the greater education sector can meet international criteria. The justly famous American indian Institutes of Technology and the Institutes of Supervision, a few specialized institutions including the Tata Institute of Fundamental Research constitute little elite, just like one or two private organizations including the Birla Institute of Technology and Science, and perhaps 100 top-rated undergrad colleges. The majority India's 480 public universities and more than 25, 000 undergrad colleges are, by international standards, mediocre best circumstance scenario. India has sophisticated legal arrangements for booking places in higher education to members of various disadvantaged population groups.
Frequently setting aside up to half of the car seats for such groups, places further stress on the system.
India faces severe problems of capacity in the educational system in part because of underinvestment over many decades. More than a third of Indians continue to be illiterate after more than a half century of independence. A new legislation that makes primary education free and compulsory, while admirable, it takes put in place a framework of shortage of trained teachers, inadequate budgets, and shoddy supervision. The University or college Grants Commission and the All-India Council for Technological Education, responsible respectively for supervising the universities and the technical institutions, are being abolished and changed with a new put together entity. But no-one is aware of just how the new organization will work or who will staff it. India's higher education accrediting and quality assurance firm, the National Assessment and Accreditation Council, which was famous for its gradual movement, has been shaken up. But, again, it is unclear how it might be changed.
Current ideas include the establishing of new national "world-class" schools in each of India's States, opening new IITs, and other initiatives. The fact is that academics salaries do not compare favorably with remuneration proposed by India's growing private sector and are uncompetitive by international standards. Many of India's top academics are teaching in the Unified States, Britain, and somewhere else. Even Ethiopia and Eritrea recruit Indian academics.
Inviting foreign universities
Very lately it is announced that the us government of India is preparing itself for enabling foreign universities to enter in the Indian market. The foreigners are required to provide the much needed capacity and new ideas on higher education management, curriculum, teaching methods, and research. It is anticipated that they will bring investment. Top-class foreign colleges are anticipated to add prestige to India's postsecondary system. All of these assumptions are at the very least questionable. When foreign transplants elsewhere on the globe have provided some additional access, they have not considerably increased student numbers. Practically all branch campuses are small and limited in range and field. In the Persian Gulf, Vietnam, and Malaysia, where foreign department campuses have been energetic, student access has recently been only modestly afflicted by them. Branch campuses are typically fairly small and almost always specialized in fields that are inexpensive to supply and have a ready clientele such as business studies, technology, and hospitality management. Few office campuses bring much of academic innovation. Typically, each uses tried and true management, curriculum, and educating methods. The branches frequently have little autonomy from their home university and are, thus, tightly manipulated from abroad.
Foreign providers will bring some investment to the higher education sector, particularly since the new law requires an investment of a lowest of $11 million - a kind of entrance cost - but the total amount brought into India is unlikely to be substantial. Global experience shows that the best the greater part of higher education organizations entering a foreign market are not prestigious colleges but rather low-end establishments seeking market access and income. Top universities may well establish collaborative layout with Indian peer corporations or study/research centers in India, but are not likely to make full-fledged branch campuses independently. There may be a few exceptions, including the Georgia Institute of Technology, which is apparently pondering of a major investment in Hyderabad.
Indian education is a joint responsibility of the Central and State governments - and many States have different approaches to higher education generally also to foreign engagement specifically. Some, such as Andhra Pradesh and Karnataka, have been quite interested.
More states such as To the west Bengal with its communism government may be more sceptical. And a few, such as Chhattisgarh have been known to sell access to university position to the highest customers.
Kaulisch and Enders [2005, pp. 131-32] note that faculty work is shaped by 3 overlapping sets of establishments: 1] the universal science system, and systems in each discipline which to a varying level are cross-national, emphasize the autonomy and mobility of researchers, and foster competition depending on scholarly merit and prestige; 2] guidelines about work, competition and careers, where academic work is embedded in nationwide policy and cultural adjustments; and 3] the organizational functions of colleges, which both reflect countrywide and native traditions and are touched by common trends such as massification, growing expectations about cultural relevance and the nationally-parallel global transformations. A 4th aspect in the mixture that might be of growing importance is the impact of internationalization and globalization on academic professions.
This current study finds that the available opportunities for the teaching faculty are based on these four elements. Most of the respondents experienced interplay of all these ingredients in their work life. Even more than fifty per dollar of the respondents believed that the massification of education is burdensome and acting as an barrier for faculty improvement.
School mobility is certainly a positive professional norm though various by nation and field [El-Khawas, 2002, pp. 242-43] and also varying somewhat in reason. A small number of researchers have expertise and reputations that confer superior opportunities in many countries. However, most teaching school have mostly national jobs and use cross-border experience to advance their position at home, traveling mainly at the doctoral and postdoctoral stages and for short visits. A 3rd group involves faculty with reduced opportunities at home in contrast to abroad, due to remuneration or conditions of, the denial of domestic careers due to community or cultural closure, or an economical freeze on hiring. This group has less transformative potential than elite researchers.
Excellence in education will require improvement in infrastructure, well-crafted training, e-learning materials, access to laboratories, computational facilities and above all well-trained and highly motivated teachers. Once asked about the supply of resources and opportunities for research, 78 every cent of the participants opined that we now have many bottlenecks. In almost all of the universities, e-learning, internet facilities are not available. Actually their school libraries mainly will have books useful for the undergraduate students rather than useful for further research by the instructing faculty. Most of the respondents felt that they are not revealed to the pedagogical methods acceptable internationally. Hence, their awareness about the coaching methods is not much. At the same time, they were not trained in teaching-learning process relevant for internationalized educational system while doing their post-graduation or pre-doctoral/doctoral level.
Strategies for integrating the internal dimension
There are many ways to identify the initiatives which are undertaken to internationalize an institution. They are generally referred to as activities, components, techniques or strategies. In the process oriented approach to internationalization, emphasis is put on the idea of boosting and sustaining the international dimensions of research. Many of the colleges in general, autonomous colleges and colleges with potential for excellence are following process oriented approach. Yet, the faculty is not ready to equip themselves in this internationalization. The reasons stated by the respondents include more work, fear of losing job, lengthy working hours, high aided-unaided instructing faculty ratio, low job satisfaction levels and be short of of facilities at the institutional
Professional Creation Needs
Faculty members, or academic staff, because they are called in many countries, constitute a critical ingredient influencing the quality and effectiveness better education institutions. Universities in the developing world cannot react to external changes and pressures without the participation of capable, committed, and knowledgeable faculty members. The challenge for most faculty people, however, is they are being asked to fulfill tasks and assume tasks for which they are not adequately prepared. Besides, there aren't many training centers to well render them. Academics staff universities are providing refresher and orientation courses but these courses are attended by those whose promotions are linked with attending refresher courses.
Post-doctoral research culture
Unlike the advanced countries, where a sizable pool of post-doctoral research fellows holds out the bulk of high-quality research, there is a near total lack of a post-doctoral culture in India. 79 per dollar of the respondents portrayed their willingness to follow post-doctoral research but said that they are really not able to do due to financial problems.
Although the quantity of women at post-graduate and doctoral levels in various universities is high, hardly any of them make sufficient advance in their careers for a variety of social reasons. Females teachers and teachers examined in vernacular medium was that though they are interested their family tasks and problem of vocabulary and communication act as major challenges for them.
Higher education in India has entered into a fresh phase with the invasion of foreign schools and increasing aspirations of Indian students. This has created a need to revive the pedagogical methods. But the question still remains, whether the educating faculty are prompted to accept these changes or not? That is found in the present study that the teachers are ready to accept the challenges of global teaching. The requirement of the hour is to render Indian teachers than enabling the foreign universities to ascertain their campuses in India. This requires an appropriate teacher education which can address a defieicency of organizational learning.
Charles A. Peck, Chrysan Gallucci, Tine Sloan and Ann Lippincott  illustrated some ways in which modern-day socio-cultural learning theory may be used as a lens for addressing the difficulties of company learning in teacher education. Using an assumptive structure developed by Harr? , they showed how processes of individual and collective learning led to within a teacher education program. Important innovations in program practice were generally found to have their sources in the creative work of individual teachers. However program level changes required negotiation of new ideas and practices within small groups of teachers, and with the greater collective of the program.