 |
| Michelle Obama
Speaking to an audience of students, US First Lady Michelle Obama reminds each
one to take their education seriously — and never take it
for granted. This new, brilliant generation, she tells us, is the one that could close the gap between the
world as it is and the world as it should be.
|
First
Lady Michelle Obama attended
two of America's finest schools - Princeton University and Harvard Law
School.
"More than
anything else," she added, "meeting that 2020 goal is
going to take young people like all of you across this country stepping up and
taking control of your education."
May 8, 2010 - Bill Clinton Graduation Speech – Video & Transcript: Thank you very much, ... I am profoundly grateful
to Yale because of the things I learned, the ....
You're sitting here getting a degree from one of the greatest universities in
history.
Read More...
Education
Education
Education is the process of
facilitating learning, or the acquisition of knowledge, skills, values,
beliefs, and habits. Educational methods include
storytelling, discussion, teaching, training, and directed research...
Wikipedia/Education in Finland is an education system with no tuition fees and
with fully subsidised meals ... The Finnish Ministry of Education attributes its success to "the education system (uniform basic education ..... The result of their
research is the film, "The Finland Phenomenon: Inside the World's Most Surprising School System".
Smithsonian/“Equality is the most important word in Finnish education. ... They are eager to celebrate their recent world hockey championship, but PISA
scores, not so much. ... and physics teacher who is now in Finland's Ministry of Education and Culture.
The teachers are respected; high
talent is attracted into teaching; it is considered to be one of the most important professions.”
-Finnish Prime Minister, Matti ...
The Atlantic/Mar 17, 2014 - An interview with the country's minister of education, Krista Kiuru. ... test given to
15-year olds in 65 nations and territories around the world. Finland's ... It was clear that
children were regarded as one of Finland's most precious resources. ... What
Americans Keep Ignoring About Finland's School Success ...
Top Most
Educated Politicians in the World to Know - WiseStep
Apr 28, 2015 - David Cameron, the UK Prime Minister: David Cameron, the leader of the ... He is counted among the world's most educated leaders. 5.
The Best Education Systems In The World In 2015 | Fair Reporters
Oct 24, 2015 - Here are some of the best educational systems in the world. ... noticeable statistic about the South Korean educational system is the country is .
Apr 28, 2015 - David Cameron, the UK Prime Minister: David Cameron, the leader of the ... He is counted among the world's most educated leaders. 5.
The Best Education Systems In The World In 2015 | Fair Reporters
Oct 24, 2015 - Here are some of the best educational systems in the world. ... noticeable statistic about the South Korean educational system is the country is .
Speeches on Education
Speech on Importance of Education for Students -
IndiaCelebrating.com
First of all I would like to say good morning to the respected teachers, parents and my dear friends. I would like to speech on the importance of education which is must to know by all of us. Education plays a great role in the life of everyone all through the life. Getting proper education is very necessary to get success and happy life just like food is necessary for healthy body. It is very important to live luxurious and better life. It develops personality of the people, provides physical and mental standard and transforms people’s living status. It promotes the feeling of physical, mental and social well being by providing better life. Good education is constructive in nature which constructs our future forever. It helps a person to improve his/her status of mind, body and spirit. It provides us lots of confidence by giving us bulk of knowledge in many field. It is a single and vital way to the success as well as personal growth.
First of all I would like to say good morning to the respected teachers, parents and my dear friends. I would like to speech on the importance of education which is must to know by all of us. Education plays a great role in the life of everyone all through the life. Getting proper education is very necessary to get success and happy life just like food is necessary for healthy body. It is very important to live luxurious and better life. It develops personality of the people, provides physical and mental standard and transforms people’s living status. It promotes the feeling of physical, mental and social well being by providing better life. Good education is constructive in nature which constructs our future forever. It helps a person to improve his/her status of mind, body and spirit. It provides us lots of confidence by giving us bulk of knowledge in many field. It is a single and vital way to the success as well as personal growth.
The
more knowledge we get, we grow and develop more in the life. Being well
educated never only means to earn certificates and good salary from the
recognized and reputed organisation companies or institutions however it also
means to be a good and social person in the life. It helps us to determine
whether something is good or bad for us and other persons related to us. The
first purpose of getting good education is being good citizen and then being
successful in personal and professional life. We are incomplete without a good
education because education makes us right thinker and correct decision maker.
In such a competitive world, education has become a necessity for human beings
after food, clothe and shelter. It is able to provide solutions to all
problems; it promotes good habits and awareness about corruption, terrorism, and
other social issues among us.
Education
is the most important tool offers inner and outer strength to a person.
Education is the fundamental rights of everyone and capable of bringing any
desired change and upliftment in the human mind and society.
Thank You
Thank You
Good morning to the
Excellencies, distinguished guests, my respected teachers, and my dear friends.
The topic of my speech is education. Through my speech,
I ...
Forbes/Oct 30, 2012 - State Senator Mike
Johnston gives a memorable speech on education.
These commencement speeches may
have the answers you're looking for. ... That's what a collegeeducation is
about, according to him. ... This is one of my favorite motivational speeches because
Jim Carrey is such a good example of his ...
United Kingdom/Feb 5, 2016 - Yes, I agree
whole-heartedly that a good education is about all those
things. But each of them is dependent upon, and impossible without, ...
A speech for juniors on 'The Value
of Education.' Suitable for children, especially for ... And
experience is often our best teacher. But gaining knowledge
alone ...
I can't count the number of times I have watched
this video. It never fails to tug at my heart strings, fill me with compassion
and inspire me to keep striving to be ...
TED/First Lady Michelle Obama never disappoints
with her speeches. .... Everyone knows that good education is
...
This list provides fifteen key inspirational quotes
that are great for speeches along ... SecondaryEducation Expert
.... He is best known for his work entitled Faust...
Obama's speech on importance of education - UPI.com
Obama's speech on importance of education - UPI.com
Sep 8, 2009 - Now, I've given a lot of speeches about education, and I've talked about ... you're going to need a good education for every single one of those...
School
All schools have the job of teaching people the skills needed in everyday life.
A school of the air in Australia uses two-way radio to teach children who live on farms and sheep stations far from any town. This boy is learning elementary science by doing simple experiments in his home under the guidance of a distant teacher.
An art classroom has special supplies and equipment. It has a water supply and sink, drawing boards; storage for paints, paper, and brushes, examples of sculptures; press for printmaking. Posters and samples of pupils' work decorate the walls.
In Brazil, children attended school for free education between the ages of 7 and 14. This primary school is in a settlement area in Rondonia, in the Amazon region.
In Zimbabwe, a school uses a covered, open-air classroom to provide shade and shelter. Summer in Zimbabwe's subtropical climate is hot and rainfall is heavy.
School employees may include specialist teachers, such as a musician who trains the school orchestra, and caterers who provide midday meals.
A well-equipped school laboratory needs ample funds. This school in London receives a government grant and additional, voluntary contributions.
School is an institution that provides education. Most schools could be described as a building to which children and teenagers regularly go in order to learn reading, writing, mathematics, science, social studies, and the like. But some types of school are different from that basic description. For instance, numbers of Australian children who live on sheep stations far from any town are given daily instruction at home by means of radio or television. Their teacher is in a distant broadcasting studio. The pupils converse with a teacher by means of a talk-back radio system. This school of the airis not a building to which students go to learn, but it is a school. An infant school or nursery school has young children as pupils who may not study such subjects as reading, writing, and calculating. And what about a university in which adults enrol? Can that properly be called a school?
Therefore, to understand what school means to different people, it is helpful to answer these six questions: What school levels usually make up the schooling ladder? In what different kinds of settings does schooling take place around the world? What subjects are studied in schools? What sorts of supplies do different kinds of schools use? What kinds of people work in schools? Who controls and pays for schools?
The schooling ladder
The history of how schools get started in a community is quite similar from one country to another. The first school is usually intended for teaching beginning reading, writing, arithmetic, geography, history, and perhaps some religious knowledge. This first school that children attend usually offers what is called primary, elementary, or basic education. As pupils finish the six or eight years of primary school, they generally S transfer to a secondary school for teenagers. Secondary 3 education is often divided into two levels called junior secondary and senior secondary.
Young people who have finished secondary school at M around ages 17 to 19 and who wish to pursue more advanced studies go to higher education institutions. At this tertiary level of education, the institutions are usually called universities, colleges, institutes, polytechnics, or academies. But some of them are called schools.
Many countries have special schools for children who are handicapped by blindness, by deafness, by a very low ability to learn, or by other special problems. Special schools may also be established for students who have exceptional talent in art, music, science, or drama. Many communities have infant schools, creches, nursery schools, preschool centres, or kindergartens for children aged 2 to 6.
Many countries throughout the world have introduced programmes under such mottoes as "Life-long Learning' or "Life-Span Education." They provide opportunities for adults to attend schools suited to their occupational needs or leisure-time interests.
Countries differ in the way they divide up the years between primary and secondary school. The most common pattern in the United Kingdom is a two-tier system—primary school for children aged 5 to 11 (in Scotland, 5 to 12) and secondaryschool for those aged 11 to 16 or 18. However, about 15 per cent of children in England attend a three-tier system—first schools (ages 5 to 8 or 9), middle schools (ages 8 to 12 or 9 to 13), and upper schools (ages 12 or 13 to 16 or 18).
The Republic of Ireland has an eight-grade national (primary) school followed by a three-year junior- secondary and a two-year senior-secondary school. Primary schooling in Australia covers either six or seven years, while secondary education is divided into a junior (3 or 4 years) and senior (2 years) sequence. New Zealand follows an eight-year primary and five-year secondary plan.
In India, basic education lasts eight years, with those eight years often divided into two segments labelled primary (5 years) and middle (3 years). The subsequent four years of India's secondary education comprise a two-year lower level and a two-year upper level. Malaysia's system consists of primary (6 years), lower secondary (3 years), and upper secondary (2 years) schools, followed by a two-year form-G level.
The United States has a variety of ways of dividing up the 12 years of primary and secondary schooling, but two patterns are particularly common. The most common is an arrangement of elementary (6 years), junior- high (3 years), and senior-high (3 years) schools introduced in the early 1900's. The other arrangement is an elementary (8 years) and high-school (4 years) design carried over from the 1800's.
School settings
The school setting is the place in which lessons are taught. In all nations the most frequent setting is a classroom with desks or tables for the students, a desk for the teacher, and a blackboard at the front of the room. In large cities, there are often dozens of classrooms in the same building. In small towns, the typical primary school building may have only six or eight classrooms, one for each standard or grade. In small villages in the mountains or jungles, there may be only one or two classrooms in a school, with pupils of several different ages studying together in the same room.
In addition to these typical kinds of classrooms, schooling takes place in many unusual settings. For example, in parts of Africa and Asia nomad families live in tents so they can easily travel from one region to another during the year to find grazing land for their cattle and sheep. Children from those families often go to school in a tent, where they sit on the ground or on a carpet rather than on chairs while they listen to the teacher and work on their lessons. To educate gypsy children who travel about with their parents, some countries provide mobile teachers who drive from place to place in buses equipped as mobile classrooms.
In Arab nations of the Middle East and North Africa, as well as in Pakistan, Malaysia, and Indonesia, most people are Muslims, belonging to the religion of Islam. There are also many Muslims in India. For centuries, Islamic religious teachers have operated schools in which young people study the Islamic holy book, the Quran, and other religious teachings. Quran schools are often in a rural area rather than in a large city. Frequently students live at the school in small dormitory rooms where they study and sleep. They may pay for their education by working in the fields that surround the school or by providing some other kind of labour for their teacher.
To receive instruction, they may meet in their teacher's house or in a mosque (an Islamic place of worship). During class periods they usually sit cross-legged on mats.
In regions of Africa, Asia, and South America where no school building is yet available, a teacher may give lessons in an open field, with the pupils sitting on the ground in front of a portable blackboard. In remote mountain areas of China, a large cave has sometimes served as a school.
Typical subjects taught
In all countries the basic topics that most pupils study are very much the same. The subjects taught in nearly every primary school include reading and writing the local language, arithmetic, social studies (which are often history and geography), natural science, health education, music, art, and physical activities. In many countries an hour or two each week is also used for religious or moral education. The courses offered by a school are called its curriculum. Sometimes these subjects are all listed in the schools' curriculum guidebook, but not all of them are taught in every classroom. When teachers feel they are not trained well enough to give instruction in science, art, or music, they may leave those subjects out of their daily lessons. Or a teacher may spend so much time giving instruction in reading, writing, and arithmetic that there is no time for other subjects.
From time to time the people in charge of the schools will change the emphasis placed on certain subjects. For example, in 1990, the Malaysian government passed a law requiring every student to enrol in religious education class, thus making religious studies compulsory rather than optional as they had been since the 1960's. In contrast, legislation in Spain made religious education voluntary. At the same time, authorities in Sri Lanka required that prayers be said during the morning and at the end of the school day.
The curriculum in junior-secondary schools usually includes the same subjects as those in primary schools, but with the subjects taught at a more advanced level. The study of a foreign language and some introductory vocational education (subjects providing skills needed for a career, such as industrial arts, home economics) are often added at the junior-secondary level. In secondary schools, the curriculum typically becomes more differentiated, so that some students concentrate on science courses while others specialize in literature and languages, general university-preparatory topics, business practices, industrial arts, and the like.
In much of the world, the central government decides which subjects will be taught in all schools. This is the case in Finland, France, Greece, Japan, Malaysia, Singapore, Taiwan, Western Samoa, and many more countries. In other nations, however, the decision about students' list of studies is left up to individual states or provinces or to the headmasters and teachers of local schools. This is the practice in Australia, Canada, India, and the United States. In still other countries, part of the curriculum is determined in the nation's capital city and part in the local schools. In 1988, the UK government, for example, departed from its long tradition of allowing local schools to decide on the curriculum and established a list of subjects to be taught in all schools. The national curriculum comprises three core subjects (English, mathematics, science) and seven "foundation" sub- ! jects. To equip students with modern technical skills, the UK national curriculum includes computer education as a required topic.
Supplies and equipment
The most familiar supplies in schools around the world are desks, a large blackboard, textbooks, and a few maps and wall charts. Secondary schools and universities usually also provide special equipment for classes in science (microscopes, chemistry glassware, biology exhibits), in music (band and orchestra instruments), in art (clay, paints, weaving looms), in physical education (balls, playing fields, swimming pools), and in vocational studies (typewriters, sewing machines, electric saws, electric drills, construction tools).
Communities that are able to spend more money on supplies will increase the number of books in school libraries, will buy radio and television sets for classrooms, and will provide projectors for showing films, charts, and photographic slides. Throughout the world, computers are rapidly being added as classroom equipment. Regions with sufficient money often furnish several computers for every classroom. In some secondary schools, every student has a computer to use.
The quantity of classroom supplies differs greatly from one country to another, and even from one school to another. Richer schools provide students with large numbers of books as well as a wide variety of maps, videocassettes for television receivers, science equipment, computers, musical recordings, art supplies, business machines, and vocational-education equipment for teaching carpentry, electronics, car repair, machine- shop work, home economics, and the like. In contrast, students in communities that have little money for schools often lack even one textbook. Pupils may have no pencils or paper. It is obvious that students in schools that offer a wide range of books and equipment have a better chance to learn efficiently than do students in schools that are unable to provide even enough basic textbooks for the learners.
The profitable use of supplies in a classroom depends not only on the amount of money a school spends on equipment but also on the ingenuity of teachers in creating and using instructional materials. The following description of two classrooms for 14-year-old pupils illustrates how greatly teaching facilities may differ from one sort of school to another.
An ultramodern classroom. This classroom is in a very modern city school that has ample funds for purchasing the most advanced technical equipment. At each student's desk is a small microcomputer with a keyboard for typing information and a screen on which to view what has been typed. Students write their lessons on the microcomputer. In addition to the keyboard, a small microphone attached to the computer allows the student to enter information into the computer by talking.What the student says into the microphone appears immediately in printed form on the screen. A printer at the edge of the desk enables the student to print a paper copy of any information stored in the computer, such as an essay or story the student has composed or the student's answers to test questions. A set of earphones attached to the computer allows the student to hear music or speech stored in the computer.
At the front of this ultramodern classroom, the teacher has a larger computer—called a computer console— that is connected to all of the students' units. The teacher can transmit information to the students' computer screens, such as reading material, still pictures or moving pictures, descriptions of science experiments, or test questions. This same information can be sent to all of the students at the same time, or else the teacher can send special information to only one or two students. Therefore, the teacher is able to give particular instruction to individual learners who need special help. The students' task of writing assignments on their computers is simplified by their having an automatic spelling-corrector available in each computer.
Instead of a blackboard at the front of a classroom, there is a large television screen connected to a laserdisc player. The player is a machine into which metal discs—like large gramophone records—are inserted. Each disc contains 85,000 pictures, graphs, or charts that give items of information about thousands of topics studied in school. Any of these items can be shown on the television screen at the touch of a button. The teacher and students can select a series of items that will form a special lesson about science, history, geography, music, sports, the arts, or many other topics. The lesson can then be shown on the screen in full colour, with high-quality pictures and sound.
In addition to the laser discs, an instrument called a modem is connected to the classroom telephone, enabling the class to receive television programmes or
to display information from distant libraries on the students' computers or on the large television screen. Pupils can compose their own specially designed workbooks or textbooks by selecting segments of information from the distant library sources and printing the information on the classroom's computers.
With such facilities available, the teacher can bring much of the world into the classroom through the great wealth of pictures and charts available. Students can constantly improve their thinking and writing skills by completing frequent assignments on their classroom computers.
A school in a poor rural region. The second example is typical of classrooms found in many parts of the world, particularly in economically poor, rural areas of Africa, Asia, and South America. The facilities are very meagre. The classroom has woven bamboo walls. A few openings cut in the walls let in light. There are wooden benches and tables for the students, and a small blackboard hangs at the front of the room. In this school, the teacher and students are unusually resourceful in creating instructional materials that improve their learning opportunities.
The teacher has only one textbook for teaching reading, one for mathematics, one for history, and one for science. No pupil has his or her own textbook. The students create additional texts by copying the original four books by hand as a homework assignment. They have obtained the paper for that project by writing letters to a large oil company in the country's capital city, pointing out the school's lack of textbooks. They asked for writing paper, crayons, and discarded roll-up window blinds on which they can draw maps of their village, their country, and the world. The maps can then be displayed on the classroom walls. Because paper is so scarce, pupils write their daily lessons with chalk on dark wooden planks. They make their own chalk sticks out of material from a nearby limestone quarry.
Since the school cannot afford library books, the students have been creating their own booklets as part of their history and literature projects. One history assignment requires students to interview elderly people in the village to learn what life was like in their community in the past. After pupils write descriptions of their interviews, their compositions are bound together to form a library booklet called "Our Village History." By this same means, handwritten library resources have been created on other occasions by pupils conducting interviews about "Jobs in Our Community," "Legends and Folk Tales," "Water Supplies," "Our Religion," "Preparing Foods," "Caring for Animals," and more. The students have borrowed some books as sources of information for writing compositions that could become part of library booklets on such topics as first aid, simple science experiments, and famous heroes.
For their study of science, the students have collected and classified objects from the surrounding area, then displayed their collections as classroom exhibits. The objects include rocks, plants, insects, types of wood, glassware, fabrics, leather goods, and tools. Guided by a government booklet entitled Howto Conduct Simple Science Experiments, class members have gathered items from around the village to carry out research on such topics as plant growth, weights and measures, chemical changes, and the strength of materials.
This example indicates that even in poor regions teachers and students can improve learning opportunities by creating their own instructional materials.
The people who work in schools
Not only may communities differ in the kinds of classroom supplies they provide, but they also may differ in the kinds of people who staff their schools. The one type of person found in all schools throughout the world is the teacher. The next most common is the headmaster or headmistress (sometimes called the principal) who is responsible for scheduling classes, ordering supplies, hiring new teachers, talking with parents, and perhaps carrying out disciplinary actions against pupils who fail to obey school rules. In smaller schools, one of the teachers—often known as the head teacher—may serve as the principal.
In larger schools that have sufficient funds, additional employees may include special teachers to aid pupils who suffer handicaps, such as children who have difficulty learning to read, are hard of hearing, or are blind. Many schools also provide counsellors who offer students advice about their future educational programmes and about how to plan for an occupation in the future.
A type of employee that has become increasingly popular in a wide range of countries is the teachers side. An aide is a person who works under the supervision of a classroom teacher to help individual pupils and to assist with such tasks as correcting tests and preparing learning materials. Aides are often older students or parents who may have no special training in teaching and who learn their job under the direction of the teacher in whose classroom they serve.
In addition to teachers, schools may employ a variety of staff members—clerks, secretaries, building caretakers, and specialists in the use of such electronic equipment as computers and videotape recorders.
Nearly every nation issues regulations about what kind of educational preparation a teacher should have in order to be placed in charge of a classroom of pupils. The length of training required for entering a teaching career varies from one country to another. In developing nations that are short of funds, the length of teachers' preparation may be as brief as one year at the secondary-school level. In economically advanced nations, training can be as long as four or five years of study in a university. Less training is usually required for nursery-school and kindergarten teachers than for those who will work in the elementary grades. Secondary- school instructors are typically expected to have more training than primary-school teachers, and university instructors require the most preparation of all.
The control and funding of schools
Schools can be controlled and financed either by a government or by a private group of citizens. Throughout most of the world, the term state or public identifies schools that are organized, controlled, and funded by a government. The wordgovernment here can mean a local village, a city, a province, or an entire nation. In contrast, private means a school operated by a group of people who wish to keep the control of schooling in their own hands. The group may be a large religious body, such as the Roman Catholic church, which sponsors thousands of schools, or it may simply be a collection of parents who wish to provide a local school. Usage differs in the United Kingdom. There, a public school traditionally refers to some independent, or private, schools. However, this usage is gradually dying out.
The ratio of state to private schools can differ greatly from one country to another. For example, around 75 per cent of students in Australia attend state institutions and 25 per cent of students attend private schools, nearly all of which are under church sponsorship. In the Republic of Ireland, each primary school is managed by a local board made up of parents, teachers, and representatives of a church; most of these schools' funds are provided by the government Ireland's secondary schools are mainly private, most of them owned and managed by religious groups. About two-thirds of Singapore's schools are operated and financed by the government, while the remainder are private institutions that receive government funds to pay salaries and development costs.
For many years, schools in nations under Communist governments were entirely state-run. With the changes that took place in Eastern Europe's Communist governments at the beginning of the 1990's, however, permission was being granted by many governments to open private schools.
Schooling throughout the world has long been a cooperative effort between governments and private groups. This pattern of government and private cooperation is likely to continue in the future. Related articles. See the Education and People sections of various country articles. See also the following articles: Degree, University and college; Kindergarten; Special education; Nursery school; University; Education
Outline
The schooling ladder
School settings
Typical subjects taught
Supplies and equipment
An ultramodern classroom
A school in a poor rural region
The people who work in schools
The control and funding of schools
Questions
What subjects may special schools concentrate on?
About how long does schooling last in primary school?
What other school settings are there other than classrooms? What is meant by a curriculum?
Who decides the subjects that are taught in schools?
What is vocational education?
What sort of equipment may be found in an ultramodern classroom?
What sort of equipment may be found in a poor, rural school? What is a teacher's aide?
Which teachers need the longest training time?
YB Dato’ Seri Mahdzir Bin Khalid Menteri
Pendidikan
Holding an
Honours Bachelors Degree in Education, the Minister began his ten-year career
in the education sector as an education officer and teacher. This stint
culminated in his appointment as a principal of a secondary school located
within the interiors of Eastern Malaysia at a relatively young age of 30. In
this role he instituted key transformational initiatives as a leader in
education in incorporating best practices within the ecosystem. He then moved
into politics and quickly assumed leadership positions at both state and
federal Government levels. He has led social development and poverty
eradicating efforts as the Chief Minister of one of the largest states in
Malaysia and promoted green technology and collaborative efforts with major
industry players in basic and higher education. These developments were to
ensure that green technology and environmental sustainability form a core part
of student learning experience. As the current Minister of Education, he
oversees policies at pre-school, school and pre-university levels. In parallel,
he is now leading large-scale transformation efforts to put Malaysia as among
the world’s best in education provision.
Never too late to begin
revisions, students told
TheStar/Monday, 22
August 2016
KUALA
LUMPUR: “Never too late to start” is the message Chong Sin Woon sent to Form
Five students, who will be taking their SPM examination in October.
The Deputy Education Minister made the statement in a bid to boost the students’ confidence in the exam while encouraging them to face challenges with a positive attitude…
The Deputy Education Minister made the statement in a bid to boost the students’ confidence in the exam while encouraging them to face challenges with a positive attitude…
University
Trlnlty College, University of Dublin, is the oldest university in Ireland. It was founded in 1592.
Trlnlty College, University of Dublin, is the oldest university in Ireland. It was founded in 1592.
King Saud University, in Riyadh, was one of Saudi Arabia's first institutions of higher learning. Founded in 1957 as Riyadh University, it was renamed in 1982. Today, King Saud University has more than 30,000 undergraduate students.
Private study is an important part of most university courses. Many students do their private study in a university library.
Seminars are discussions between a group of students and a tutor (teacher). They help learning and understanding.
Graduation is a dignified and colourful ceremony at the end of undergraduate study. The chancellor (university head) or vice chancellor admits each student to his or her degree.
Harvard University, founded in 1636, is the oldest university in the United States. This engraving dates from the 1770s. It shows Harvard College Yard, the centre of the original.
University. The term higher education refers to learning institutions that students can attend after they have finished secondary school. The university is the best- known kind of higher education institution. Other kinds bear such titles as college, institute, academy, polytechnic, or higher school. However, these other titles can be confusing, since they have other meanings in some countries. For example, in most countries the word college means a higher learning institution, while in nations with a British or Spanish tradition, college icolegio in Spanish) may also mean a private secondary school. Similarly, academy may also refer to a higher education institution or to a secondary school.
Universities and other education institutions
This article discusses higher education at universities. It explains how universities are different from some other institutions of higher education. It then covers universities' role and organization, how students are selected and taught, and how they can gain qualifications called degrees.
The usual way universities differ from other kinds of higher education institutions is in the wider range of subject matter universities offer. A typical university pro- vides opportunities for students to specialize in fields of science (physics, chemistry, geology, biology, astronomy), social science (anthropology, psychology, sociology, economics), the humanities (history, philosophy, literature, languages), the creative arts (painting, music, dance, drama), and more. In addition, universities prepare students to enter particular occupations—to become architects, engineers, doctors, teachers, lawyers, agricultural experts, accountants, business administrators, and the like.
In contrast to universities, the other popular kinds of higher learning organizations (institutes, colleges, academies) usually focus on one or two special fields of learning. Thus an institute of technology specializes in science and engineering, and a college of agriculture teaches scientific methods of farming, fishing, and animal care. A teachers' college prepares classroom instructors, school administrators, school counsellors, and specialists who help pupils with learning difficulties. An art academy offers studies in drawing, painting, sculpture, photography, print making, textile design, and other visual arts. A music academy teaches students the history of music, how to sing and play instruments, and how to compose music. A military academy prepares army, navy, or air force officers. Government departments often sponsor an academy for training experts in the field of work the departments perform.
Hence, there can be an academy for a nation's census bureau, one for the treasury department, and another for the foreign service.
Organization and responsibilities
Organization. The land on which a university stands is called a campus. The main buildings on a campus usually include lecture theatres, an administration building, a library, laboratories, halls of residence, and a union building, where social gatherings are held. In some countries, university systems may have more than
one campus. The California State University system in the United States, for example, includes 19 universities and colleges.
The student body of a university is divided into graduates and undergraduates. Graduates have already received their bachelor's degree and are working for a master's or doctor's degree. Undergraduates are studying for their bachelor's degree.
The teaching staff of a university is divided into departments. Each department deals with one general course of study, such as English, mathematics, or physics. Each department is headed by a dean or chairman, who is usually a professor. Under the dean are other professors, associate professors or readers, and lecturers. Some university departments include research workers who do not teach.
Finance. University finance varies from country to country. In Great Britain, for example, the Universities' Funding Council assesses the overall needs of British universities. It negotiates with the central government a grant from public funds based on its estimate. The committee shares out this sum among the universities. In other countries, private colleges depend primarily on student fees, endowments, and gifts for their operating income. Public institutions may also have these sources, but depend mainly on state and local taxes for their funds.
Students may receive grants from the government or local education authorities to cover tuition fees and living expenses. Some students receive scholarships from universities, the government, or other institutions. In some countries, students may obtain loans to cover the costs. They may also help support themselves by taking part-time jobs while attending university, or working during holidays.
Responsibilities. In most countries, universities are assigned three major tasks—teaching, creating new knowledge, and public service.
The teaching role is aimed at making sure the world's important knowledge is passed from one generation to the next. Teaching is also expected to prepare people to succeed in occupations that require high-level knowledge and skills. Therefore, teaching is the main job of most higher education institutions.
Another major responsibility of universities is that of research— making new discoveries and creating new knowledge. In science and technology, many inventions are the result of the creative ideas of university professors and their advanced students. For example, progress in space travel, electronic computers, laser-beam surgery, and atomic energy have depended heavily on the expertise of university faculty members. Most archaeologists who explore the ruins of ancient cities, historians who reveal events of the past, and psychologists who develop new ways of treating mental disorders are on university staffs. Symphonies may be composed by music professors, and insights into political events are offered by political science professors.
Although the task of creating new knowledge falls heavily on institutions of higher learning, most members of staff do little or no research. There are several reasons. In many institutions, the instructors' hours are nearly all taken up with teaching, leaving little or no time for creative work. Furthermore, many forms of research require large amounts of money to support staff and resources, and such funds are often not available. In addition, not all university teachers have the interest or skill needed to make new discoveries.
Although only a small percentage of higher education faculty members create new knowledge in every country, a lack of research and creative activity is most obvious in countries of Asia, Africa, South America, and the Pacific islands that were once held as colonies of European and North American nations. When those territories were colonies, the local people were given very few opportunities to attend a university. After winning their political freedom (mostly in the 1950's, 1960's, or 1970's), they lacked enough well-trained professors to operate a new universities adequately. Furthermore, members of staff usually have so many students to teach that there is no time left for research. As a result, most of the world's research and creative work in recent years has come from institutions in Europe and North America and from those in several other industrial nations, including Australia, Japan, and New Zealand.
The third major responsibility of universities is to provide service to the public. They are expected to help solve immediate problems faced in their own communities. Examples are air and water pollution, drug use by teenagers, heavy motor car traffic, mental illness, inadequate housing, and food shortages, and they may deal with many other problems. In certain countries—especially in the developing countries of Asia, Africa, and South America—the public-service role of universities is often far more important than research. Developing nations, in particular, need the immediate help of universities to help solve pressing problems.
Selecting students
No country offers openings in universities sufficient for all the students who would like to attend. Furthermore, university officials want to make sure that those students who do enrol are qualified and prepared to learn what is taught. Therefore, every standard academic institution has entrance requirements.
One of the most common requirements is that a student successfully completes secondary school. It is also usually necessary to show that they studied a particular selection of subjects during their secondary-school years. For example, the required pattern of studies might include a specified number of classes in mathematics, in literature, in foreign languages, in science, and in history. The pattern of secondary-school studies may differ, moreover, for students who wish to enter a university's science division from that for those who wish to study fine arts, music, history, or languages. Secondary-school students are often advised to look ahead to the kind of higher education speciality they would like to pursue so they can meet special requirements for entrance into a programme for a given speciality.
In countries that have a school-leaving examination at
the close of secondary education, universities often use a student's examination results for deciding whether thy individual should be admitted to their institution, in other nations, either the university itself or a nationwide5 testing organization gives a special entrance examination to assess the ability of applicants to succeed in f higher education. Universities also ask for letters of recommendation from people who have known the student in secondary school. Such letters are expected to tell if the student has been hard working, honest, friendly, and ! likely to make intelligent decisions.
Teaching methods
By far the most common teaching method used in universities in all countries is the nonillustrated lecture.
An instructor standing in front of a large classroom of students either talks spontaneously or reads aloud from notes. Occasionally, the instructor may write on the blackboard in front of the classroom. The students are expected to make notes and master, if not memorize, what they have heard in the lecture. The popularity of the lecture method derives less from its proven efficiency than from the ease with which it can be carried out and from tradition. Each new generation of instructors tends to teach in the same manner as they were taught—by lectures.
In recent decades, a variety of newer techniques have! been adopted. Instructors have tried either to improve 1 the traditional lecture or to replace it with methods that f make students active learners rather than passive listeners. Among the devices that provide visual illustrations to clarify the content of a lecture are charts, maps, overhead projectors, slide shows, films, videotapes, and enlarged computer displays. Seminars, or discussions, often based on selected readings, provide opportunities! for students to exchange views with instructors and with| one another. Tutors may guide students in their studies and meet them individually to review the students' progress.
Many universities endeavour to increase opportunities for students to apply what they learn to real-life situations, so that students' experiences are not limited to memorizing formulas and listening to lectures in the classroom. Science departments traditionally have fostered such applications by assigning work in chemistry and physics laboratories and by field trips to geology and biology sites. Professors in the social sciences and humanities have also sought to increase the practical nature of their students' studies.
Open universities
In recent years a new form of higher education has been the open university. The word open in this case usually means there are no formal entrance requirements. Anyone can try. The institution is also open in the sense that it does not require that students gather on the same campus in order to attend classes. Instruction is offered by means of lessons sent through the mail or broadcast over radio and television. Students may occasionally meet at a central location to engage in discussions or take tests. In effect, learners study in their own homes and at their own pace.
The first open university of modern times was started in Great Britain in 1971 with nearly 24,000 students. Within a few years the annual enrolment had increased to 70,000. Open universities modelled on the British version have been set up in various nations. India's Indira Gandhi National Open University began in 1985 and within four years enrolled more than 54,000 students.
For instruction, India's students rely on printed materials and twice-monthly visits to one of 130 regional study centres, most of which are situated in existing educational institutions. In 1990, the Soviet Union's first open university began with 15,000 students. Several dozen other countries have adopted the open-university pattern, among them Canada, Indonesia, Israel, the Netherlands, and South Africa.
Degrees
An important goal for most students who enter higher education is to earn a degree: that is, to receive a diploma or certificate indicating command of particular skills and knowledge. The most common pattern of degrees consists of three ranks that are usually designated the bachelor, master, and doctoral levels.
To earn a bachelor's degree, students on the initial undergraduate level are required to engage in full-time study for three or more years, depending on the academic tradition of the country in which the university is located. In Great Britain and India, the length of the course is usually three years; and in the United States, four years. In Australia and Malaysia, it varies from three to six years, depending on the subject matter and the university. Typically, a master's degree is earned by one or two further years of study after the bachelor's degree. The doctor's degree requires an additional two to five years.
All three of these degrees are said to be earned, because people receiving them have mastered a specified body of knowledge. Universities also occasionally present someone with an unearned degree. Such is the case of an honorarydoctor's degree, designated by the Latin term doctor honoris causa. That degree may be presented to people who have not completed the institution's academic requirements but have distinguished themselves in some aspect of public service, the arts, business, athletics, or other activities.
History
When and where universities first began is a matter of considerable debate. In ancient Greece, such famous teachers as Socrates and Aristotle gave instruction in philosophy and science, but their teaching was not within a university setting. In those days, students did not have to pass entrance examinations or attend regularly scheduled classes, nor did they receive academic degrees. Likewise, in early India, Hindu scholars taught religious lore, but their tutorial approach could not be considered university instruction in the present-day sense.
Although early forms of advanced education exerted some minor influence over the nature of present-day education, the direct ancestors of modern universities were institutions that arose in Europe in the Middle Ages. The earliest universities were not founded as complete institutions. They grew gradually as collections of individual schools, and the conditions and dates of their beginnings remain unclear. The most prominent of the early centres were the University of Bologna in Italy, which came into existence about 1100, and the University of Paris, which developed in the late 1100's. Each evolved as a merging of separate colleges.
The original subjects taught were the seven liberal arts— Latin grammar, rhetoric (speaking and writing well in Latin), dialectic (reasoning skills), arithmetic (using Roman numbers), geometry, astronomy, and music.
Such programmes were expanded when the work of Muslims in the Middle East, North Africa, and Spain brought long-lost Greek and Roman scholarship to the attention of European academicians. The efficient Arabic number system was substituted for Roman numerals, a clumsy system that had made computation slow and difficult. Among the Islamic institutions that contributed to this intellectual renaissance was Al-Azhar University in Cairo, Egypt, founded more than 1,000 years ago and still operating today.
The University of Paris was the model on which Oxford and Cambridge universities, in England, were fashioned. At both Oxford and Cambridge, students at first lived wherever they pleased. But, gradually, they collected in lodging houses that developed into the colleges that still serve as students' living quarters and study centres.
The six earliest colleges founded at Oxford were University (founded 1249), Balliol (1263), Merton (1264), Exeter (1314), Oriel (1326), and Queen's (1340). For centuries, Oxford accepted only male students. However, after 1878 five women's societies were founded; most of them attained the status of colleges in 1926. Now colleges are generally coeducational,with both men and women students.
The evolution of colleges at Cambridge was similar to the Oxford pattern. The six earliest Cambridge colleges were Peterhouse (1284), Clare (1326), Pembroke (1347), Gonville and Caius (1348), Trinity (1350), and Corpus Christi (1352).
Throughout the following decades, a variety of Europe's most distinguished universities were established, including Vienna (1365) in Austria; Heidelberg (1386), Cologne (1388), and Leipzig (1409) in Germany; St. Andrews (1410) in Scotland; and Copenhagen (1479) in Denmark.
When the United States was still a British colony, institutions of higher learning were founded, each modelled on Oxford and Cambridge. The first was Harvard, which was founded in 1636 in the Massachusetts colony, where more than 100 graduates of Oxford and Cambridge had already settled. The second was William and Mary. It was founded in 1693 in the Virginia colony by authority of a charter from Britain's King William III and Queen Mary II. The third was Yale. Inaugurated as a collegiate school in 1701 in the Connecticut colony, Yale was then reorganized as a university a century late when schools of medicine, divinity, law, and fine arts were added.
Other colonial universities patterned after their European predecessors include McGill (1821), Toronto (1827), and Ottawa (1848) in Canada; Sydney (1850) in Australia; Calcutta, Bombay, and Madras (all 1857) in India; Otago (1869) in New Zealand; and Cape of Good Hope (1873) in South Africa. In the Philippines, two universities have a long history: Santo Tomas (1611) and San Carlos (founded 1595, university status 1948). The Technological University of Malaysia was founded in 1925 (university status 1972). The National University of Singapore, established in 1980, has its origins in the King Edward VII College of Medicine (1905).
Today, there are hundreds of universities throughout the world. Most have been created by expanding existing academies and colleges to serve the rapidly growing numbers of students seeking higher education. In formerly colonized areas of Asia and Africa, nations that attained independence after World War II ended in 1945 have established many universities to serve populations that previously lacked opportunities for advanced education. Related articles: Al-Azhar University; Bologna, University of; Cambridge University; Dublin, University of; Edinburgh, University of; Education; Glasgow, University of;
Harvard University; London, University of; Open University; Oxford University; Paris, University of; Sorbonne Yale University.
Outline
Universities and other education institutions
Organization and responsibilities
Responsibilities
Finance
Organization
Selecting students
Teaching methods
Open universities
Degrees
History
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