Internet and Technology

The American conquest of the Filipino mind

The history of Philippine education entered a new paradigm upon the arrival of the ‘Thomasites’ (a shipload of American teachers composed mostly of ex-military personnel) in 1901, when the public school system was institutionalized, with a curriculum patterned after the US model of education (Viola, 2006). In his essay, “The Miseducation of the Filipino,” historian Renato Constantino writes:

“Under the guise of preparing and teaching us in self-government, the American imposition of public education was designed for the Filipinos to be Americanized in their outlook; and this was greatly attained by the use of English as the only medium of instruction (all part of subtle but extremely effective “cultural” imperialism).”

So much emphasis and interest did the United States employ for the “education” of their “little brown brothers” that publiceducation “…[sic] was run as part of the US Department of Defense to ensure compliance” (Constantino, 1970). American military authority knew well that military victory does not necessarily signify conquest. Education had to be consistent with the broad purposes of American colonial policy and no measure could quickly promote the pacificationof the islands as education.

The enactment of the Jones bill acquiesces to Constantino’s statement that the Department of Education was never entrusted to any Filipino until the establishment of the Commonwealth government. Article 23 of the Jones Act provided: “…that there shall be appointed by the President, by and with the consent of the Senate of the United States,a vice-governor of the Philippine islands…[who] shall be the head of the executive department known as the Department of Public Instructions, which shall include the Bureau of Education…”

Malformation of Educational Curriculum:
Betraying the role of education

UP Journalism Prof. Danilo Arao contends that education is an important foundation for national development (2002). Yet, more than six decades after the so-called independence from the American colonialists, the Philippine educational policy has done so little to develop the nation and remains subservient to foreign dictates. 

Dr. Edberto Villegas affirms that “the sole interest of the State in Philippine education is to ensure a curriculum that would serve to further raise the profits of imperialist Transnational Corporations and their local accomplices” (2005). He adds that DepEd’s Millennium Curriculum (Curriculum 2002) was a “streamlining” of Philippine education, collapsing subjects which imbibe social awareness, patriotic ideals and critical thinking, and abolishing subjects (and courses) not required by the imperial businesses. The Alliance of Concerned Teachers (ACT) also concluded that Millennium Curriculum not only streamlines the school curriculum but sacrifices other aspects that would comprise wholistic education for students. Similar streamlining schemes are also observed in Higher Education Institutions, private or state-owned.

This treachery was further brandished by no less than President Gloria Macapagal-Arroyo. Addressing a crowd of state universities and college officials, the president recognized the role of Philippine education in preparing Filipinos to become overseas contract workers. She went on with her speech encouraging the school officials to train their sights on strengthening the overseas workers base beginning with “tweaking” the school curriculum to make Filipinos the best workers in the world.

The conspiracy

The government policy of labor export which banks on international migration does not resolve the prevalent joblessness in the country (Palatino, 2004) and has contributed in the country’s chronic brain drain. By constantly slashing the budget for education, access to quality learning now becomes an even more far-cry to the Filipino youth. What then is the prime objective of the recent revisions in the educational curriculum? Who benefits from what and who plays the game?

Back in the Marcos era, prior to the enactment of The Education Act of 1982 (EA 1982), a survey called the Presidential Commission to Survey Philippine Education (PCSPE) was conducted in 1969 funded by the Ford Foundation. This was to evaluate the performance of the Philippine education system and explore “initiatives on the part of the Department of Education to interest the World Bank in the Philippine educational improvement” (Foundation for Nationalist Studies, 1982).

The report found that the Philippine labor force was “underutilized” and the prescription was to “enhance” it by linking export-oriented economic strategies with education. Thus, upon the issuance of EA 1982, the curriculum of the first six grades was altered to serve as the “basis for the formation of trained manpower” (Ibid).

Further loans have thenceforth been granted by the World Bank to “support” the agricultural sector in teaching the farmers “the modern secrets of mechanized farming.” We have since been reliant on United States technology and other tools for agricultural production. Technical training centers and experimental agricultural schools (installed near export processing zones) were established.

Viola articulates that “the connection between educational curriculum and the needs of an export economy ensured that multinational corporations would have an abundant supply of semiskilled labor.” The kind of educational system World Bank wants to shape is to meet the manpower needs of transnationals…[and] insure the internationalization by the entire student population of values and outlooks supportive of the global capitalist system.

The need for redirection

Such is the trend in the Philippine educational system. And as such, there is an undeniable need to redirect it towards genuine national development in order to bring about social emancipation. Although there have been nationalist stirrings and efforts made by patriotic members of the intelligentsia long before (among them the nationalist Claro M. Recto), we have yet to hear a well-designed education policy that truly addresses this need (Constantino, 1970).

The transformation and reorientation of the current rotten system of education in the country is not possible without the development of a critical consciousness that reflects and acts upon the existing social (dis)order. Any meaningful change in our basic curriculum must be liberative of the docility that has long infringed our mentality, dissolving what little nationalist ideal there is left in the heart of every Filipino youth. 

Philippine education, therefore, must produce Filipinos who are conscious of their country’s problems, who understand the basic necessities for a resolution, and who care enough to sacrifice for national emancipation (Constantino, 1970).

IN INDIA ADULT EDUCATION FOUNDATION IS START FROM VILLAGE AND RUNING IN TO CITIES.ITS BACKGROUND IS DETAIL FOR IT’S WORKING STYLE.

Post-Independence India inherited a system of education which was characterized by large scale inter and intra-regional imbalances.   The system educated a select few, leaving a wide gap between the educated and the illiterate.   The country’s literacy rate in 1947 was only 14 per cent and female literacy rate was abysmally low at 8 per cent.  Only one child out of three had an opportunity for enrolment in primary schools. Educational equality was aggravated by economic inequality, gender disparity and rigid social stratification.

Eradication of illiteracy has been one of the major national concerns of the Government of India since Independence.  The need for a literate population and universal education for all children in the age group 6-14 was recognized as a crucial input for nation building and was given due consideration in Constitution as well as in the successive five-year plans.  A number of significant programmes have been taken up since Independence to eradicate illiteracy among adults.  Some of the important programmes have included:  

(i)    Social Education : The main elements were literacy, extension, general education, leadership training and social consciousness.   The programme was implemented in the First Five-Year Plan (1951-56).

(ii)   Gram Shikshan Mohim : Movement for literacy in the rural areas was started in 1959 in Satara district of Maharashtra, and was later extended to other parts of the state. The programme aimed at imparting basic literacy skills within a period of about four months. The programme, however, suffered from a lack of systematic follow-up which resulted in relapse to illiteracy.

(iii)   Farmers’ Functional Literacy Project : VerdanStarted in 1967-68 as an inter-ministerial project for farmers’ training and functional literacy, the project aimed at popularization of high-yielding varieties of seeds through the process of adult education.  The programme was confined to 144 districts of the country where nearly 8,640 classes were organized for about 2.6 lakh adults.

(iv)   Non-formal Education : In the beginning of the Fifth Plan, a programme of non-formal education for 15-25 age-group was launched. Although the scope, content and objective of the non-formal project was clearly spelt out, its understanding in the field was very limited and the programmes actually organized indistinguishable from the conventional literacy programmes.

(v)    Polyvalent Adult Education Centres Workers’ Social Education Institutes and Polyvalent Adult Education Centres were reviewed by a group in 1977, which recommended adoption of Polyvalent Adult Education Centres in the adult education programmes for workers in urban areas. In pursuance of this decision, Shramik Vidyapeeths wre set up in the states.

(vi)  Education Commission (1964-66) The appointment of Education Commission (1964-66) was a significant event in the history of education in India. Among several measures, it recommended that high priority be accorded to ending illiteracy. It urged that adult education be promoted both through “selective” as well “mass approach” and stressed on the active involvement of teachers and students and the wider use of the media for the literacy programmes. The Education Commission also stated that in the world of science and technology, the main objective should be to relate it to life, needs and aspirations of the people so as to make it an instrument of socio-economic and political change.

(vii)  Functional Literacy for Adult Women (FLAW): The scheme of Functional Literacy for Adult Women (FLAW) was started in 1975-76 in the experimental ICDS project areas. It was gradually expanded alongwith the expansion of ICDS. By 1981-82, 300 ICDS projects were approved where these FLAW centres also functioned. However, it was decided to stop the expansion of FLAW scheme in ICDS project areas mainly due to a constraint of resources. The aim of FLAW scheme was to enable illiterate adult women to acquire functional skills along with literacy, to promote better awareness of health, hygiene, child-care practices and to bring about attitudinal changes. The target age group was 15-35 age group.

(viii)  National Adult Education Programme (NAEP): The first nation-wide attempt at eradication of illiteracy was made through the National Adult Education Programme launched on October 2, 1978. It was a massive programme which aimed at educating 100 million non-literate adults in the age group of 15-35 years within a time frame of five years. The objectives of the National Adult Education Programme were not merely to impart literacy in the conventional sense, but also to provide learners with functional awareness, which were conceived as three integral components of the skills of reading, writing and arithmetic. Functionality implied the ability to utilize and apply the skills acquired with a view to promote efficiency of the neo-literate. The social awareness component aimed at knowing, understanding and taking action on issues which affect the individual, community and society.

(ix)   Rural Functional Literacy Project (RFLP): This was the flagship programme of NAEP and was started as a centrally sponsored scheme in 1978 for rural areas. The erstwhile 144 Farmers’ Functional Literacy Projects and 60 Non-formal Education Projects were merged into it. Further, projects were added and the number of projects throughout the country in 1987 were 513, each having upto a maximum number of 300 adult education centres and each centre having 25-30 learners.

(x)    State Adult Education Programme (SAEP): The states also similarly took upcentre-based projects under the state plan funds on the lines of RFLPs.

(xi)  Adult Education through Voluntary Agencies: To ensure greater     participation of voluntary agencies, the Central Scheme of Assistance to Voluntary Agencies was revived in April 1982. Under this scheme, registered societies were sanctioned Centre- based projects for functional literacy and post-literacy, where they were allowed to run projects in a compact area.

Article by hi joiney

April 26 2010 to 30 by the China Educational Instrument amp Equipment Association Yiwu Zhejiang Provincial Education Department and the Municipal Government of The 59th China Teaching Equipment Exhibition In Yiwu International Expo Center The exhibition a comprehensive display of domestic and foreign education Technology Latest results exhibitors booth number to achieve new breakthroughs in history In addition to the conventional synthesis exhibition booth but also set up special Digital Educational resources vocational higher education pre school and school clothing exhibition and to match the new curriculum reform of scientific exploration and exhibition of digital laboratory Attracted from all over the administrative departments educational technology sector related school management Government Procurement Personnel teaching equipment dealers and international trade buyers Dressed many famous manufacturers debut which Wuyi Machine tool Equipment Manufacturing Co Ltd is a constant stream of people visited Machine Tool Manufacturing Co Ltd Wuyi Booth Wuyi Machine Manufacturing Co Ltd is a professional export oriented production of machine tools was founded in 1958 by the end of 2000 restructured the original machine tool factory in Wuyi become private enterprises More than 400 employees more than 60 engineers and technicians engaged in research and development of high technology products account for 15 of mid level technical personnel With Zhejiang University Shanghai Polytechnic University and other schools to build good Cooperation Relations 2000 through ISO9001 2000 quality system certification 2098 was approved as a self export enterprises years successively provincial city and county as Technology Star Enterprise the contract and trustworthy enterprises excellent private 100 quality of trust units and the taxpayer The company has precision guide rail grinding bar grinding pot super sound hardening machines digital boring OEA three machine tool measuring machines and other production of key equipment and testing equipment and has a complete set of machine tool production process Covers an area of more than 110 000 square meters in 2008 a breakthrough 100 million yuan output value total assets of more than 100 million yuan The main products of ordinary lathe precision lathe CNC lathes CNC milling vertical and horizontal machining centers machining centers gantry 24 varieties and specifications of the machine sold to Sweden Germany and other European countries the United States Canada Indonesia and other Southeast Asian region certain market share In addition to export products outside the company and by the Jiangsu marine Transport International Ningbo machine Shandong machinery and equipment silk importer Zhejiang Machinery amp Equipment Import amp Export Agents companies export more than 10 companies and the remaining more than 10 domestic provinces and cities With an annual output capacity of 5 000 machines Company follows the quot strict management skilled in quality the courage to open up to the world quot entrepreneurial spirit one mind and exert higher level 59th China Teaching Equipment Exhibition is the international trade and business city in full display characteristics of a modern education scientific and cultural feast its rich technology content the presentation of an unprecedented scale and the exhibition process we can feel the tremendous development of Zhejiang Education results it is the teachers and students within and outside the industry to expect to be concerned

Article by Patricia Hawke

If you are not up-to-date with scientific developments, you probably have not have heard of the process of converting gas to liquids. It might not sound like it could apply to many people, but in fact it should appeal to everyone. This newer method of using our natural resources to our advantage could be the key to less reliance on foreign energy sources, resulting in lower gas prices. The gas to liquids process is the first step to having an alternative to oil, so some understanding of it among the public is helpful.

In the gas to liquids process, natural gas is converted to liquid fuel, which can result in both regular gasoline and diesel fuel. The main goal in gas to liquids is to turn natural gas into longer-chain hydrocarbons, which create gasoline.

The most common production method is called the Fischer-Tropsch process, which begins by partially oxidizing methane, found in natural gas, to form a combination of carbon dioxide, hydrogen, and carbon monoxide.

Catalysts must be present for any change to occur, as they create a chemical reaction without being consumed by it. In the Fischer-Tropsch process, the catalyst is cobalt, which will react to create a long hydrocarbon chain. Once the liquid fuel is created, it must be refined, with any impurities removed, so that it can be classified as a clean fuel.

The environment in which the Fischer-Tropsch process takes place must be correct in order to garner the desired result. For this reason, it is usually pressurized and at a high temperature, though too high of a temperature can lead to methane instead in this delicate process. Therefore, having the proper environment is of utmost importance when it comes to obtaining the best results in the gas to liquids procedure.

The Fischer-Tropsch method has been around since the early 20th century, and researchers have been perfecting it since its inception. It is a complex technology, and now it can definitely be of use to us as soon as everyone understands its benefits.

One of the main advantages of the gas to liquids process that many consumers might not know is that its result is nontoxic and biodegradable. It lacks harmful substances like sulfur and nitrogen, and it can be made from any hydrocarbon available. That could include coal, gas, or even trash, which means there is no danger of running out of this type of energy. The United States has plenty of building materials for this product, which means we could stop relying on other countries for the majority of our fuel. Gas to liquids could singlehandedly help the US take the first step toward being more self-sufficient than ever before.

The gas to liquids process can also make diesel fuel, not just regular fuel. The diesel fuel is also nontoxic, with no smell since it is made simply of carbon and hydrogen. This product can also ensure that newer engines that use diesel will pass emission tests, as it is much better for the atmosphere than typical diesel fuel. In fact, its natural base makes it better for the environment and for engines. A product like this probably sounds like it would be expensive, but it is cheaper than current fuel because it is less expensive to obtain. Finally our country has a chance to use its natural resources rather than buying energy for our cars from another nation.

The gas to liquids process can save everyone money due to the abundance of its building blocks, such as coal and cobalt, to name a few. Not only can we use our own naturally occurring substances with the gas to liquids process, but we can also transport the product easier than oil. Natural gas is far less expensive to move than barrels of oil, which alone could save plenty of money since we will not have to rely on heavy-duty transportation methods to get it to its destination. The savings obtained by the companies that make the fuel will be passed down to the consumer at the pump, which is a benefit that anyone can get behind these days.

With the economy being as bad as it is it’s hard for anyone to get jobs. It’s even harder to find jobs for felons. Many felons have found that even if they have paid their debt to society, and have completely rehabilitated themselves, no one wants to take a risk on them. But, there are ways to find a job for felons. One way is to get more education. If you have more education, and are qualified to do a useful job, then you are much more likely to find a company that is willing to take a chance on hiring you.

One of these fields is mobile communication technology. These days, more and more people are accessing the Internet anywhere but home. There is a wealth of wireless devices that can access the ‘net. Everything from mp3 players to wireless appliances can go online, to be more functional, and make lives easier. An entry-level job for felons in the field is an excellent idea.

Support positions in mobile technology are in growing demand, because as more people use those wireless systems, they are going to need maintenance. Maintenance includes making sure that servers work, and repairing any problems with those servers. Without the servers, there is no connecting ability to the internet. A different job for felons would be field tech. With this job, you would go out and directly with customers, giving them support and troubleshooting as needed.

If you need a job for a felon, and are interested in working in the IT field, especially mobile communications, you need to get some training. it is recommended to get at least an associate’s degree. There are schools that offer specialized programs throughout the country. Some of the classes include basic electronics, introduction into mobile communication technology, and Linux networking. This last one is important because many servers use Linux based operating systems. You will also learn IP, as well as taking classes in mobile communication devices, so that you are familiar with devices of all kinds. If you are good with computers, and interested in finding a good job for felons with heavy potential for advancement, this is the field for you.

SUPERMATH, a new analytics conference ( http://www.supermathconference.com ) slated for November 10 at the Del Mar Marriott, features demonstrations of cutting edge technologies and keynotes by national analytics thought leaders for a day of provocative presentations and futuristic insights designed to inspire, educate and promote collaborations.

A public expo of cutting-edge analytics technologies, bioinformatics, business intelligence and practical applications in everyday life will be showcased in four industry “neighborhoods” – Risk, Security and Fraud; Healthcare and Medicine; Media, Marketing and Social Networks, and Energy, Infrastructure and Clean Tech.

Among the 20 technologies to be demonstrated are:

SPAWAR (ship and fire identification and mapping) — The RAPid Image Exploitation Resource (RAPIER) uses advanced image algorithms to detect, classify and map ships and identify and map fires using high-resolution satellite imagery. It is a valuable tool for first responders, disaster response coordinators, maritime law enforcement, and port authorities.

SANDAG (traffic optimization/management) — Demonstrates how traffic simulation works in conjunction with an $ 8 million grant received to implement Integrated Corridor Management (ICM) to study the operation of the I-15 freeway corridor as a single multi-model system as opposed to separate assets. Shows how simulation can impact planning a region’s infrastructure decisions, and how information is leveraged in optimizing roadway operations and policy-making.

UCSD LISA (driver prediction system) — The Laboratory for Intelligent and Safe Automobiles (LISA) explores innovative approaches to making future automobiles safer and “intelligent.” Its research considers issues in sensing, analysis, modeling, and prediction of parameters associated with drivers, occupants, vehicle dynamics and vehicle surroundings. LISA will exhibit recent advances in predicting driver behaviors and intentions. In collaboration with automakers Volkswagen and Nissan, LISA has implemented a next-generation Driver Assistance System.

SmartDrive (driver safety analysis) — The SmartDrive Safety system uses in-vehicle recorders to capture video, audio and vehicle data to analyze driver behavior for fleet vehicles. Advanced algorithms model and predict driving behavior, enabling companies to identity and coach the drivers most at-risk for a collision or adverse event.

“We are very excited to be showcasing many of the new and innovative analytics applications being developed in the San Diego region,” said Conference Chair Tom Clancy, a director of the San Diego Software Industry Council (SDSIC) and Managing Director at Tao Venture Partners. “These applications are being used to analyze and optimize everything from traffic flow and roadway operations to laboratory research and wildfire burn rates and directions. San Diego is prolific in producing cutting edge research, analytics innovations and talented teams. This conference brings that story to a wider audience. It is designed to educate business and the general public about the significant roles and possibilities analytics present for creating a healthier, safer and more efficient world.”

Conference keynote speakers include: energy-policy analyst, transport economist and environmental activist Charles Komanoff, recently featured in Wired magazine; Cheryl Max, Director, Functional Capabilities, World Wide Demand Programs, IBM; Dr. Eric Topol, a pioneer in advancing individualized and wireless medicine; and Pamela Scanlon, Executive Director of San Diego’s Automated Regional Justice Information System (ARJIS). Others include Michael Victoroff, M.D., Chief Medical Officer for Parity Computing; Amy Chui, Vice-president of Risk Analysis and Management at Sempra Energy, and Revathi Subramanian, Director of Research & Development with the SAS Institute, Inc.

Bob Slapin, Executive Director of the SDSIC which is organizing the conference, said, “Software analytics companies have multiplied and evolved to create a nationally significant cluster in San Diego. More than 100 analytics firms call San Diego home – small, medium and large. And this doesn’t count the numerous additional companies using analytics as an integral part of their on-going operations. Analytics is an amazing source of good-paying jobs for our region and the nation, and it continues to grow rapidly.”

ABOUT THE SAN DIEGO SOFTWARE INDUSTRY COUNCIL

SDSIC is one of San Diego’s oldest and largest trade organizations for regional software companies, related technologies and services. The Council supports the entrepreneurial spirit within the local software and IT industry by providing a forum for the exchange of ideas, business intelligence ( http://www.supermathconference.com ), bioinformatics, sharing of resources and promotion of industry goals. More information about SUPERMATH can be found at http://www.supermathconference.com .

For additional information: Nancy Davis 619-770-7605

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Article by Becta

Article by hi joiney

2010 4 28 -30 days, by the China Educational Instrument & Equipment Association, Yiwu, Zhejiang Provincial Education Department and the Municipal Government of The 59th China Teaching Equipment Exhibition Zhejiang Yiwu International Exhibition Centre, the exhibition a comprehensive display of domestic and foreign education Technology Latest results, exhibitors, booth number of new history to achieve breakthroughs is a teaching instrument and equipment exhibition in China since the largest exhibition to display the contents of the most abundant next exhibition. Global Interactive Whiteboard Leader days Shibo (TRACEBoard) brought its latest products and R & D results to participate in this event, and its exquisite technology and thought leadership for the national primary and secondary classroom Education Information Building to bring the perfect application of digital interactive teaching platform “for every class pass” comprehensive solution. Days Shibo the 59th Educational Equipment Exhibition reassert pilot style During the exhibition, popular overflowing, Tin Shi Bo (TRACEBoard) of the application of digital interactive platforms, advanced design concepts, the world’s leading interactive technology and innovative interactive experience, so many visitors stop days Shibo become the focus. Days Shibo (TRACEBoard) platform for digital interactive teaching classes in communication engineering is the optimization solution. It provides customized hardware and software configuration. Network access conditions under the class, school and area information environment, with different computing devices, display devices, recording and broadcasting equipment and auxiliary Peripherals And conduct meet the local conditions of multimedia interactive learning, the overall improvement of teaching quality and efficiency; to achieve all-round high-quality multi-level resource sharing. The central, provincial, local levels of quality education, teaching resources and access to every class, is to achieve balanced development of basic education, an important strategy for achieving education equity initiatives; the establishment of all-digital interactive classroom learning. To-day Shibo (TRACEBoard) interactive whiteboard as a carrier to realize digital interactive teaching, the promotion of teaching philosophy, teaching methods, teaching methods and a series of changes in teachers from imparting knowledge to complete those (teachers) to the knowledge of the guide (teacher) role, to achieve quality education. Stimulate students interest in learning, creating autonomy, mutual aid, explore new modes of learning; build beneficial long-term comprehensive development safeguards. Including the integration of multi-level technical services, teacher training, project research, and promote professional ability of teachers to enhance students learning to enhance and promote the basic education curriculum. Perfect solution can not do without a strong technical support. Tin Shi Bo (TRACEBoard) powerful resource service system, leading Shuangbi touch technology, intellectual property rights of private Software TRACEBook4.0 applications for the digital interactive learning platform to provide effective technical support. Days Shibo (TRACEBoard) powerful resource service system is a standard, specification, characteristics of local education with basic education resource library, support the classification of different formats of teaching resources management, and teaching resources to meet the different versions of the individual needs, According to pedagogical features interactive whiteboard to provide elements of resources, integration of resources, dedicated interactive courseware. Leading Shuangbi touch technology to meet the day Shibo excellent HIKey technology, different users in different locations on the whiteboard to write or operate at the same time, two “T’s” Come, let students and teachers to share effective interaction. The latest software with independent intellectual property rights TRACEBook4.0 days Shibo (TRACEBoard) interactive whiteboard complete application environment in the classroom can be achieved on site generation courseware and interactive activities make teaching more efficient interaction of home. Advanced concepts, its own production, independent intellectual property rights, days Shibo this interactive era of information processing Expert Over the years concentrated interactive technology, continuous innovation. Persistence of deep plowing the field of education information, in order to promote China and the world of digital interactive teaching to make outstanding contributions. The industry’s most authoritative exhibition of stunning debut, once again pilot development of the industry. Us even more reason to believe: the world’s leader in interactive whiteboard days Shibo

Education comprises of many notions encompassing all aspects and spheres of human life. It includes from normal routine life to highly sophisticated technologies like satellites and space. The principles, theories, processes and administrative setups of the institutions and all the available sources and latest technologies of information, contribute enormously in the system of education. Although the evolution of education started from the struggle of humankind for existence, enlightenment and prosperity; but at later stage it became recourse of competition. It has led students for rote learning and cramming. 

Basically the education has two parts; the first part is of general type which provides with information to acquire knowledge for social and systematic life. And the second part is the specialized one; in this the teachers strictly follow certain predefined rules, regulations and syllabi to impart more and more knowledge and understanding comprehensively. It helps to produce the best talents in different fields.

But at present rampant commercialization of education has become a curse and surfaced in the form of deteriorating environment of study in most of the private institutions – with ostensible profiteering mindset of investors. Variations are imminent in different regions in different countries with different administrative setups. At this juncture it is suggestible for the governments to look into it and formulate policies if necessary from the root level to produce effective change and eliminate disparity. 

Another area of education is related with literacy of women. The condition of education of women is quite different from men in many countries. Here men fully appreciate good advantage of good education for themselves and deny the same in case of women. But they fail to come up with convincing reasons for the exclusion of the women from the privilege of good education. Whereas as a conviction it can be said that education would help ladies in performing womanly duties in more efficient manner. It is because education involves knowledge of means, health may be preserved and improved, and it also enables a mother to go through the books and obtain information from literatures to rear up her children. On the contrary in the condition no education she will have to depend upon the advices and information sought from others.

Also one of the mother’s duties is the education of her children at the time when their mind is most amenable to instruction. A child’s whole future life to a maximum extent relies upon training and information which he receives in his childhood. And in this phase of child’s life an educated mother does discharge the role of a good teacher, which an ignorant mother will fail to do. Considering all these aspects and premises education must be made mandatory for women. For this to achieve the government NGOs and social activists should realize their role and come forward.