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Greetings
from
news.desk
Every day, in
millions of classrooms around the world, the universal endeavour of teaching and
learning takes place. The right to literacy is passed from one generation to the
next, along with love of learning and thirst for knowledge. When knowledge is
shared, skills are gained and lives can be changed.
International
Teachers' Day is held annually on 5 October to celebrate the essential role of
teachers in providing quality education at all levels. It represents a
significant token of the awareness, understanding and appreciation displayed for
the vital contribution that teachers make to education and development. It also
commemorates the anniversary of the 1966 signature of the UNESCO/ILO
Recommendation Concerning the Status of Teachers.
Over 100
countries observe the International Teachers' Day. Public awareness campaigns
are launched on this day to highlight the contribution of the teaching
profession to the society in particular and the world in general. International
Teachers' Day acknowledges the efforts of teachers in an increasingly complex,
multicultural and technological society. It is a day on which students, parents
and community members can demonstrate their appreciation for the contribution
that teachers have made to their community. It is an occasion to commend the
essential role of teachers in providing quality education at all levels.
We
are the citizens of the country where the guru-shishya tradition has been
celebrated since time immemorial. Let us honour our teachers today.
In this edition
we have
- Our
Guest editor, Sunita John - Principal of Auckland House School at Shimla
writes ‘Purpose of Education’.
- Our
Business Editor, Mr. Melwin Braggs with his views on 'Importance of
understanding finance'.
- I share
my views on 'Universalization of Secondary Education'.
- Web
links on the happenings in the education industry.
- You
could know more about Develop Schools' services, the itinerary of our
associates for you to benefit from during their visit to your locations.
- We
conclude with unfurling the topic of our next issue. Send us your articles
if your entry is selected we will cover your article in our forthcoming
newsletters.
I now invite
you to read on and send us your feedback / suggestions. After all we
improve when you assist us.
Feel
free to FORWARD
this newsletter to your Trustees / Managing
committees / References.
Sincerely,
Rita
Wilson
Chief Editor
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Our
Guest Editor - Sunita John
Principal
Auckland
House School, Shimla
Today
we are all part of a fast paced world, with the best in technology and numerous
opportunities to spread our wings and prove our worth. We want our children to
be achievers and thus we strive ahead in our quest for excellence. How do we
define excellence? Is it a sum total of marks or grades obtained? What about
those who fall short of this yardstick? Somewhere along the way we seem to have
changed our priority as character builders.
 As
teachers and school leaders we often fail to consider the broader picture about
what we are trying to achieve. In fact, a belief about the central purpose of
our work in schools is still being contested. Perhaps, this is because our
fundamental beliefs about the purpose and function of education have been
blurred in our race for league table positions based on exam results. This
places school leaders who hold a broader view of the purpose of education in a
dilemma for the purpose they give to education is often quite different to
meanings assigned by others.
The
Bible says, 'train a child in the way he must go and he shall never depart from
it'. Therefore, as educationists it becomes our responsibility to make children
aware of their own strengths and limitations and create in them respect for
human beings, sensitivity to the feelings of others, an altruistic attitude
coupled with honesty and humility.
There
is a need for School leaders to ensure that the School is a happy place to be in
despite the pressures of present day extensive curriculum and cut throat
competition. The basic needs of a student must be met, while the curriculum -
formal, informal and hidden - must enable the students to discover and develop
their physical, intellectual, social strengths and abilities.
We
should endeavour to make education child-centered yet, value-based, rather than
just result-oriented, encouraging children to choose careers in keeping with
their interests and ability. Let us join hands to produce sensitized youngsters
with a vision, people who would stand out in the crowd as ideal nation builders.
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Do
I, as a Principal need to understand finance?
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-
Melwin Braggs
,
Business
Editor
Do
I, as a Principal need to understand finance?
No
I
am an academician with years of experience behind me. My in depth
knowledge of curriculum and the decades of teaching has got me to this
chair. I am not a commercial person, let this be the trustee's
responsibility.
But
Now
I am the head of the institution, I am responsible for
curriculum-teaching-results and also operations-salaries. Will the
knowledge of finance assist
Maybe
Let
us understand some aspects of finance which impact school leaderships.
Capital
Investment: funding for school property, funding for capital works
and funding for special activities, trusts or fee-paying students
Teachers'
Salaries: as principal you are responsible for ensuring that the
level of staffing for the school meets the levels confirmed by the
Ministry of Education and is in line with terms of employment agreements
Operational
funding: funds to cover all school running costs,
including the wages of all non-teaching staff, property maintenance,
classroom materials, purchase and depreciation of capital items, leases
and rentals and all staff professional development
Keeping
the accounts: as principal, you and your board of trustees
need to feel sure that you can account for all money coming into the
school and how it is spent. Generally, schools use a financial
management software package. Keeping the accounts involves, therefore, a
data entry process so that all your necessary reports are easily
generated. As a significant community business, it is very important
that your school pays all monies due on time and in full to maintain
healthy community relationships.
Tax
obligations, Schools need to meet their tax obligations on a regular.
Make sure staff knows that tax invoices/receipts are essential records
of expenditure.
Preparing
the budget: Good financial practice means managing money and money
processes so that the budget and the school's strategic plan are
aligned. Budgeting is an important process that allows for some
delegation of financial tasks and responsibility within larger schools.
Reporting
on and reviewing school finances: regular monthly and annual
reporting is a key part of keeping your financial systems secure and
successful.
Review
routines: Reviews provide the security of knowing from month to
month and year to year the state of your school's financial systems.
Ensure they are carried out thoroughly and in accordance with the
required time frames.
Do
I, as a
Principal need to understand finance?
YES
We
at Develop Schools can help
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Universalization
of Secondary Education
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- Rita Wilson, Chief Editor
(Ex Chief Executive and Secretary, ICSE)
If the challenge of the twentieth century was to provide a system of schooling that would ensure basic minimal education to the masses, the challenge of the twenty-first century is twofold. Today, the notion of literacy is no longer restricted to reading, writing and numeracy. Education should develop in each individual the knowledge, interests, ideals and habits whereby he can find his place in society. Education must be conceived as a process of growth. Only then can it become a preparation for life.
Education is one of the most powerful tools in shaping the destiny of a nation and its people. Since time immemorial, education has been a determining factor in the progress of human civilization. It is through education that a qualified workforce can be created, that is capable of adapting to new technologies and to the new emerging demands of the workplace. Education fosters economic development, creates social opportunities for all sections of the society and plays a major role in shaping our lives and life styles.
Of late there has been growing emphasis on Universalization of Secondary Education. The socio-economic and cultural changes that have taken place the world over have put new demands on the education system. Also, the demand for quality education at secondary level has been growing due to increase in enrolment and retention at primary stage and upper primary stage. According to a general definition given by UNESCO, Secondary Education belongs to an amorphous zone that lies between basic education and higher education. Secondary education is a step for pupils between the ages of 11 or 12 and 18. At this level, pupils are expected to broaden their knowledge and experiences from the basic level and prepare for work or higher education.
Universalization of secondary education requires extensive expansion of schooling facilities in all parts of the country. A minimum level of quality in the teaching learning process needs to be ensured for this. There is a need to create suitable educational environments, renew educational methods and contents and modify the traditional structures of secondary schooling. As contemporary societies become more complex, the scope of what constitutes basic education tends to become broader.
Secondary Education in India must prepare the youth for making informed decisions with regard to their career and life choices. It must contribute to the development of their potential and their ability to be valued by, and to value the world around. If access to secondary education is selective, it undermines the rights of those excluded, and its potential to make substantive contribution to national development in a changing world will be thwarted. In expanding secondary enrolments, it is crucial to make sure that no discrimination along gender, ethnic, geographic, or socioeconomic lines is made. All eligible youth, independently of gender, race, religion, socioeconomic status, level of ability, etc., need to be provided access to learning opportunity.
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