Education Charter International


Chairman honoured with Doctorate
10/10/2009, 9:59 am
Filed under: World
International Tamil University honors Sir Vikrant Singh with Doctor of letters

International Tamil University honors Sir Vikrant Singh with Doctor of letters

Founder and President of International Tamil University Dr Selwin Kumar has honoured Sir Vikrant Singh Chairman of CCLP Worldwide with Doctor of Letters (D. Litt.) in recognition of his effort towards Higher Education sustainabilty for youth worldwide.

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8 Comments so far
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Horny Chair,
This is another feather to your cap. Keep the flag flying.

Congratulations.

Comment by Sunny Inegbu

Honorable Chairman,
congratulations on this honorary doctorate, which your activities and your engagement involvement help.
Best regards from Germany
Peter Gummersbach

Comment by Peter Gummersbach

1
La educación como modo de progreso y calidad de vida. Postulados: a) La formación humanística, científica, tecnológica y artística de profesionales b) La preparación de profesionales que contribuyan al desarrollo cultural mundial. c) La afirmación de los valores humanos y solidarios d) Ofrecer oportunidades de educación primaria, secundaria y universitaria a sectores menos favorecidos de la población mundial utilizando tecnologías de la información y la comunicación (TIC), que permite superar las barreras de tiempo y espacio y ofrecer un modelo educativo basado en la personalización y acompañamiento integral del estudiante. e) Preparar a los estudiantes a enfrentar el mercado de trabajo y poder ser ciudadanos útiles a la sociedad. Las entidades de educación se deben regir en su actividad por los siguientes principios: a) La libertad de pensamiento y enseñanza, encaminados a la búsqueda de la verdad. b) La libre expresión, opinión y crítica, dentro del marco de la ley y los reglamentos internos. c) La realización de las actividades propias de un claustro, libre de las corrientes políticas. d) El rechazo a toda forma de violencia, intolerancia, discriminación y sectarismo político o religioso. e) El servicio a la comunidad. Son fines: a) Conservar, acrecentar y transmitir la cultura universal con sentido crítico, creativo y constructivo, afirmando los valores nacionales y rechazando el sectarismo político.

Comment by JENARO

BUNYORO-KITARA POR LA EDUCACIÓN

La educación debe tener como misión: a) La formación humanística, científica, tecnológica y artística de profesionales b) La preparación de profesionales que contribuyan al desarrollo cultural mundial. c) La afirmación de los valores humanos y solidarios d) Ofrecer oportunidades de educación universitaria a sectores menos favorecidos de la población mundial utilizando tecnologías de la información y la comunicación (TIC), que permite superar las barreras de tiempo y espacio y ofrecer un modelo educativo basado en la personalización y acompañamiento integral del estudiante. e) Preparar a los estudiantes a enfrentar el mercado de trabajo y poder ser ciudadanos útiles a la sociedad. Las Universidad como princio fundamental se deberían regir en su actividad por los siguientes principios: a) La libertad de pensamiento y enseñanza, encaminados a la búsqueda de la verdad. b) La libre expresión, opinión y crítica, dentro del marco de la ley y los reglamentos internos. c) La realización de las actividades propias de un claustro, libre de las corrientes políticas. d) El rechazo a toda forma de violencia, intolerancia, discriminación y sectarismo político o religioso. e) El servicio a la comunidad. Los fines de las Universidad y objetivos: a) Conservar, acrecentar y transmitir la cultura universal con sentido crítico, creativo y constructivo, afirmando los valores nacionales y rechazando el sectarismo político. b) Formar profesionales con bases humanísticas, científicas y tecnológicas de alta calidad académica, de acuerdo a las necesidades del desarrollo y transformación de las estructuras del país. c) Formar investigadores profesionales en los campos de las ciencias, humanidades y tecnología para fomentar el conocimiento de áreas vinculadas al desarrollo nacional e internacional.

d) Desarrollar en sus profesores, estudiantes y graduados, el conocimiento de la realidad nacional e internacional así como el compromiso con su problemática y el afianzamiento de los valores éticos y cívicos. e) Extender su acción y sus servicios a las diferentes instituciones sociales, promoviendo el desarrollo integral del hombre. f) La enseñanza, promoción, estudio, fomentación, investigación y complementación de las necesidades formativas del mundo profesional a niveles superiores.

g) Poner en conocimiento al alcance de todos, sin condiciones de tiempo y espacio. h) Facilitar la formación personalizada a lo largo de la vida.

i) Fomentar la educación primaria y secundaria.

j) La educación primaria junto con la secundaria debe permitir una formación suficiente para integrasea la formación tecica y superior universitaria.

k) los cliclos de formación unual deben apoximarse al grado universitario de Graduado Universitario de cuatro cursos de duración, 60 créditos y entre 25 y 30 horas por crédito, por curso con un total de 4 años 240 créditos y un proyecto final.

l) Permitiendo la posterior formación de postgrado para los Master de un año y dos años entre los 60 créditos universitarios y los 120.

m) Los doctorales profesionales y científicos entre 2 a 3 años, con el mismo montante de créditos 60 créditos y tesis final.

n) La formación Profesional, de Tecnico Superior, debe de acentuarse en un cliclo de dos cursos (2 años) despues de terminada la secundaria, lo que permitiría la incorporación al mundodel trabajo o la formación superior universitaria o) Con la determinación de poner la metodología al servicio del aprendizaje.

Representative of the Kingdom Bunyoro Kitara worldwide (AKKBK) CLBG

en el Reino de España.

Jenaro Romero Pastor

Comment by Jenaro Romero Pastor

STRATEGIC QUALITY AS A TOOL FOR TRANSFORMATION IN HIGHER EDUCATION EXCELLENCE AS BASE.
The challenge: “The higher education has given ample proof of its viability over the centuries and its ability to change and bring about change and progress of society. Given the scope and pace of change, society tends to increasingly rely on knowledge, reason that higher education and research that now forms a fundamental part of cultural, socio-economic and ecologically sustainable individuals , communities and nations. Consequently, and given that it has to face imposing challenges, higher education itself has to initiate the transformation and renewal more radical than we’ve ever had in front, so that contemporary society, which is currently experiencing a deep crisis of values, can transcend economic considerations and incorporate deeper dimensions of morality and spirituality the UNESCO. Moreover university higher education raises as Bologna in its criteria of uniformity in their curricula, and comparison of qualifications within the European Community is a need for integration into the world of work and equal opportunities, contenplando as it can not be otherwise training throughout life and professional experience accredited.  “The process of massification of higher education in the country, exacerbated in recent years has generated especially during the eighties, a student overcrowding situation, bordering on overcrowding, with the consequent deterioration in the quality of higher education.  The organization of the subsystem from its legal framework and depending on the type of component institutions, programs offered, duration and diversification, and the model curriculum offered at different instances during the last decades are depleted in the light of social transformations , culture, science and technology, both exogenous and endogenous in some countries confronting statistics and results with the most advanced countries in university education.  There is a trend in performance and efficiency marked on the curriculum and not enough preparation after completion of secondary education, difficulties in Cirta infrentarse to subjects such as mathematics or physics, as in the Institute on sometimes is not reached end good especially in derivadad and comprehensive fundamental subjects and pray not sufficiently assimilated by a large number of former students making career change career even leave the university, and make the world of work large numbers of students . And this is a big problem for both the quality of life and ability prograso a country located at the head of the leading universities in Europe and the world.  The process of financing higher education in euro area countries are struggling today by the economic crisis failing to make the changes necessary refurbishment and extension of the study sites dedicated to practices that naturally suggests the new Bologna condicionalte Plan especially in certain communities, such as Madrid-Spain, which has cut their contributions leading to the Guiding insects borrow from the bank by the delays in coming to get financing due to certain colleges, millions of euros and certain town hall of the Madrid thing that puts at risk losproyectos up and the quality of education of its citizens and the quality of education and prograso the Spanish State in certain aspects such as training and quality of life of its citizens. under the current arrangement with the state as almost the sole source of supplies leads to a recurrence fund deficit, our largest and leading universities are increasingly isolated from other economic sectors as a result of the economic crisis, register and hypertrophy low productivity in the sense of generating new knowledge, technology and more. ” The countries should be aware sectorpolíticodelos dequelademandade participation in education is increasing. Participation will help their development on the basis of references that are conducive to meaningful learning: leadership, motivation, self-management, networking, recognition and acceptance of diversity and uncertainty .. The problems of the universities is not only at home but worldwide as if they are not linked to the productive sector can not generate knowledge, technological development allows the production system, or economy of a country is prosperous in generation of wealth, or financial income, in this sense, universities should have a good capacity to assimilate new technologies and prepare for changes in this way the true profile that requires the applicant company, but one of the ways to solve developed countries is to inject more financial resources to the university system, so they can be highly competitive in the generation of knowledge or academic knowledge. In itself, there is a need for managerial effectiveness in all areas of higher education system, make the search for new models that are aimed at a change in leadership in the university, which is essential for the achievement of a total renovation all areas of education systems where these changes should be based on the new economic reality of the country. It should be a quality education which develops the personality of each individual critical and creative capacity, as well as social life in this way can be inserted into the endogenous development and global region or country thus allowing its cooperation in the economic growth. Moreover according to UNESCO, considering that a substantial transformation and expansion of higher education, improving quality and relevance and how to solve the main difficulties which assail require the signature of participation not only of governments and institutions higher education, but also of all stakeholders, including students and their families, teachers, business, public and private sectors of the economy, parliaments, media, communities, professional associations and society, and also require that institutions of higher education and political leaders of nations, in the order of autonomous regions, municipalities and the state made a deal that would harmonize equalizing economic differences, and competencies and take on greater responsibilities for with society and accountable for the use of resources, both public and private, national and international. ” It means that higher education must understand how the environment works and consider what are the opportunities, threats that are constantly subjected to discuss policy decisions in this way fully succeed in an environment full of uncertainties, changing or she must transform and bring about change, improving the knowledge that the applicant company needs ie un5
highly competitive and adaptive resource to social demands thus placing students in the forefront in the medium term and for life in a continuous process of improvement of the quality that one day will lead to excellence in the level of university education.
Ph.D. Prof. Jenaro Romero Pastor

Comment by Jenaro Romero Pastor

CONTRIBUTION: METHOD FOR RECOGNITION AS A PROFESSIONAL
In accordance with the principles of universality of rights to education, particularly its commitment to contribute to the democratization of teaching and finding new and creative ways to strengthen their academic model and link with society, this procedure aims to standardize processes to organize and systematize the learning validation and accreditation of professional experience and previous education. In this regard regulates matters relating to the definition of this type and its components, as well as general procedures for administering the accreditation process in the context of the university. By this particular legislative procedure allows the introduction of a new plan for the accreditation of learning experience and formal education, rigorous evaluation of which serves as a basis for the analysis of any expansion within our institution. PROCEDURE FOR ACCREDITATION OF LEARNING AND EXPERIENCE previous formal education PREAMBLE The ability to learn of the human being is a principle universally recognized. It is from this principle, which may explain their ability to interpret, adapt and adding products to the world. This ability to learn is developed in accordance with the experiences of each individual and learning that are acquired and are the result of formal and informal experiences offered by the medium. The evolution of society seems so dependent on human beings are able to learn for themselves and to be able to learn from others. The skills developed and acquired learning are evident when individuals are attitudes, knowledge and skills that allow us to understand situations, implementing appropriate action and resolve problems of cultural context. Higher education as an institution has among its purposes, the training and development professionals and senior technicians. Consequently, universities are responsible for systematizing a series of learning experiences, whose purpose is to train and develop individuals in different fields of human knowledge. The senior technicians, professionals and academics accredited by the society to work in different fields, are currently the result of a process of formal schooling, in other words, in order to become professional should be admitted to a program, you must take and pass the prescribed courses, must be approved the number of credits provided and also meet the total requirements for graduation. It is a fact that the formal schooling process has borne fruit. However, higher education, in its role as a social institution, has underestimated the fact that this initiative to formalize and systematize the lessons learned from experience, on many occasions, has originated from individuals who have been the product of non-formal . For example, the pioneers of a significant number of university courses have had extensive experience and a broad domain of their field, without necessarily having completed formal studies. These people are called self-taught and some of them have served as university professors. A historical reality that has been reiterated in the present turns out to be the fact that occasionally when the universities are in the need to provide new training options, from recruiting persons who have acquired learning from experience in the areas concerned and credited to the teachers for new careers. A considerable number of renowned experts, a product of their experience and their contributions to the arts, literature and science have been credited not only as teachers but, broad and deep mastery of their fields hamerecido the recognition and titling and university degrees. In particular, it has proceeded in fact to validate and demonstrate learning acquired through experience. The alternative for the accreditation of experiential learning offers an opportunity to identify and rescue self-taught individuals involved in the production of a social context where the arts, literature and science, parallel with the technology, make it evolve faster each day. This reality of a changing world, aimed at achieving a universal, forcing universities to generate new alternatives present to respond to needs that society demands and maintaining that lead institutions responsible for preserving the cultural identity. The existence of a form that validates and proves systematically learning from experience will enrich the practice of the academy in the fields of teaching and research. Those who demonstrate that their experiences have produced authentic and relevant learning in a particular context of art, humanities, science or technology, can then make their originality, creativity and knowledge to the traditional processes of university academia. This initiative is also be a cutting-edge response to the challenges of the contemporary world and the next millennium. Is proposed for the first time in the international academic community, the International Universality and rights to education, the mode of experiential learning accreditation, in order to offer a choice of joining the college application than for those individuals who required evidence of learning within the curriculum of a career. This arrangement will strengthen one of the main reasons for the existence of the University: to contribute to strengthening the democratization of higher education. In the international community precisely for that we are interested is the first instance or are interested in a proceeding of this nature. It seems that this initiative is explained by considering that the sciences and the arts, in fact more closely linked to, to experience, to habilidadesespeciales and innate talent, which in turn produces concrete results that can be valued. This procedure aims to regulate the actions needed to organize and systematize the validation and accreditation of experiential learning in those academic units where it decides to incorporate this modality. The university professor agent organizes the general procedures for managing the accreditation and validation. Complementary to this procedure, each academic unit should draw up a manual of specific procedures, enabling legislation to bring the general to the particular case of every college major. OBJECTIVES OF THIS PROCEDURE. This procedure aims to standardize the actions needed to organize and systematize the validation and accreditation of experiential learning in those where it decides to incorporate the accreditation form and organize the general procedures for managing the accreditation and validation. NATURE OF THE ACCREDITATION OF LEARNING FROM EXPERIENCE The accreditation of experiential learning is a form of system of recognition and comparability of studies, degrees and diplomas of the University. ACCREDITATION FOR THE PURPOSE OF EXPERIENCE The accreditation of experiential learning is done in order that the applicant applicant can be incorporated into an existing curriculum at the University and thus have the option to continue with the curriculum portfolio for graduation. ACCREDITATION FOR THE PURPOSE OF EXPERIENCE The accreditation of experiential learning is fundamental purpose, formally validate those that result from learning experiences in an informal context. The scope of accreditation of experiential learning objectives are the accreditation of experiential learning: a) Provide the University of an instrument that can increase the democratization of the right to higher education. b) Provide an alternative for incorporation into undergraduate and postgraduate studies at the University after the initiation, continuation and renewal of higher level studies. c) Give formal recognition to intellectual creativity, originality and discipline those spontaneous self-taught individuals who have been able to learn and make significant contributions to society. d) Make, for the enrichment of the practice in academia, the contribution they can offer the experiential learning of applicants who are incorporated by this process the university world. Definition of accreditation of experiential learning “Accreditation of learning by doing ‘process that involves the organization, systematization and validation of learning acquired in non-formal and are relevant for college because they can be considered implicit in the professional profile a particular curriculum. Experiential Learning SYSTEMATIZATION The systematization of learning from experience is organized through the so-called Curriculum Vitae that the applicant made with the aim of demonstrating that learning is authentic and that are relevant to the objectives and profile of the Curriculum referred to the race. DEFINITION OF CURRICULUM VITAE Curriculum Vitae is one whose purpose is for students to systematize their learning from experience and organized in a portfolio to demonstrate the authenticity and relevance of the data in relation to the curriculum and career profiles to which it aspires. DEFINITION OF PORTFOLIO ASSESSMENT Assessment Portfolio is hereby named the document resulting from the Curriculum Vitae, in which the applicant includes the following: history of personal information, the list of the learning experiences generated and the respective documents. DEFINITION OF VALIDATION OF LEARNING Validation of experiential learning is defined as a mechanism for individualized evaluation analysis, which allows learning state claimed as authentic and relevant. DEFINITION OF A REAL LEARNING Learning is authentic when it can be inferred, through the documentary evidence that learning occurred. DEFINITION OF A SIGNIFICANT LEARNING Learning is defined as relevant if, when tested, it is shown that such learning is identified in the objectives and the professional profile of the curriculum of the race referred.

Comment by Jenaro Romero Pastor

Regar Honorable Chairman:
Congratulations.
Jenaro Romero Pastor

WITNESS (COLLEGE)
De Bircham on Jenaro Romero Pastor I want to express publicly, as a graduate of Bircham International University, the quality demonstrated in the long period of studies as a student first Expert course, later in undergraduate and graduate eventually getting my Ph.D. both in Electrical Engineering and Industrial Engineering, both exquisite administratively, for the class teachers, and Table rectory, the promptness in the answers, and tips to bring to conclusion my projects and thesis, and finally manage to overcome get my doctoral degree. I remember with great affection and gratitude of my graduation day, as the head of the industrial area Higinio Dr. Menéndez Milanés, congratulated me on my good grade in my dissertation on a 3.5 4. Also my thanks for the invitation of Bircham International University, at various congresses and conferences, as a graduate student at the university. The knowledge and specializations from my studies at Bircham International University, have opened a world of opportunities, educational and professional for me in different areas and countries. I offer my gratitude, respect and consideration for the team of teachers, doctors, professors, and employees of Birch International University.

Comment by Jenaro Romero Pastor. Prof. MS.c. DS.c. Ph.D

ENTERPRISE-CRISIS AND EDUCATION (INTERNET INFORMATION)
1
Between two epochs

1.1-A mass without democratization
The massive extension of the duration of studies following the Second World War has not been
casual, could place its origin in the current economic conditions (1945-1975) is
economic transformation feed a growing demand for training and education. States
mission took the natural wider access to education and secondary and to a lesser extent,
higher education. With this we are talking about overcrowding and the democratization of
Education, though the level of access is highly effective for all social categories, not
thereby decreasing relative inequalities.
2.1-
Adapting teaching to economy crisis
The economic crisis that broke out in the mid-seventies, marks almost everywhere
Europe a brutal slowdown in growth of investment in education. Although there is
expected in the mid-eighties to end up admitting that economists
crossed over the period of change and instability deepens.
This was a redefinition and reorientation of the concept of mass education and, in a thousand
nine hundred eighty-nine, the lobbyist employer’s ERT published its first report
about teaching, two points proclaiming “Education and training are () investment
strategic importance to the future success of the company. From that moment the technical development
industrial and European companies clearly requires an accelerated renewal schemes
and education programs. “Throughout the nineties, others need further reports
patron recommendations as to how to adapt the systems as a whole
lifelong learning for economic and social challenges. The guidelines
These reports will resume in the analysis of the OFEDEE, white papers committee
European publications and local governmental employers.
Essentially, they come to say that to better tailor teaching to the current requirements
economy requires flexible networks of “educational initiatives”, “training centers”
diversified and differentiated, adaptable institutions, agile and competitive situation between
yeah.
This means that the education system must conform to provide young people with the minimum
skills that enable them to adapt easily to changing jobs and working environments.
For the rest, especially the school must instill “knowledge to be,” Chambers
workers want them-disciplined and respectful citizens with the institutions

existing. They must be adaptable and autonomous, able to retrain themselves, assuming
personal expenses. Shall also be “flexible” in the field of social relations:
loyal to their company and willing to adjust work schedules to the demands of production.
Obviously all this has much more than the general knowledge that the school has
traditionally sought to provide young people. In the realm of structures, is promoted
schools themselves become more flexible to adapt more easily and more
quickly (by the pressure of competition) to rapidly changing labor market.
1.3-
The new distribution of labor market
From the point of view of the democratization of education, the consequences of this
desguarnizacion are disastrous. The school fitness company means more choice and open a
gap between the different branches of education, is no longer necessary as was echo massify
so far, labor market situation has changed completely. Moreover Crisis
the desguarnizacion of work have generated many “jobs”, in precarious jobs
absolute need or a high rating or a level of general knowledge too high.
It is true that requested engineers and technicians with increasingly higher scores and more
specialized, but at the same time, it runs a greater mass of labor for “everything”: the
competent and flexible enough to be productive, and enough numbers and private
education to be lax.
1.4-
Commodification of education
Education for all member countries of the OFEDEE, represents the last major
market, a fabulous treasure of eight hundred seventy-five billion per year, ie
as well as the global automotive market.
This is where the scene of new information technologies and communications, used
as the “Trojan horse” in the assault of the anti-public education. The development of these
technologies in the context of strong international competition, it needs to scale effects
can reach their full potential. If the world of education and training do not use them,
the European market will take too long to become a mass market.
5.1-
The true face of the budgetary authority
Adequacy school industry, the higher ranking, commodification. This strategy is a triple
often accompanied by an austerity budget, which helps to stimulate
competition between institutions, networks and, therefore, adapt to market requirements. The
rationalization requirement leads to abandoning the “less important subjects”, ie
those that do not correspond directly to the market demands.
The lowering of the quality of education, following the desfinanciación leads families
searching for their children alternative forms of education: private schools, but also CD-

roms cultural entertainment, books, educational software, online distance classes. In summary,
all lead to the privatization of education. The austerity budget becomes
alibi of a policy which leaves open the right to an education of high-level
everyone and handing over his capital so that it can get a double advantage: selling
profit of knowledge and direct control of the knowledge, skills and behaviors
inculcated in future workers and consumers.
2 – All competing

2.1-The school to serve the economic war

Provide industry and services, working women and adapted to the requirements of
modern production has become the most important functions of a
education after year. In these conditions, all, business and political leaders are
disagreements: the primary task of the European school is to be the support of the European enterprise.
To do this, the first must bow to the dictates of the latter.

‘Systems of education and training, experts say the European Commission,
“Contribute to European competitiveness and to maintain employment, if adapted to
the characteristics of the company in 2000. “The school has become a provider”
human capital “for business.

2.2-The era of flexibility

The really new element within the new role of teaching is the emphasis on
the “replacement rate” of the professions, is extra demand for flexibility which involves
more radical reforms, with emphasis on the capacity for change and adaptation on the values
cognitive.

The ephemeral nature of knowledge should be read in conjunction with the instability of jobs.
Today, in a country like France, precarious employment affects more than 70% of young people to
beginning of their working life. For its part, the European Union estimates that workers igu7almente
“Must change and adapt increasingly to acquire new skills, and that this strategy
improvement of skills for the union is the only way to take on the challenge of
adaptation to new environments. ”
2.3-The logic of the market

It often blames the acceleration of technological change the disappearance of jobs for
lifetime. But technology often serves as an excuse. The requirement of flexibility appears
increasingly seen as a double product of the crisis it is undergoing a capitalist economy.
Some people must be flexible at work, while others must show extreme
flexibility in finding a new job, this is what the market demand, and this is what
to be provided by school-teaching.

2.4-Does the employability create jobs?
The main argument which attempts to justify the close alignment of teaching to
needs of the economic environment, is unemployment. “The main preventive strategy” against unemployment,
OECD says, “is to ensure that young people are completing their schooling,
skills, knowledge and behaviors that make a worker is
productive and employable. “The European Round Table of industrialists, the most powerful group of
Old employer’s pressure, comes to say that “the causes of high rates of unemployment
Europe, or at least its increase () must be sought in the inadequacy and the archaism of its
training systems. ”
This claim is untenable. The investigations take place within the framework of the theory of
“Human capital”, put on show a correlation between education and positioning
individual in the employment market. On the contrary, and despite numerous attempts, have never
allowed to observe a correlation between the general level of training and the overall volume
employment.
The discourse on “the shortage of skilled labor” almost always indicates an increase
employer requirements in periods of crisis. The very existence of a high rate of unemployment
encourages employers to impose increasingly harsh conditions in the contract. Around this
The European Commission claims that its programs of “modernization” of teaching “will allow
two million people acquire new skills which can not be if not encourage
eg employment prospects. “Actually, these two million new skilled workers
come to strengthen the labor reserve “employable.” Hence a new pressure on
wages, working patterns and social protections for those with or seeking work. Y
also begin to know now that they were poorly paid and insecure jobs few
qualified. And long term producibility gains, linked to a tight formation with
and training time “in the workplace” significantly reduced lead
inevitably, as any gain producibility, the destruction of jobs. In
current operating conditions in our economy, school-business alignment is not
a factor conducive to social progress, if not the factor of impoverishment and
unemployment.
3 – Skills and employability

3.1-The adaptability to all

A flexible workforce is a multiskilled workforce, mobile, and recyclable. The worker
modern confronted constantly changing due to competitive obligations must
integrate into new environments whenever the occasion demands. Then, the company requested the
education system to develop precisely the skills that promote this flexibility,
This ability to adapt the worker.

3.2-Goodbye to knowledge

From this point, the employer assigns less importance to the knowledge transmitted by the
school than the worker’s ability to acquire new knowledge according to their
needs, cognitive objectives of education are relegated to the background.
“Characterized by an increasingly fierce competition and extraordinary flexibility
professional, our society needs more adaptable workers and increasingly capable of
play different kinds of work, “says a report by the Eurydice network
European Commission. So what is restricting the right to education, the right to all
the saver.
So what should be taught? The European Commission distinguishes between two types of skills that are
be developed to meet the needs of the new economic context: “we must insist
only basic education, as well as a bundle of skills that foster innovation. ”
Basic education includes mainly the literacy and numeracy. While
skills that foster innovation, it is a set of technological skills,
social and organizational measures should allow the worker to adapt rapidly to any change
environmental or labor organization ability to acquire new knowledge and
skills, learning to learn throughout life.
The transmission slipped saver to the acquisition of competence to promote the
adaptability no doubt explains the tendency to reduce or soften the content requirements
programs.
Educate the 3.3-worker
The worker or the worker must not only be able to integrate in an environment Hyperflexible,
also must be willing to join such an environment, ready to accept this heavy demand.
It is not a question of capacity. Will – Or the destruction of all will? –
also involved. In addition to professional skills, we must instill therefore certain types
of “social skills”, ie a behavioral skills.
Growing concern about future workers to socialize joins other media wish
leaders: the more you use school as a place of learning “citizenship.” Other
words, the demands of flexibility, which are at the bottom of the economic reproduction is
reconciled quite well with those of political and ideological reproduction of our society.
These social skills, these “values” are called transverse, as explained by the OECD
“Through various school programs, their development contributes decisively to
carrying out various missions of education, make the individual a good citizen,
encourage their personal development, to make aware of their rights of society and its duties
towards it, to ensure their employability. “It is feared that with the ongoing reforms” good
citizens “to become citizens especially submissive.
3.4-In the sources of expertise
Over the saver to the skills, education is a reflection of an evolution

parallel organization of the labor market. The way of adapting a school-based employment
qualifications is to be traced, or at least impulse, the will to plan
labor training after the second world war. The qualification involved both the
identification of specific training programs and wage setting vaharemos
guaranteed. In the current context, marked by rapid and chaotic, needs
labor qualifications system appears as a brake on development.
3.5-The employability, a vague concept
References to the skills lost ground to the concept of employability
much more diffuse. Employability is, however, the accumulation of skills vague
that supposedly guaranteed the ability to take up employment indeterminate, but without this
capacity is never recognized or rights it entails. We must prepare workers not
pursue a specialty, if not to become permanent.
3.6-Toward a modular certification
The European Commission White Paper on Education and Training experience suggests
new track, which is to recognize partial competence, ie, replacing the title by a
modular certification. “It’s not about qualification in the broad sense,” but of powers
purpose of basic knowledge and professional individuals. ”
This “individualization” of teaching at risk, however, to enlarge
The gulf that separates the children from mixed social backgrounds regarding access to
knowledge.
3.7-Learning throughout life
The requirement of flexibility associated with the increasing pace of renewal of knowledge and
competence involves a very strong demand for training. “Learning along the
life, “this” retraining “responds to a large extent, to a requirement of an economic nature”
it “allows the company to acquire the comprehensive skills needed to maintain employment
and strengthen competitiveness. ”
The worker has to be efficient, cost effective, compliant, flexible and mobile. For this reason he should be willing to
“Learning throughout life” what his boss wants him to learn. And that has the capacity
to do so.
4 – E-learning

4.1-The role of New Technologies and Information
communications
of

On the one hand it is familiar from the earliest ages to the future worker or
working with the computing environment which will undoubtedly encounter in their workplace. It is not
computer training, but to ensure the rapid acquisition of automation and simple gestures
the new work environment requires. The ephemeral nature of these jobs so-called “no
qualified “requires the worker to be productive immediately. Not to mention, for the pattern,
having to bear the financial burden of learning carried out for many days. From
when all young people acquire the basic mechanisms at the school, the employer
need taught, or have to pay this qualification. But it is also prepared to
consumer to the new economic environment.
For the Roundtable of European Industrialists, introducing these new technologies in
school “as a fundamental subject of education and training” must ensure:
1.
2.
A universal computer literacy in the emerging information society.
The emergence of creators, providers, operators and users
competent in the field of information technology.
If the terms “responsible users” refer to workers who are already immersed in
NTIC environments, means that the “universal computer literacy” should be erected
probably the “man in the street” as a consumer.
4.2-When pedagogy encourages sales
Again, teaching is just an excuse. It is essential that the programs
teaching, the Cd-Rom and Internet, whole sectors of education are beyond the faculty and
public authorities, to fall into the scope of commercial companies.
The entry of computers and new information technologies and
communications in the classroom represents not only an important direct. Also at issue, a
means to stimulate indirectly girders of the students and their families, the overall market
European information technology and multimedia. “Employers look at the opening of school to
techniques, a golden opportunity to attract future customers, modeling their behavior
respect to the media or even to guide their future decisions. ”
Alain Falck, director of the division of business, education and investigation of Microsoft France.
“On one hand, it is such a market which, like the Company, on the other, we think
will have the effect of promoting the development of new technologies in France. Our goal was
impose as widely as possible our Windows platform. “Understandably, the
pedagogy, in fact, is nothing but the wretched excuse of powerful interests profit.
4.3-What is the EU?
The different services of the Commission to promote the development of software programs
European education, two, do so in close contact with the media production business.

“The European market is still too limited, too fragmented, the number still
small users and creators penalizes our industry. Instead, the multimedia sector and
New media services promised us a quick boost. This has two claims
: on the one hand, to help Europe to access the schools as quickly as possible s the
information technology and communications, and secondly, to encourage development and give
our market the dimension that our industry needs. ”
This is the reason why the European initiative in this matter would finally reach
quickly a sufficient number of users () and begin the formation of a true
European educational multimedia market. ”
“If the world of education and training do not use them, the European market be long
become too mass market and the expected evolution of education and
Training will be conducted by others. ”
“Using the very limited amount of public money as a catalyst to support and sustain
private sector activity. ”
4.4-Mystification pedagogical
The educational arguments do not flourish only in the ways of the information. Enough
teachers and educators are seduced by the discourse employer when this claim unless
more knowledge and skills. Pedagogical reflection which flourished in the seventies
certainly opposed to just reasons to some encyclopedic and a retreat from reality
often characterized the traditional school.
When certain people in the intellectual sphere preached today, the abandonment of classical training
and reduction programs, on behalf of the education and benefit of children,
can hardly deny that in an economic context and almost no incentive to
general rise in educational levels, this is an excellent way to keep
inequality, ie to ensure the success of their own sons and daughters. Without doubt, the calculation does not
always so cold, so conscientious in the minds of affluent families. But when they accept
Light school, knowing that their children will always find a way to fill in
other sites these gaps and also knowing that others will not have that luck is what,
but a way of continuing to injustice?
But the reform that the media want to promote economic education currently is
an entirely different nature. Do not attempt to tie theory and practice to better assimilate
supplement the knowledge and skills through. On the contrary, what is it
replace the general cognitive objectives for the acquisition of specific skills: the
ensuring worker productivity.
4.5-A false altruism

European entrepreneurs claim that “we need to educate people and not robots” and that
mission of the school can not be “reduced to the preparation of youth to take up visas
immediately put in the labor market. “We should not fall into the trap of this
humanistic discourse appearances. When ERT states that “the fundamental mission of
education is to help each individual reach their full potential and become a being
complete human and not a tool for the economy, “which means, simply, is
that employers no longer need the same kind of “tool for the economy than before.
Now the tool should be more malleable, more versatile and more sensitive to the competitiveness of
“Their” company. “The acquisition of knowledge and skills must be accompanied
a character education, a cultural openness and accountability stimulus
social “. The desire to see the school is a labor-image of their desires not
disappeared from the catalog of the employer’s claims.
5 – Business Education

5.1-Higher education: the assault on the ivory tower

The most clear-this rationalization process is the deregulation of higher education. In
Europe is a tendency to reunite the higher education institutions in size
small (university or not) in a regional framework around some edge materials, some
specific research fields, depending on economic and regional context.
These new “poles”, are called to build strong relationships with industry and
private companies. They should also contribute to the training of the workforce more
highly qualified.

To meet these objectives, they are asked to higher education institutions to turn to sources
funding “alternative” independent of the state budget, assuming some
cases, more than a quarter of its annual budget, grants, research contracts, for
service or control and patronage by firms, public authorities or the Commission
Europe.

The other source of funding called “clients”, ie students, in the “Newspeak”
institutional That is called “responsible” and “to place the student in the center of the process. It
a concept that places the individual at the center of a learning process that develops
throughout life, and where the funding goes – and is partially insured, by the
student () through school fees or for subsistence, or even taxes
withheld income securities.
In instances such as the OECD usually cited and Higher Education Australia Echem
(HECS) as an example: each student pays directly to the fourth part of their studies for
obtaining the first degree of higher education. In New Zealand, a system
loans that can be returned in monthly installments, from time earnings
the person who has obtained a minimum beyond titillation marked by the law, has allowed
covered in 1995 to 80% of the overall costs of higher education. In Britain also

has replaced the system of grants for a loan.
All European countries have visibly reduced public spending per student in
higher education over the past years. The new model of higher education
proposed in France by the Attali report, each university will be evaluated every few
time and receive media according to its merits and outcomes. Also advocates a “contract
Teaching “established between the teacher and the university.” Its realization will determine
granting of certain commodities. “In the Spanish case, the LOU also aims to bring the model
Business at the University, directing the expenditure of public money into the races, “profitable”
for businesses and encouraging the establishment of private training institutions.
The increasing autonomy from the state is accompanied, paradoxically, a
abruptness of cohesion at European level. Several initiatives have been already undertaken by the commission
on behalf of the European mobility. On the 800th anniversary of the Sorbonne, 25 May 1998
initiated by the French minister of education, Claude Allegre, a group of four countries launched
a joint declaration on “the harmonization of the architecture of the European
higher education. “A new stage was overcome in Bologna, when ministers of education
of 29 European states, among which were the states of the European Union, the
European Economic Area, Switzerland, the Baltics, Bulgaria, the Czech Republic, Slovakia
Hungary, Romania and Malta, signed a Joint Declaration on the European Space
higher education. ”
Towards the privatization 05.02
The Declaration of the Sorbonne and the Bologna Declaration intended to “enable universities
cope with the changes in the social landscape, economic and European education. The
opening of competition means that the consumer (the student) actually has the possibility of
choose your college. I can, for example, to change schools during their studies. Without
However, certificates issued today by the European universities is still too
different. Harmonization is necessary therefore for those who want to break the “monopoly”
national.
Moreover, by searching the category of better qualified workforce, employers want
benefit from a selection field as broad as possible, this requires a
European standardization of degrees, presenting itself as the method to “defend the
positions in universities, European on the world market. “But precisely to the inclusion
of knowledge in the euro area, banks and the economy.
Under pressure from the combined forces of the market, the advice of bodies
supranational and deregulation policies of national governments under the pretext of
“Management excellence”, universities are gradually transformed into common enterprises
commercial purposes. Its activities are centered in the search for “clients” and funding sources
able to sustain its development potential.
“Universities must focus on a priority basis to determine their niche in the market.”
Both in the subjects taught as basic research, neglected or abandoned

areas which do not lead quickly to profitable applications.
In this war between competitors, inequalities can only increase. The process
hierarchy has accelerated and in higher education. On the one hand, universities high
level, deliver a superior quality education and select their students through
tuition fees levied and entrance examinations. In the lower part survive centers,
often public, wide open, under-funded and considered of poor quality.
The internationalization of higher education and its openness to competition in a context of
structural refinancing and directly lead toward privatization. Privatizing total?
No. The markets are only interested in what is potentially profitable: the teaching of
elites who have the means to pay or can anticipate sufficient revenue, “the recopilation
web-internet-consideration-information”.

Comment by Jenaro Rosemary




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