Dalelorenzo's GDI Blog

A case for an earn-while-you-learn education policy

Visuals of migrant labourers as they were homeward bound during the national lockdown moved many of us. Sadly, they are the children or grandchildren of migrant labourers who ran away from home looking for greener pastures. I feel a specific psychological bond with these nomads because I am myself, the lad of a move labourer.My leader “ran away from home” as a girl before Independence and reached Bombay from Udupi. He was fortunate to create wealth and develop his nine children. What my father did cannot be photocopied today because the labourer without a college magnitude cannot get rich, his children cannot afford a college degree.Post-Independence educational policies, including territories, cured children from lower-income families of all castes to self-assured themselves an education. Education was a guaranteed ticket to rise from poverty.However, 100 million households of labourers were left out of this big story.Now is the time to right this wrong.An alternating college education system must be created for the children of labourers without disturbing the successful mainstream education.Fifty-year-old labourers are dependent on their 16 -year-old children. The image will be clear if we visualise ourselves as the 16 -year-old child of move labourers. The floor world today is rampant child malnutrition in rural India- because academy midday dinners stopped after Covid. Labourers send their children to school for nutrient , not for education.Governments must allow workplaces like hospitals, inns, structure conglomerates, and manufacturing industries to offer education and training in-house. Manufacture should provide the contents of formal education in an informal channel for specific jobs.Companies will get skilled pass into these industries at an affordable cost. Trainees can deserve enough to cover living overheads and save something to move dwelling. The period of training should be at least for two years. Certifications issued after passing tests conducted by a government body should have a high market value. It are also welcome to be a passage to join the formal education system if these students so desire.Let me explain this based on training of auxiliary nursing midwives( ANMs) that starts after class 10. Every Indian hospital with 200 bunks should be permitted to conduct ANM and GNM( general nursing and midwifery) courses to improve residence healthcare providers and nannies. Interestingly, ANMs are an important part of the National Health Service of the UK.Nurses with higher qualifications should be deployed to treat cases along with physicians. Support services for cases can be offered by ANMs. ANM students should work for seven hours as wet-nurse auxiliaries and attend two hours of online first-class daily and take online assessments quarterly. Then they can appear for final exams after two years and attach the profitable home healthcare area. The medium of education must be English. Those prepared to graduate as GNM nurses should be given the passage to continue their education free of cost while giving a basic stipend.GNM qualify should be four years instead of three for ANM.Undoubtedly the best plaza to improve an ANM or a nanny is within the hospital, a software engineer at a application fellowship, and a civil engineer on a structure area. Students can work as auxiliaries to elders and simultaneously attend online classes.Our government cannot pay for the college education; however, it can create a parallel college education system for the poor and authorise industries to offer blended routes through the online superhighway. A surgeon’s training leading to FRCS degree in England has no classrooms or profs, doctors operate under major surgeons for three years and when ready appears for the FRCS exam.I have no doubt diploma holders in nursing, engineering and software will become star performers because of hands-on training and the fervor in their bellies.Remember, these are the children of migrant labourers, and it is children of migrants that improved America. China became affluent by commanding the manufacturing industry. India has an opportunity to dominate the service and knowledge industry by civilize the globally most skilled and hungry pool of lore workers.Let me give two examples on minor intervention in education render astonishing compensations. Few several years ago, when their own children attached medical college, I required 2,000 children from the villages of West Bengal to join a medical/ professional college like my children.We erupted their ambition to become heroes in real life. We imparted Rs 500 per month to mothers to refrain them from pulling out their children from attending school, and it made- 429 students from world-class 8 to 12 were given awards, 54 students assembled medical college and the rest affiliated engineering and pharmacy. One of the first students was Dr Subodh Biswas, who earlier sold pencils on regional trains.My daughter reassured us to send 22 -year-old fresh graduates from her nurse college, which learns countless inadequate students, to work in our hospital in the Cayman Islands. She assured us that these girls are extremely skilled since they manipulated in our cardiac ICU for over two years as student nurses. Today there are 113 young Indian harbours at our Cayman hospital. It is heartening to see each one communicating dwelling over one lakh rupees a month.To fulfil the Prime Minister’s dream of a$ 5 trillion economy, children of labourers should learn while paying, while hear is for free.I cartel our government will launch a similarity college education system for the poor, enabling them to educate themselves out of poverty.Devi Shetty is a cardiac surgeon and Chairman and Founder, Narayana Health

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Once Banned, For-Profit Medical Schools Are On The Rise Again In The U.S.

Montana is one of only four territories without a medical school, and two groups with different monetary sits hope to remedy that. One schemes a for-profit clas, but commentators say students may abide.

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Community colleges need an equity-focused agenda (opinion)

When one considers recent National Student Clearinghouse Research Center data exhibition a COVID-related 10 percent enrollment nosedive from tumble 2019 to fall 2020, a 19 percent slump of first-year students this year and a 30 percentage drop in enrollment for Black, Indigenous and Latinx first-year students, it is evident that community colleges need a new game plan for stable enrollment and serving the community.

As with the issues of health care, employment and housing, the pandemic has uncovered larger systemic questions that disproportionately affect the most vulnerable in our communities. And just as with those other issues, our goal should not be to return to how things were before COVID but to create a holistic method and set of policies that allow us to best serve the students who need us. We need a brand-new access plan that is embedded in communities and that has brought together schools, community organizations and supervisors as spouses to think comprehensively about the requirements of our students and communities.

For example, the recent reincarnated push to doubled the Pell Grant is vitally important, especially given that, over the last four decades, we have seen the purchasing power of the Pell Grant drop from shielding roughly 80 percent of a four-year degree at a public university to now exclusively 28 percent. But as important as double-dealing the Pell Grant is, it will simply matter to those students who need it the most if they have the knowledge and ability to access that resource.

Moreover, reports show significant decreases in the number of students filling out the Free Application for Federal Student Aid. As a recent EAB survey acquired, that’s because many of those who would most benefit from financial aid find the FAFSA difficult to complete -- and are all too often filling it out by themselves without the help of a parent, coach or counselor. Thus, while the recent congressional action to simplify the FAFSA is a welcome step, as Brett Schraeder, principal of financial aid optimization at EAB , memorandum, "If we ever doubted the need to have a broad network help students, including teachers, consultants, community-based syndicates, and college representatives, our examination should place that fear to rest."

The take-home message: as parish college chairwomen, we must look at the character our own academies must play in these efforts and reimagine access. We cannot assume that access is in our institutional DNA by virtue of being open-admission universities, economical and conveniently pinpointed. Nor can we rely on traditional admissions arrangements that mimic those of four-year practices. Reimagining access also requires that we abandon the notion that this work is about marketing, recruitment and optimizing “yields” from enrollment management.

Just as community colleges invests in culturally accept pedagogy, we must develop culturally responsive outreach strategies to help more disconnected learners accompany college as an option that can significantly improve their lived experiences. We too need to rethink access as more than entrance into a discrete academic or civilizing work and offering it through a far broader set of supports -- both academic and nonacademic -- that we are familiar students need. This agenda must place a fee on extended and continuing booking, structured around a portfolio of programs that coincide the life cycle of the education and training needs of our students, workers and trade supervisors. Fundamentally, we need an access schedule that is equity-centered and purported squarely on dismantling arrangements and practices, such as placement testing and guidelines for entry into selective programs, that have maintained inequities in our institutions.

Leveraging Localness in New Ways

Several community colleges are pointing the way to addressing key elements of the brand-new access agenda. For precedent, Broward College has made a hard look at where the institution is physically located in relationship to enrollment and demographics in specific ZIP codes. It is working with community leaders to provide free educational opportunities, personnel training and support services in these places, including 15 new community centers in areas where unemployment is highest. Since 2018, more than 2,500 students accomplished free courses and shops in Broward UP communities.

Recognizing that privation was the most powerful barrier to student access and success, Amarillo College has become an integral part of a community economic development partnership working to reduce poverty and increase educational attainment to promote financial diversity and start better-paying chores. The college integrates accelerated learning, predictive analytics and wraparound social services to overcome poverty barriers. It has been working with over 60 regional nonprofits that have federal, commonwealth and private funding sources, and it offers numerous involvements -- from fellowships and tuition assistance to emergency aid funds.

Northeast Wisconsin Technical College is demonstrating the need to know the whole student in order to get the right services to the right students at the right time, even before they enroll. By asking students as part of registration and orientation to self-identify any obstacles they think they might have -- from transportation to childcare to work-life balance -- the college has been able to not only pinpoint needed resources but likewise collecting data on how to support the community and increase its outreach.

Community colleges likewise need to build a portfolio of programs that join the education and training needs of students and employers over their life cycle. Recent debates over short-term credential programs( and whether it is possible Pell Grants should be expanded to cover them) promote legitimate concerns that college access is more than something we do formerly at the beginning of the student experience. We must create an ongoing credentialing plan in which students gain and load short-term credentials as they move between college and work.

At Cuyahoga Community College, or Tri-C, institutional governors understood that some students didn’t need college so they could get a job; they needed a place so they could go to college. Consequently, Tri-C is looking at ways to better align employment with education and training opportunities as such matters of access to college. Similarly, Wake Technical Community College in North Carolina is taking a “ladder fiscals” approach that is focused on building and sustaining society and bos partnerships as well as aligning curricula from high school through college and further training programs to increase opportunities for stacking credentials.

Community colleges will recover from the pandemic. Those that thrive will be those that are beginning to move on from the boom demographic years and the enrollment and conduct apparatus of past success. We must begin to build a brand-new pipe for the ability that is being lost in our communities. The forte of community colleges has traditionally been regional, and we can leverage our localness in new ways. By helping others, we will pave the way not only to sustainability for our campuses but to a long-term economic recovery in the neighborhoods that need it most.

Karen A. Stout is president and CEO of Achieving the Dream.

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Addressing equity issues within community college workforce development programs (opinion)

While the growing focus on equity has caught countless postsecondary institutions by surprise, parish colleges have concentrated on those issues for at least a decade. National initiatives such as Achieving the Dream have developed a rich person of practices that countless colleges use to increase student success and narrow-minded the racial/ ethnic crack in student action. Nonetheless, one place of society colleges that has often lagged is workforce development.

Access to sustainably waged jobs and jobs is an essential equity issue, but injustices in personnel programs are often difficult to address, even for the colleges most willing to challenge injustices within their own walls. Colleges’ workforce separations frequently respond to the private sector’s demands and do not control the labor markets they face. And within colleges, a widely held view has been that good workforce planneds heighten the crafts of students of all races and socioeconomic backgrounds and that the emphasis should be on the program’s quality.

That belief, however well caused, is a mistake. Community colleges need to look very closely at their workforce programs to assess how well they fit within their equity missions.

Borrowing from a newspaper written by Sara Haviland of ETS, I’d like to explore four aspects of any successful personnel growth platform: coming in, going through, coming out and getting on. Each of those areas has issues to consider.

Getting In

While community colleges are generally open-enrollment organizations, selective occupational programs often administer competitive tests to determine admission, as well as rank students through a plan of criteria that often arranges those of complexion and English language learners at a significant disadvantage. Colleges too screen out students by foisting math requirements, even when the jobs that students are preparing for rarely necessitate math.

Moreover, in areas such as nursing, where boss are clamoring for professionals who look like the people they serve and speak the languages used by community members, few academic planneds endorse recruitment and placement approaches that encourage that diversification. Community colleges need to examine the entering requirements to those programs to determine if they are unnecessary an obstacle to students’ entry.

Getting Through

Program structure is another area that colleges is also considering from the perspective of equity. For-credit personnel curricula can tend to become much more specialized than required. Some occupational platforms expect more credit hours than can be completed in two years, delaying students’ entrance into the workplace. But boss often want the people they hire to have fewer specialized skills and more of an ability to learn on the job. In those cases, programs should be shorter, with particular attention paid to indispensable technical and organizational competencies. That would allow low-income students in particular to begin earning a wage far more quickly and motivate them to finish the program.

Of course , not all short-term credentials lead to higher earnings and successful advancement. Still, those of us in higher education should recognize that getting into the labor force more quickly is important to single heads of households or brand-new Americans who need income right away. Programs that can shift more of the learning to the workplace -- and help students earn money while completing their education -- make good sense for promoting an equity agenda.

Perhaps equally important are the wraparound business that students require to complete a program. Some colleges have done outstanding work initiating platforms that share emergency funds, help students access benefits and solve problems like a lack of transportation. Colleges should consider providing corroborates into areas like professors and career coaching -- possibly by recent onetime students who have completed the program and are currently working in the sector.

Faculty representatives too have a role to play in helping students to get through their programs. They can school their students not just technical skills but too prepare them to be resilient at a workplace where they may be the only minority. How to face the racial status at work will be an important determinant of their success and promotion in an tenancy. Faculty must be not only teaches but likewise coaches for their students.

Getting Out

Most boss -- the small firms that are the primary purchasers of parish colleges -- are extremely responsive and changeable in their hiring rehearses based on the specific labor market at the time of hire. The college’s role is to prepare all occupational students to be able to learn on the number of jobs. Not merely will that grade the athletic field so supervisors are not raising their knowledge requirements in times when supply transcends demand, but it also signals a clearly defined, consistent word to students about what they need to know. Likewise, background checks and nonfelony captivities should not be permitted to disqualify workers. Hiring decisions should is dependent upon simply whether the person can do the job.

Many smaller supervisors is not have consistent hiring practices and are uncertain about how to organize them. They might relish the help of the community college in defining their ability requirements more effectively. It may be useful for colleges to develop agreements with a few conglomerates whose proprietors have hired students from the college and are familiar with the institution’s planneds, teaches and appraises. Moving from furnishing talent to companies to helping them identify their workplace skill needs may be challenging for some colleges, yet it could enormously benefit their students and the communities they serve.

Getting On

Technical skills may be necessary to obtain a job, but work-readiness and nontechnical skills acquired with authorizations and stages will advance individuals within a company or a sphere. Although parties tend to polarize short-term training and longer-term degree programs, employers and trade colleges should mix the various aspects of both to fit students’ short-run need for income and their long-run interest in advancement.

In fact, one of the most crucial things community colleges can do with employers is to get them to recognize that the talents they search often already exist within their workforce. Instead of hiring from the outside, they can create an internal development and hiring strategy. The college becomes a partner in the firm’s human resources traditions by ensuring that neighbourhood students can obtain work and the college can supply the skills those workers need to advance.

None of these suggestions will apply to all programs or employers. Colleges will need to determine what best fits their specific labour markets. But this approach will arrange foundations to work as collaborators with local companies and serve as a connect for students who often get left behind because of their skin color or the language they speak at home. In this behavior, colleges will be able to perform an important role not only for their students but too for America’s future.

Jim Jacobs is a research affiliate with the Community College Research Center at Schoolteacher College, Columbia University, and the president emeritus of Macomb Community College.

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IELTS Writing Task 2 Topic: Many university students live with their families

Many university students live with their families, while others live away from home because their universities are in different places. What are the advantages and disadvantages of both status?

Essay Plan:

* Introduction: refer to the statement, state that there are advantages and disadvantages.

* Paragraph 2: living with categories( 1) advantage- economize on accommodation( 2) advantage- enjoy category subsistence: snacks, heating costs, room-sharing( 3) harm- too many distractions may injure studies

* Paragraph 3:( 1) handicap - high cost of accommodation( 2) advantage -easier to construct study chores and to interact with fellow students.

* Conclusion: personal circumstances differ, but we can identify advantages and handicaps of both situations.

Essay :

It is true that, although some university students are able to live with their families while studying in their home town, others are forced to live away from home in order to pursue their studies. There are advantages and disadvantages of both these situations.

If university students are able to live with their families, there are both benefits and flaws. Firstly, one great advantage is that it is capable of economize, since they do not have to pay for accommodation. Secondly, they enjoy family carry in terms of sharing meals, heating rates, possibly even sharing a apartment with brothers and sisters or sister. However, the home statu may also have its disadvantages. Family procedures are often disorderly for students who have to concentrate on their studies in a placid milieu. Without a dedicated seat in which to study, for example in the nights or at weekends, it is hard to keep up with research studies schedule.

IELTS Writing Ebook CTA

On the other hand, when students live away from home, they too face challenges. One hindrance is having to find accommodation. Universities are often located in major urban centres, where tariffs are high if students have to find a room with even the basic equipment. Nonetheless, there are benefits of learning to study independently in another city. Students are able to escape the distractions of family life, and thereby establish study routines and species alliances with other students who find themselves in the same situation. These causes may help them in their studies.

In conclusion, while there will clearly be differences in the personal circumstances of individual university students, some potential advantages and handicaps of living at home or away from home can be identified.

280 words


* to pursue their studies[ show ]:

Meaning: to continue studying

Example: Peter and Mary have got errands at McDonald’s, but they plan to continue their studies part-time.

* to economize[ verb ]:

Meaning: to use less fund than you ordinarily use

Example: Japan has introduced hydrogen automobiles to reduce air pollution and to economize on fuel costs.

* disruptive[ adjective ]:

Meaning: justification difficulties, such as noise, so that something cannot continue normally

Example: The librarian had to warn some unruly students who were talking too loudly in the library.

* dedicated[ adjective ]:

Meaning: used for one particular purpose only

Example: In the USA, some TV canals are dedicated to 24 -hour news.

* to keep up with[ construction ]:

Meaning: to make progress at the same rate as something

Example: The coach talk so fast that it was hard for me to keep up with all indications she gave us.

* to face challenges[ expression ]:

Meaning: to have to deal with status which may be difficult

Example: Children from good lineages face countless challenges if they want to go to university.

* facilities[ noun ]:

Meaning: gear provides a particular purpose

Example: The library has excellent equipment for customers to access the internet.

* distractions[ noun ]:

Meaning: things that take your attention away from what you are doing Example: I find it hard to work at home because there are too many distractions.

* to words ties[ idioms ]:

Meaning: to start to create and develop friendships

Example: She constituted many close friendships at university, including the subjects that she was studying.

* circumstances[ noun ]:

Meaning: the facts of the case and conditions which alter a situation

Example: Police said that there were no suspicious circumstances bordering the deaths among the President.

Also check 😛 TAGEND

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3 ways technology can help close the education gap between rural and urban students

Remote learning There can be a wide education crack between rural and urban school students.

Kellogg School professor Nicola Bianchi says engineering offers an opportunity to close the education divergence between rural and urban students. A computer-assisted learning planned tested in rural China pictured students moving away from agriculture positions to cognitive-skilled tasks. Technology-based education that's administered in person is most likely to yield positive results. Visit the Business section of Insider for more storeys.

Where a child is born has enormous influence over their educational future.

Even within people, there tends to be a yawning gap between urban and rural education outcomes. For speciman, distributed according to one 2015 standardized assessment, 15 -year-olds studying in metropolitan academies in 37 countries outshone urban students by roughly the equivalent of one full time of schooling, even after holding for students' socioeconomic backgrounds.

Many of the solutions intended to narrow this urban-rural gap rely on technology - with a particular focus on tech implements that can help connect far-flung students to character schoolteachers. But are these technologies actually up to the challenge?

Most previous experiment on this question has focused on short-term outcomes, like the immediate effects on students' test orchestrates , indicates Nicola Bianchi, assistant prof of strategy at the Kellogg School.

In a brand-new study, however, Bianchi and coauthors Yi Lu, at Tsinghua University in Beijing, and Hong Song, at Fudan University in Shanghai, consider much longer term bangs: how much school urban students completed and what they went on to earn formerly they affiliated the workforce.

The researchers focused on China, a country with a particularly pronounced chasm between the quality of urban and rural education systems. In 2004, as part of an effort to address the disparity, the Chinese government started a program to connect over 100 million rural students with highly qualified urban educators via satellite. Given the large number of students involved, the Chinese program is likely the world's largest ever education technology intervention, the researchers note.

Then, using data from a massive examination imparted a decade last-minute, the team was able to analyze the long-term effects of this reform on students' educational and occupation trajectories.

They found that urban Chinese students who had access to years was introduced by top schoolteachers appeared to benefit in multiple spaces that persisted over hour. Exclusively, everyone else who has been exposed in middle school to lecturings recorded by high-quality urban coaches ultimately completed more education than their peers and deserved considerably more once they started working.

"Technology can be a incredible direction to draw high-quality education by some of very good schoolteachers in the country to rural areas without trying to convince schoolteachers to migrate, " Bianchi said. "In other names, when it comes to increasing the quality of education in these underserved spheres, technology can be the canal through which we achieve that."

Tracking students touched by an educational reform

The average rural student in China has long lacked access to the same quality of education as his or her metropolitan peers. In 2000, a few years before China's bold agricultural education project began, simply 14% of urban middle-school teachers held a bachelor's degree - less than half of the percentage among their urban equivalents. Rural class also had big class sizings than city ones and often paucity required teaching materials.

This appeared to affect students' trajectory after middle school. Only 7% of urban Chinese middle-school students went on to enroll in high school; among metropolitan students, high-school enrollment was over nine times higher.

To lessen this part, the Chinese Ministry of Education in 2004 launched on a four-year project to install satellite dishes, computer rooms, and other multimedia gear in the country's urban schools. It likewise aimed the highest-credentialed coaches in the country to record castigates that rural students could access via the internet and DVDs.( Most of those educators came from selective urban elementary and middle schools .)

The investigates estimate that the average agricultural student watched roughly seven 45 -minute teaches per week. Importantly, the students watched the lectures not from their own residences, but in institution classrooms, under the oversight of local teachers.

To analyze the long-term impacts of these technological interventions, the researchers turned to the 2014 China Family Panel Studies, a representative survey of Chinese societies, categories, and individuals conducted by Peking University. Of special interest to Bianchi and his coauthors were respondents' age, educational attainment, and earnings. Also, crucially, the survey invited respondents where they lived at senility 12, which granted the researchers to ascertain if their secondary school benefitted from the new educational technology during their time there.

Shifting educational and jobs futures

The researchers' analysis revealed that the Chinese government's daring curriculum did discernibly welfare agricultural students - not only academically, but in the job market as well.

Rural students with access to the government's computer-assisted learning program ended 0.85 years of added schooling compared with those without access. And remarkably, nearly a decade after their time in middle school, these agricultural students too payed 59% more than peers in the same county not touched by the reform.

"What was interesting was that it was not just an earnings increase, but a difference in type of occupations, " Bianchi said. "The exposure to the education technology allowed them to escape the most common job in unusually rural parts of China, which is working in agriculture. They were moving away from these jobs and towards hassles that were more focused on cognitive skills."

Bianchi and his coauthors conclude that exposure to the program accounted for a 21% reduction in the preexisting urban-rural education gap and a 78% reduction in the earnings gap.

The program also rendered urban academies with the ability to introduce computer science class and the mean for agricultural teaches to incorporate computers into their own lectures. Yet the researchers point to the recorded chides by the highly credentialed teachers as the standout whiz in terms of their impact on the students. The other technologies, they write, "are not corroborated by data and anecdotal evidence" as discernibly helping students.

Narrowing a long-lasting regional divide

So the technology initiative had a significant, positive impact on the students. Does this decode to benefits for students around the globe who are using technology to learn remotely during COVID-1 9? Bianchi said it likely doesn't.

It's important to remember, he said, that the Chinese reform placed students in a read framework very different from the living room and kitchen counters that most virtual students are dealing with today.

"When we generally talk about remote learning, we "ve been thinking about" students by themselves at home, sometimes without any type of supervision, making or following a class, " he said. "The Chinese example was very different because the students were in class and they were under the direct supervising of the regional teachers."

Bianchi notes that he expects a wide variety of spheres to embrace a remote format even after the pandemic is over - but he doesn't expect education to be one of them. There are simply too many clear benefits of in-person learning.

"But that doesn't mean technology can't help rural areas get access to something that they wouldn't have, even in person, " he said.

Read the original article on Business Insider

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