How Should America Handle Illegal Immigration? Essay -- American Histo

200 years prior the absolute first migrants showed up on American soil. The United States set up itself upon the idea of settlers yet an extraordinary discussion of how migration strategies will produce results goes on still today. The debate: by what means should the United States and Mexico handle lawful and unlawful migration? An ever increasing number of settlers show up unlawfully in look for a superior life. In simply the most recent fifteen years, an enormous increment of illicit outsiders went to the United States. They accept 700,000 for each year† (Nadadur 1040). An expected of 11.9 million altogether (Galston Pickus and Skerry 89). Numerous Americans feel the inverse, as though the American Dream will be lost to be decided with such huge numbers of migrants. The two purposes of perspectives increment to the power of the debate. The United States will consistently stand tall, known as a country framed by workers traveling towards a superior life. The inquiry; how does this incredible country offset the truth with the need to maintain opportunity of decision and national guideline of law? Numerous insightful and eager individuals want to carry their abilities and blessings to America. Seldom does a nation offer the benefits that the United States offers. Regardless of whether it is towards training or work the open doors are boundless. We as Americans have the opportunity to pick and to make the best of our future. Just in America where we can fantasy about being a â€Å"nobody† however in the long run we can turn into a â€Å"somebody†. Over the historical backdrop of the United States we have seen such models. Hakeem Olajuwon was conceived January 21, 1963 in Nigeria. Nicknamed, â€Å"The Dream,† Olajuwon drove the Rockets to the NBA title in 1994 and 1995, and was casted a ballot the league’s most important player for the 1993-94 season. â€Å"The Dream† turned into an Ame... ...sad, and tremendously expensive in human terms. Neighborhoods would be destroyed, families would be isolated, and another and sorry part in American race relations would be written† (90) The American individuals simply like the Mexican individuals press forward in the excursion of satisfaction and keep on looking for a superior personal satisfaction. The constitution of the United States of America states, â€Å"We the People of the United States, so as to shape a progressively impeccable Union, set up Justice, protect local Tranquility, accommodate the normal barrier, advance the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do appoint and set up this Constitution for the United States of America.† With ethics and gauges like these controlling the United States, a superior personal satisfaction and bliss will be found by both the American and Mexican individuals.

A Gathering Of Old Men Analysis Essay Example For Students

A Gathering Of Old Men Analysis Essay A Gathering of Old MenInner and Outer Images in A Gathering of Old MenIn the novel A Gathering of Old Men, Ernest J. Gaines, depicts theNovel through the eyes of individual storytellers required on the occasions of the day.The epic spotlights on a gathering of fearful dark men who at last quit running and go to bat for themselves and long stretches of suffering.There is incredible contrast between the portrayal of the high contrast people.The dark men develop through the novel and become people and delineate their inward pain.The Cajuns don't see nor understand the long periods of agony and blame that the dark men have conveyed with them.The story represents two universes, the internal world is the life in Marshall Quarters, the old dark men and their family; the external world being everything outside the Quarters, Fix, the Cajuns, and even the white individuals. The blacks have an inward family that has encountered comparable hardships and treats each other in manners that are viewed as hostile by those individuals from the outside world.One of the most unmistakable models is his utilization of the Christian names, given by their precursors slave proprietors; and their nicknames.Before each dark individual describes they are presented, Grant Bello otherwise known as Cherry (41).Throughout the whole novel every single dark individuals have an epithet where they just permit the internal world to allude to them.When Yankis admitting the wrongdoing of slaughtering Beau Griffin starts to bring down the name Yank.Y-a-n-and is rectified Sylvester J. Battly .Be certain to spell Sylvester and Battly right, on the off chance that you can (99).The name he needs printed to the outside world is his genuine name, not the senseless epithet his internal ring of companions allude to him as.These monikers they find innocuous by their friends, are hostile by o thers.When Charlie returns, presently a man, he needs to have a handle, too-like Mister.Mr. Biggs (187).This exhibits the two particular universes of the blacks and whites.The monikers are hostile whenever spoken by those outside their reality. There are consistent models through the novel that represent the nearness and contrast in the two worlds.Each of the elderly people men recounts to an account of torment because of abuse by the white man.These stories naturally separate Mapes, Fix, or even Candy from the world and lives of the men.The ongoing idea that joins these men is their story.Only on this day do they become people versus a gathering, a world with a typical thread.They became people by recounting to their story that likewise delineated the distinction in worlds.When Johnny Paul recounts to his account of the palm-of-Christians he tells Mapes, the external world, No, Sheriff, you dont see.You don't have a clue what I dont see (89).The dark men have diff..erent encounters and narratives that different them from the outside world.This is steady however the stories.To the Cajuns, the memorial park is more land, yet to the blacks its their precursors and identity.Without the burial ground, they won't be remembered.E ach of the tales is a division between the two worlds.When Charlie comes back to his reality to admit the he killed Beau, he turns into a man.And says I need the world to know Im a man (187).By conceding his activities and going to bat for himself he is proud.Although his activity is murder, he despite everything accepts the world needs to consider him to be a man.In the finish of the novel Mathu settles on the choice to ride with Clatoo and the others that enormously represents the two worlds.The internal world remains together, particularly after they have discovered their personalities. A significant number of the distinctions of the two universes are depicted by images or representative statements.Candy alludes to the old dark men as her kin, I will secure my kin (19).She isn't a piece of that internal world, conceivably separated of Mathus world, yet not the inward world in general.By calling them her kin, she asserts possession, which is far in the past.She is white and has not been persecuted by the white men for years.Luke Will and Charlie Biggs speak to the limits of the two worlds.They are the individuals that make the most ludicrous move; in this manner, they remain of the images that speak to the anticipation of progress and change.They are of two unique universes, and longs for two diverse goals.Their discourse is additionally an image of the division.When the dark men describe they talk with awful English, for instance, Chimley says Now, I aint even stepped in the house fore that elderly person begin whining at me (32).When portrayal is from Miss Merle or Lou Dimes the slang isn't portrayed.This demonstrates the degree of the division, it is even obvious in their speech.The story is set during the 1970s; in any case, while perusing the novel it didn't seem like the social liberties development had even occurred. This was genuine just in the inward world, Marshall Quarters, not the external existence where Gil and Cal, Salt and Pepper, were playing football together.It additionally depicted how Marshall Quarters is stuck previously. .u99fa142994b249ceb546c5da7bfbdba1 , .u99fa142994b249ceb546c5da7bfbdba1 .postImageUrl , .u99fa142994b249ceb546c5da7bfbdba1 .focused content region { min-stature: 80px; position: relative; } .u99fa142994b249ceb546c5da7bfbdba1 , .u99fa142994b249ceb546c5da7bfbdba1:hover , .u99fa142994b249ceb546c5da7bfbdba1:visited , .u99fa142994b249ceb546c5da7bfbdba1:active { border:0!important; } .u99fa142994b249ceb546c5da7bfbdba1 .clearfix:after { content: ; show: table; clear: both; } .u99fa142994b249ceb546c5da7bfbdba1 { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; haziness: 1; change: mistiness 250ms; webkit-change: obscurity 250ms; foundation shading: #95A5A6; } .u99fa142994b249ceb546c5da7bfbdba1:active , .u99fa142994b249ceb546c5da7bfbdba1:hover { darkness: 1; change: murkiness 250ms; webkit-change: obscurity 250ms; foundation shading: #2C3E50; } .u99fa142994b249ceb546c5da7bfbdba1 .focused content territory { width: 100%; position: relative ; } .u99fa142994b249ceb546c5da7bfbdba1 .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; content design: underline; } .u99fa142994b249ceb546c5da7bfbdba1 .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u99fa142994b249ceb546c5da7bfbdba1 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; fringe sweep: 3px; box-shadow: none; text dimension: 14px; text style weight: intense; line-tallness: 26px; moz-fringe span: 3px; content adjust: focus; content enrichment: none; content shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: outright; right: 0; top: 0; } .u99fa142994b249ceb546c5da7bfbdba1:hover .ctaButton { foundation shading: #34495E!important; } .u99fa142994b24 9ceb546c5da7bfbdba1 .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .u99fa142994b249ceb546c5da7bfbdba1-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u99fa142994b249ceb546c5da7bfbdba1:after { content: ; show: square; clear: both; } READ: Vampires, Obsession Throughout Eternity Obsession Analysis EssayThroughout the novel, the qualification of the two universes become reliably more evident.The whole novel depends on these inward and external universes that different the blacks and whites.These men were not brutal, however on this day, they didn't to get back without a battle.They were going to bat for siblings and sisters, kids, and their progenitors who had managed long stretches of torment, abuse, and disgrace.On this day they were all men, men who were glad.

How to Balance a Part Time Job and School

How to Balance a Part Time Job and School Dont Let Your Part Time Job Get in The Way of School Dont Let Your Part Time Job Get in The Way of School Who really has the time to get good grades, make money to pay for tuition, and keep up with their social life? It can be hard to balance a part time job when you need to focus on school, especially if you find yourself needing some help with homework. But it doesn’t have to be that way. How to Juggle Your Workload When Times Get Stressful When it seems like everything is getting a little too hard to handle, it’s important to remember that you’re not the only one who’s struggling to balance work and school. In fact, at least 40% of Canadian university students work at least 20 hours a week. Follow this advice and you’ll find that things can get easier. Put Your Schoolwork First Your schoolwork is the most important priority you have. Bring your homework to work and do it on your break. Get up earlier to finish your papers. If you simply don’t have time to do it, and these options don’t work for you, consider hiring a custom essay writing service to help get your work done. Get Organized and Make a Schedule Plan your day or your week in advance, noting what assignments you have due and what your shifts are that week. If you have an essay due on a Friday morning, but you work Wednesday and Thursday evenings, get up earlier and finish the essay ahead of schedule. Turn Off Your Phone One of the biggest reasons that some students have a hard time finishing work on time is because they get too distracted by the things around them, like what’s on their Facebook news feed or catching a show on television. Turn off and unplug until your work is done. Multitask Whenever You Can Today’s generation gets a lot of judgement for doing a lot of things at once and multitasking everything, but this can be a huge strength when it comes to getting your homework done. If you take the bus to work, bring your readings for the ride. Hitting the gym for a workout? Bring those readings for the treadmill. Find ways to work in extra time for your readings and to study whenever you can. At Homework Help Canada, our academic writers are here to help you if you just don’t have enough time in the day to get your work done. We offer online homework help and custom essay writing for a wide variety of subjects and courses. If you’re having a difficult time balancing your work and school life, get the help you need. Order your custom essay from Homework Help Canada now to ease the stress so you can breathe easy. References: Ruehlicke, Leah. “6 Ways to Balance School With Your Part-Time Job.” TalentEgg.ca. 29 Nov. 2012. Accessed 8 Feb. 2017. . Serebrin, Jacob. “More Students Balance School With Jobs.” Macleans. 25 Jan. 2012. Accessed 8 Feb. 2017. . How to Balance a Part Time Job and School Dont Let Your Part Time Job Get in The Way of School Dont Let Your Part Time Job Get in The Way of School Who really has the time to get good grades, make money to pay for tuition, and keep up with their social life? It can be hard to balance a part time job when you need to focus on school, especially if you find yourself needing some help with homework. But it doesn’t have to be that way. How to Juggle Your Workload When Times Get Stressful When it seems like everything is getting a little too hard to handle, it’s important to remember that you’re not the only one who’s struggling to balance work and school. In fact, at least 40% of Canadian university students work at least 20 hours a week. Follow this advice and you’ll find that things can get easier. Put Your Schoolwork First Your schoolwork is the most important priority you have. Bring your homework to work and do it on your break. Get up earlier to finish your papers. If you simply don’t have time to do it, and these options don’t work for you, consider hiring a custom essay writing service to help get your work done. Get Organized and Make a Schedule Plan your day or your week in advance, noting what assignments you have due and what your shifts are that week. If you have an essay due on a Friday morning, but you work Wednesday and Thursday evenings, get up earlier and finish the essay ahead of schedule. Turn Off Your Phone One of the biggest reasons that some students have a hard time finishing work on time is because they get too distracted by the things around them, like what’s on their Facebook news feed or catching a show on television. Turn off and unplug until your work is done. Multitask Whenever You Can Today’s generation gets a lot of judgement for doing a lot of things at once and multitasking everything, but this can be a huge strength when it comes to getting your homework done. If you take the bus to work, bring your readings for the ride. Hitting the gym for a workout? Bring those readings for the treadmill. Find ways to work in extra time for your readings and to study whenever you can. At Homework Help Canada, our academic writers are here to help you if you just don’t have enough time in the day to get your work done. We offer online homework help and custom essay writing for a wide variety of subjects and courses. If you’re having a difficult time balancing your work and school life, get the help you need. Order your custom essay from Homework Help Canada now to ease the stress so you can breathe easy. References: Ruehlicke, Leah. “6 Ways to Balance School With Your Part-Time Job.” TalentEgg.ca. 29 Nov. 2012. Accessed 8 Feb. 2017. . Serebrin, Jacob. “More Students Balance School With Jobs.” Macleans. 25 Jan. 2012. Accessed 8 Feb. 2017. .

Islam Is Based On Three Basic Fundamentals - 2746 Words

Islam is based on three basic fundamentals which is essential for the directing the life of its followers: 1. First principle is the Religious Beliefs which is also known as Usul al-Din which means Roots of Religion. This is the very fundamental core of the religion and gives it a basic tenet of life for the followers. 2. Second principle is called as Religious Practice which is also known Furu al-Din which means Branches of Religion and this defines the peripheral aspects of the religious practices pertaining to Islam. 3. Religious Ethics which are also known as Akhlaq and Adab which means Virtues and Manners of Conduct define the moral and ethical code of conduct as per Islam. These two very revered sources of knowledge and†¦show more content†¦Ã¢â‚¬ ¢ Salat: These means a true Muslim has to perform prayer five times a day. †¢ Sawm: Muslims should exercise self-control and purity durng the month of Ramadan. †¢ Zakat: Muslims should donate at least 2.5 per cent of their savings to the needy. †¢ Hajj: Muslims should be able to go for visit to the pilgrimage to Mecca and Medina at least once in the lifetime. The major steps taken by the followers of the Muhammad along with him were the establishment of The Qur an which consisted of the disclosures the Prophet acknowledged recurrently ever since the time he started getting the signs from the God from 610 C.E. until his death in 632 C.E. The Islamic religion believed that the Qur an was straight connected by God with the help of the archangel Gabriel, and therefore, it is observed that it is without any errors and should be preserved in the original form. This book was the major happening of this time period and it served as the basis for moral and religious policies and values for the public association. Positive aspects Islam is a religion where science has always formed an integral part of religion historically and many leaders can be attributed to bring science to Islam. The status of Islam in current times has been associated with backward and regressive society and many other religions believe that Muslims are not compatible with science and technology. However, looking back at the

The Protectionist Smoot-Hawley Tariff of 1930

The US Congress passed the United States Tariff Act of 1930, also called the  Smoot-Hawley Tariff Act, in June 1930 in an effort to help protect domestic farmers and other US businesses against stepped-up imports after World War I. Historians say its excessively protectionist measures were responsible for raising US tariffs to historically high levels,  Ã¢â‚¬â€¹adding considerable strain  to the international economic climate of the  Great Depression. What led to this is a global story of devastated supply and demand trying to right themselves after the terrible trade anomalies of World War 1. Too Much Postwar Production, Too Many  Imports   During World War I,  countries outside of Europe increased their agricultural production. Then when the war ended, European producers stepped up their production as well. This led to massive agricultural overproduction during the 1920s. This, in turn, caused declining farm prices during the second half of that decade. One of Herbert Hoovers campaign pledges during his 1928 election campaign was to aid the American farmer and others by raising tariff levels on agricultural products. Special Interest Groups and the Tariff The Smoot-Hawley Tariff was sponsored by US Sen. Reed Smoot and US Rep. Willis Hawley. When the bill was introduced in Congress, revisions to the tariff began to grow as one special interest group after another asked for protection. By the time the legislation passed, the new law raised tariffs not only on agricultural products but on products in all sectors of the economy. It  raised tariff levels above the already high rates established by the 1922 Fordney-McCumber Act. This is how Smoot-Hawley became among the most protectionist tariffs in American history. Smoot-Hawley Provoked a Retaliatory Storm The Smoot-Hawley Tariff may not have caused the  Great Depression, but the passage of the tariff certainly exacerbated it; the tariff did not help end the inequities of this period and ultimately caused more suffering. Smoot-Hawley provoked a storm of foreign retaliatory measures, and it became a symbol of the 1930s beggar-thy-neighbor policies, designed to improve ones own lot at the expense of others. This and other policies contributed to a drastic decline in international trade. For example, US imports from Europe declined from a 1929 high of $1.334 billion to just $390 million in 1932, while U.S. exports to Europe fell from $2.341 billion in 1929 to $784 million in 1932. In the end, world trade declined by about 66% between 1929 and 1934. In the political or economic realms, the Smoot-Hawley Tariff fostered distrust among nations, leading to less cooperation. It led toward further isolationism that would be key in delaying US entry into World War II.   Protectionism Ebbed After Smoot-Hawleys Excesses The Smoot-Hawley Tariff was the beginning of the end of major US protectionism in the 20th century. Beginning with the 1934 Reciprocal Trade Agreements Act, which President Franklin Roosevelt signed into law, America began to emphasize trade liberalization over protectionism. In later years, the United States began to move toward even freer international trade agreements, as evidenced by its support for the General Agreement on Tariffs and Trade (GATT), the North American Free Trade Agreement (NAFTA), and the World Trade Organization (WTO).

Development of Education in Kenya Free Essays

string(107) " Education and Manpower training \(1988\) focused on improving education financing, quality and relevance\." 1. 0 INTRODUCTION2 1. 1 Definition of terms3 1. We will write a custom essay sample on Development of Education in Kenya or any similar topic only for you Order Now 2 Background information4 1. 2. 1 Pre-colonial education4 1. 2. 2 Post colonial education in Kenya (Neocolonialism)4 1. 3 National Aims/Goals of Education in Kenya6 1. 4 Structure of education6 1. 4. 1 Early Childhood Development and Education7 1. 4. 2 Primary education8 1. 4. 3 Secondary education9 1. 4. 4 Teacher Education9 1. 4. 5 Tertiary Education10 1. 4. 6 University education11 1. 5 Administration system11 1. 5. 1 Permanent secretary11 1. 5. 2 Finance and administration Division12 1. 5. 3 Directorate of Education12 . 5. 4 Field Service Education Officers13 2. 0 CHALLENGES FACING THE FORMAL EDUCATION IN KENYA14 2. 1 Recommendations to the Challenge of Education in Kenya17 3. 0 Conclusion18 3. 1 References. 19 1. 0 INTRODUCTION The provision of education and training to all Kenyans is fundamental to the success of the Government’s overall development strategy. First, the long term objective of the Government is to provide every Kenyan with basic quality education and tra ining, including 2 years of pre-primary, 8 years of primary and 4 years of secondary/technical education. Education also aims at enhancing the ability of Kenyans to preserve and utilize the environment for productive gain and sustainable livelihoods. Second, development of quality human resource is central to the attainment of national goals for industrial development. Third, the realization of universal access to basic education and training ensures equitable access to education and training for all children, including disadvantaged and vulnerable groups. Fourth, education is necessary for the development and protection of democratic institutions and human rights. Hence, this paper aims at describing the development of formal education in Kenya. It will first of all explore formal education in pre-colonial era. It will then show how different commissions have contributed to the development of formal education in post-colonial era. The paper will also shed light on the national goals of education, the structure of education and finance system in each level of education through government initiatives. Moreover, it will look into the administration of the education system and finally discuss the various challenges facing the education sector and their recommendations. 1. 1 Definition of terms Education According to Sifuna and Otiende (1992) education is the process of acquiring worthwhile accumulated knowledge, skills attitudes and values from one generation to the next. From this point of view therefore, education is meant to teach a student how to live his life by developing his mind and equipping him to deal with reality. Formal as defined by Webster Dictionary is â€Å"relating to or involving the outward form, structure, relationships, or arrangement of elements rather than content†. It may also mean following or according with established form, custom or rule. Formal education A formal education program is the process of training and developing people in knowledge, skills, mind and character in a structured and certified program. The features of formal education include Classrooms, teachers, students, content and others (Sifuna and Otiende, 1992). 1. 2 Background information 1. . 1 Pre-colonial education Sifuna, Chege and Oanda (2006) observe that historical records reveal that Kenyans had access to education as far back as Johann Ludwing Krapf and Johannes Rebman. Formal education was introduced basically to promote evangelism but later on it become an instrument for production of skilled labour for the Europeans farms and clerical staff for colonial administration. The missionaries determi ned the type of education African had to have – they built schools, managed them determined the curriculum and influenced education policies. It all started in 1846 with the church missionary society (CMS) establishing a school at Rabai the Coast province and others across Kenya such as Friend school Kaimosi (1903), Maseno school (1906), Jamhuri high school (1906), Europeans girls, Kenya high school (1908), Mangu high school (1925) and others. During that time education in Africa, Kenyan included was stratified on racial lines in matters of system structure, curricula and resources. For example, the Europeans system had an pper hand resource, its curriculum was based on British traditions, Arabs and Asians system came second. Africans prepared youths to work on Europeans farms. 1. 2. 2 Post colonial education in Kenya (Neocolonialism) Sifuna and Otiende (1992) noted that racial segregation was abolished in 1960 as the country moved closer to independence. With the attainment of independence on 12th December, 1963;- a ministry of education was created. The school system in Kenya was brought under a localized standard curric ulum and public examinations. Since independence, the Government has addressed challenges facing the education sector through Commissions, Committees and Taskforces. The first Commission, after independence, came up with the Report of the Kenya Education Commission (The Ominde Report, 1964) that sought to reform the education system inherited from the colonial government to make it more responsive to the needs of independent Kenya. The Commission proposed an education system that would foster national unity and the creation of sufficient human capital for national development. Sessional Paper No: 10 of 1965 on African Socialism and its Application to Planning in Kenya formally adopted the Ominde Report as a basis for post-independence educational development. The Report of the National Committee on Educational Objectives and Policies (The Gachathi Report, 1976), focused on redefining Kenya’s educational policies and objectives, giving consideration to national unity, and economic, social and cultural aspirations of the people of Kenya. It resulted in Government support for ‘Harambee’ schools and also led to establishment of the National Centre for Early Childhood Education (NACECE) at the Kenya Institute of Education (KIE). The Report of the Presidential Working Party on the Second University in Kenya (The Mackay Report, 1981) led to the removal of the advanced (A) level of secondary education, and the expansion of other post-secondary training institutions. In addition to the establishment of Moi University, it also recommended the establishment of the 8:4:4 system of education and the Commission for Higher Education (CHE). It diversified the school curriculum with emphases on pre-vocational and technical skills (Republic of Kenya, 1981). The Report of the Presidential Working Party on Education and Manpower training (1988) focused on improving education financing, quality and relevance. You read "Development of Education in Kenya" in category "Papers" This Manpower Training for the Next Decade and Beyond (The Kamunge Report) was at a time when the Government scheme for the provision of instructional materials through the National Textbook Scheme was inefficient and therefore adversely affected the quality of teaching and learning. From the recommendations of the Working Party in 1988, the Government produced Sessional Paper No 6 on Education and Training for the Next Decade and Beyond. This led to the policy of cost sharing between government, parents and communities. The Commission of Inquiry into the Education System of Kenya (The Koech Report, 2000) was mandated to recommend ways and means of enabling the education system to facilitate national unity, mutual social responsibility, accelerated industrial and technological development, life-long learning, and adaptation in response to changing circumstances. The Koech Report recommended Totally Integrated Quality Education and Training (TIQET). While the Government did not adopt the Report due to the cost implications some recommendations, such as curriculum rationalization have been adopted and implemented. Recent policy initiatives have focused on the attainment of education for all (EFA) and, in particular, Universal Primary Education (UPE). The key concerns are access, retention, equity, quality and relevance, and internal and external efficiencies within the education system. The effectiveness of the current 8-4-4 structure and system of education has also come under increasing scrutiny in light of the decline in enrolment and retention particularly at the primary and secondary school levels in the last decade. The Government is committed to the provision of quality education and training as a human right for all Kenyans in accordance with the Kenyan law and the international conventions, such as the EFA goal, and is developing strategies for moving the country towards the attainment of this goal. The implementation of Free Primary Education (FPE) is critical to the attainment of UPE as a key milestone towards the realization of the EFA goal (htt://www. virtualcampuses. eu/index. php/Kenya). 1. National Aims/Goals of Education in Kenya Aseey and Ayot (2009:6) state that: â€Å"in Kenya the fundamental goal of education is to prepare and equip the youth to be happy and useful citizens of the society. From this fundamental needs arise more aims of education†. In Kenya, there are seven specific goals of education, namely national unity, national development, individual development and social fulfillment, social equality, respect and development of cultural heritage and international con sciousness. 1. Structure of education Kenya’s education system is a three to four tier system. In 1985 Kenya introduced the current 8-4-4 system: ? Primary education: 8 years: age 6-13 (free and compulsory) ? Secondary education: 4 years: age 14-18(subsidized for students in Day Schools and the Government provides fees guidelines to all public schools) ? Higher education: 4 years: age 19-21 (subsidized for those selected through the Universities Joint Admission Board) 1. 4. 1 Early Childhood Development and Education The provision of ECDE as observed by republic of Kenya (1999) involves households, community and Government efforts in the integrated development of children from the time of conception. The structure of ECDE provision is divided into that for 0-3 year-old children and for 4-5 year-old children. For this sub-sector, the MOES policy is to focus on 4-5 year-old children with a view to providing a holistic and integrated programme that meets the child’s cognitive, social, moral, spiritual, emotional and physical needs. The Government is already implementing measures that seek to improve the performance of this sub-sector. These include: establishing guidelines and standards for the management, supervision and curriculum development for ECDE; establishment of NACECE and District Centres for Early Childhood Education (DICECE) for purposes of in-servicing teachers and training of trainers; mobilizing communities and parents through awareness creation, and providing community support grants to support marginalized/vulnerable communities in collaboration with other partners. Other measures, which are being implemented to enhance quality education at this level, include: implementing a 2-year in-service training programme for ECDE teachers; mounting a 9-month training of trainers’ course; developing guidelines and syllabuses for ECDE programmes; enhancing the capacity of supervisors and inspectors to ensure quality of ECDE programmes; and equipping NACECE and DICECEs to meet the needs of the programmes. Despite the above measures, access, equity and quality in this sub-sector remain constrained by various factors that include: limited teaching and learning materials, inadequate ECDE centres; inadequate community participation; lack of a clear policy on transition from pre-primary to primary school; inadequate nutrition and health services; lack of enough trained teachers; low and irregular salaries for ECDE teachers and lack of clear entry age guidelines (htt://www. virtualcampuses. eu/index. php/Kenya). 0 1. 4. 1. 1 Financing of pre- primary education The pre-primary education is basically controlled by private institution, religion and organization. It`s finance purely depend on the parents previously but currently the government has allocated some money to finance this level of education. 1. 4. 2 Primary education According to Ministry of Education (1987), this is the first phase of the national 8. 4. 4 system of education. The course last for eight years. Its aim is to ensure that functional and practical education that will meet the needs of the majority of children who terminate their formal education at standard eight. Financing of primary education in Kenya is universal, free and compulsory to all Kenyan citizens. The government through constituency development fund has constructed physical facilities, purchased teaching and learning materials and employing teachers. The primary school curriculum is uniform throughout the country. It is nationally developed at the Kenya institute of education by the subject experts. The government of Kenya recognizes that provision of universal primary education as an important milestone to economic and social development. In particular it has been established that by providing primary education to women, a society is able to hasten its development. The government, since January 2003 has managed to implement free primary school education programme that has seen a tremendous increase in the number of children attending school. The Government has also increased its budgetary allocation to education as well as introducing a Constituency Bursary Fund for efficient facilitation of education at the grassroots level. The implementation of the Universal Free Primary Education, as part of the Millenium Development Goals (MDGs), has earned Kenya the prestigious Education Award 1. 4. 2. 1 Certification Two certificates are awarded to students in primary school level these are; The Kenya Certificate of Primary Education awarded by the Kenya National examination council and the Kenya Primary Living Certificate issued with the authority of the Director of Education. 1. 4. 3 Secondary education The secondary education in Kenya comprises of 4 years of education in which an exam referred to as Kenya Certificate of Secondary Education (KCES) is done to finish this level of education. It has three compulsory subjects English, Kiswahili and Mathematics, a science section where a student chooses all or two sciences among Chemistry, Physics and Biology. The last section of the structure comprises humanities in which a student must pick one subject and two at maximum, these subjects are Geography, History, C. R. E and Social Ethics. Lastly there is a category of subjects known as applied sciences and they are offered by limited school and a student is allowed to pick one subject in this category, they include Technical Drawing and Design, Woodwork, Metalwork, Art and Design, Electricity, Aviation and Power Mechanics. Students who obtain a grade of C+ and above are eligible for admission at Kenyan public Universities but due to limited positions the grade is shifted annually and can go as high as B+. There are two categories of secondary schools in Kenya, namely public and private schools (Bogonko,1992). 1. . 3. 1 Financing of secondary school education The public secondary schools are funded by the Government or communities and are managed through a Board of Governors and Parent Teacher Associations. Subsidized for students in Day Schools and the Government provide fees guidelines to all public schools. The private schools, on the other hand, are established and managed by private individuals or organizations an d the parents pay full fees for their children. 1. 4. 4 Teacher Education There are  five teacher education programmes in Kenya as observed by Republic of Kenya (1999). These are: The Early Childhood Development and Education (ECDE) teacher education programme in which teachers are trained through in-service courses in District Centres for Early Childhood Education (DICECEs). The National Centre for Early Childhood Education (NACECE) develops the curriculum, trains trainers and supervisors, and conducts monitoring and evaluation. The Secondary teacher education which is provided at the diploma and degree levels in diploma teacher training colleges and universities respectively. The Technical teacher education is offered at the Kenya Technical Teachers College in Nairobi which trains diploma level teachers for secondary schools, technical training institutes, primary teachers’ colleges, institutes of technology and vocational polytechnics. The Special needs education teacher education is provided to professionally qualified practicing teachers through a  two-year diploma programme at the Kenya Institute of Special Education (KISE) and finally the Primary teacher education (PTE) which is provided in 18 certificate level colleges through a two-year, residential programme. The entry criteria for primary teacher education require a candidate to have acquired a minimum grade of C (plain) in the Kenya Certificate of Secondary Education (KCSE). In addition, one must have obtained a minimum grade of D in Mathematics and C- in English. For the entry of a diploma programme for secondary teacher education requires a candidate to have acquired a minimum grade of C (plain) in KCSE and minimum grade of C in the two teaching subjects of his/her choice and a minimum grade of C+ for a degree course. To qualify for the award of the Primary Teacher Education Certificate, a student must pass all the practical teaching and obtain a pass in all eight subjects. The final grade – distinction, credit, pass, fail – is determined by passes in the six best performed subjects. 1. 4. 5 Tertiary Education These are middle colleges that offer certificates, diplomas and some undergraduate degrees. Their curriculum is supervised by the ministry of higher education. The source of finance is self sponsored and in some cases by the government through higher education loan board or subsidence free to the public institution (Ministry of Education, 1987). 1. 4. 6 University education In Kenya, they are both Public universities Private universities. The Public universities offer certificates, diplomas, degrees, masters and Ph. D. They are sponsored by the government by paying salaries to the staffs including lecturers, provision physical facilities. In addition, students who are selected by the government were given some financial support through Joint Admission board (J. A. B). The Private universities on the other hand, are self-sponsored and only support students to get some financial support from the government through Higher Education Loan Board (HELB). 1. 5 Administration system Getao (1996:57) explains that: â€Å"The Kenya education system is centralized in the sense that administration, curriculum development and the formulation of policies are centralized. In Kenya, parliament makes the laws pertaining to education. Occasionally, the President makes decrees related to education. He appoints the ministers who preside over the interpretation and implementation of the educational policies. † The system of education in Kenya is administered from two separate ministries namely the Ministry of Education and the Ministry of Higher Education each headed by the Minister and an assistant Minister . The Ministry of education is responsible for formal education from pre-primary education, special education, primary education, secondary education and Teachers education. The Ministry of higher education is responsible for higher education which include Technical and vocational training colleges, Tertiary colleges and universities. The administration departed of ministry of education is broadly based on functional units. These are: 1. 5. 1 Permanent secretary – Heshe is the head of departments in the ministry. – Heshe is the overall head of the ministry. – Heshe is the accounting officers. – He she is the formulator and implementer of government policies on education. 1. 5. 2 Finance and administration Division This is the wing of the administrative department of the ministry responsible for day to day administrative and financial management affairs of the ministry. It is headed by the Deputy Secretary (Finance and Administration) who is responsible to the permanent Secretary and takes action on all policy matters and cabinet decisions that involve the Ministry and prepares all Cabinet Memoranda for the Ministry. 1. 5. 3 Directorate of Education According to Ministry of Education (1987) the Directorate of Education is the chief professional officer of the ministry. Heshe is responsible for both the ministry and the permanent secretary on all professional matters to do with Education. The Functions of the Directorate of Education are to Formulate policies give directions and management of professional functions relating to education. He/she is to deal with welfare of the students, develop curricula for the ministry, initiate training programme, Inspect schools and teachers, promote teachers, give scholarship and award to students, give grants and grant-in-aids to school as well as to produce and supply educational materials and equipments. The Directorate has three divisions namely The Administration and Management of Programmes (AMP), The Education Policies and Programmes (EPP) and The Quality Assurance Officers (QAO). The Administration and Management of Programmes are in charge of registering the schools and institutions, following up audited reports, giving grants and grant-in- aid to schools, inspecting reports, Discipline of students, giving annual report and admission and transfer of students. The Education Policies and Programmes is in charge of the formulation of policies for the Pre-primary Education, Secondary Education, Technical Education, Special Education, Teacher Education, The Kenya Institute of Education (KIE), University Education and other forms of Tertiary Education, 8-4-4 System of Education and Scholarship Awards to Overseas Universities. The Quality Assurance Officers department is a section in the Ministry of Education that deals largely with the maintenance and improvement of standards of education in Kenyans school and colleges. It inspects the methods of teaching and the teaching and learning materials or resources. 1. 5. 4 Field Service Education Officers This is another part of administration in education in provincial level, District level, Division and village or vocational levels. They represent the government in their level of operations. They are; i) Provincial Director Education Officers (P. D. E O. ) ii) District Education Officers (D. E. O. ) iii) Education Officers (E. O) Other administration departments in the ministry of education include: i) Board of Governors (B. O. G) who represent the government in the school level. ii) Parent Teachers Association (P. T. A) that links the school and the community. iii) Kenya National Examination council. This is body of administration is used to supervise examinations and offer certificate in different levels of education in Kenya such as primary level, secondary level and teacher education. iv) Kenya Institute of Education (KIE). This body of administration is used in publishing the syllabus and drawing of curriculum in education system of Kenya. v) Teacher Service Commission (T. S. C. ) This is the body that recruits and employs teachers. It also sucks teachers who are not behaving well. Other education bodies that are used in administration include Jomo Kenyatta foundation, Kenya Education Staff Institute (K. E. S. I), Commission for Higher Education (CHE), Kenya Literature Bureau (KLB), Public Universities Inspection Board which lists all sessional papers, parliament acts such as the Education Act, draft legislation, information on Kenya universities and tertiary institutions, reports, news †¦ Kenya National Examination Council(KNEC) which is the national body responsible for overseeing national examination in Kenya for primary and secondary education amongst others. 2. 0 CHALLENGES FACING THE FORMAL EDUCATION IN KENYA Although the Kenyan Government is putting effort in improving education in Kenya, there still many challenges that are facing the sector which need to be addressed. These Most of these challenges have been observed by Sifuna, Chege and Oanda (2006) in most of the African countries. They are as follows: There is inadequate funding to the education sector. The education sector requires sufficient funding for it to undertake its duties such as curriculum development education research and the implementation of educational policies, teacher payment of salaries and so on. The Kenya education sector receives its funding mainly from the Kenyan government through the Ministry of Finance and also from international donors. However, there is still minimal funding which may be attributed to the misappropriation of funds as well as poor funding of the education sector by its primary source; the Kenyan government. Consequently, the poor funding will result in the unsatisfactory enforcement of the education sectors mandate. There may be poor curriculum development and education research as well as the improper implementation of educational policies. The Shortage of trained teachers is another challenge in education sector. The education sector struggles to meet the demand of teacher to the sector due to the shortage of teachers. This may be attributed to trained teachers attrition in preference to other fields which offer better salaries and remuneration packages as opposed to what is offered by the teaching profession. There is also the ‘Brain drain ‘ where trained teachers go to teach in other countries where they believe there are better working conditions in terms of benefits salaries and remuneration packages as opposed to those offered here in Kenya. An acute shortage of trained teachers to the education sector results in the employment of untrained teachers to meet the supply deficit. The introduction of the free primary education and free secondary education initiatives in 2003 by the Narc Government in pursuit of education for all saw a sharp increase of student enrollments. At the time the government had not put in place adequate facilities and educational resources subsequently, there arose a strain on the already limited available resources for instance the overcrowding in schools where classroom were packed beyond capacity. Several recommendation were made afterwards which saw the subsidization of education in the place of free education which requires the government to pay for part of resources required while the guardians and parents in the programme meet the remaining expenses. Some parents were still unable to meet subsidized cost of educating their children which in turn saw the dropping out of school for children who lack school fees (http://www. /par. or. ke/documents/policy). In marginalized areas such as the nomadic communities in Northern Kenya student enrollment and classroom attendance is poor as a result of the influence by the nomadic culture which requires nomadic families to move with their livestock from place to place in search of food water. Seeing that the children cannot be left behind, they are left with no choice but discontinue the learning. Gender disparity as observed by Kibera and Kimokoti (1997) poses a challenge to formal education in Kenya in terms of the ratio of boys to girls enrolled to educational institution. In some communities, especially in rural areas where traditions are still followed, boys are mostly enrolled for an education while girls are left at home to take of the home and family. There is the belief in such communities, that educated girl would be of more benefit to her matrimonial home hence her paternal home would not be able to reap the benefits of having her educated. There are also limited alternative education programmes such as teenage mother programmes to cater for the education of those girls who drop out of school due to early pregnancies. Most of these girls have to drop out of school for some time until the time they have their babies and even then they would have to stay at home take care of their babies, limiting their chances to go back to school and finish their education. Enrollment into adult education programmes is discouraging and a challenge to the education system. Many illiterate and semi-illiterate adult fears the stigma they may receive from their family, friends and society and this may beep from enrolling into such programs. Moreover, there are a few adult education programmes and institutions which is a great challenge to those adults seeking to receive such an education. Special education to cater for those students with intellectual and or physical disabilities is minimal with most guardiansparents choosing let their children with such disabilities to stay at home rather than enroll them in special schools thereby denying them an education all together. Moreover, such institutions receive minimal funding especially from the government which makes them unable to successfully deliver. Nevertheless, there are Social emergent issues which are effecting the education directly or indirectly. HIVAIDS Pandemic which both affects and affects both the teachers and students is one of the current issues in education sector. Teachers who are infected with the pandemic may be unable to or find it difficult to attend lessons due to acute symptoms of the disease as well as the side effects of its treatment. Moreover, they may be unable to face the classroom due to the stigma associated with being HIV positive. Death of teacher from HIVAIDS is also a challenge to formal education since it contributes to teacher shortage due to the loss of trained manpower to the education sector. As for the students who are infected they may have to drop out of school due to the stigma of being HIV positive as well as being of poor health to attend school. Moreover, students who are affected have to drop out of school to take care of their infected relatives. Drugs and alcohol abuse by teachers and students is another challenge. Teachers who abuse alcohol and or drugs perform poorly as teachers since they are unable to teach appropriately or disrupt the whole learning process. Moreover, students who abuse drugs and alcohol tend to be undisciplined there by contributing to arise of conflicts in the school. Such students eventually drop out of school or are kicked out all together. Students’ indiscipline such as strikes and riots which disrupt the learning process while causing damage to school educational resources like classrooms and dormitories are frequent cases in Kenya. Violence trauma that was caused by post election violence in 2007 is a reality to the Kenyan students today. In most schools, no counseling was provided for students when the institutions opened, after the violence that followed the disputed 2007 presidential election. Some students were victims of the violence, which was witnessed in many parts of the country between January and March 2008. Without adequate counseling at the right time, such students might have rioted and burnt down school property and projecting the effects of what is commonly referred to as delayed trauma (http://www. par. or. ke/documents/policy). 2. 1 Recommendations to the Challenge of Education in Kenya The Kenya government should increase funding to the education sector to facilitate the undertaking of its mandate such as curriculum development, education research and implementation of educational policies. The 20112012 Kenya budget saw the education sector receive a boost in funding; KSH 53. 2 billion was se t aside for tertiary education,KSH 8. 2 Billion for free primary education and KSH18. 5 billion for free day secondary education, and KSH 1. 67 billion for free school feeding programme. However, with the funding made available to education sector the government still needs to place some emphasis on the management of funds to avoid the mismanagementmisappropriation of the funds. The challenges of the shortage of should also be addressed. The government of Kenya should revise the salaries and remuneration packages in teaching profession. Better benefits, salaries and remuneration packages would also trained teachers staying with the teaching profession rather than applying their knowledge and skills in other profession. Also, there could a reduction of â€Å"brain drain† as teachers would stay in Kenya to teach. Subsequently, there would be a declined in the employment of untrained teachers thereby maintaining the quality standard of education. On the part of student enrollment, the government should strive to make education accessible as possible to all. For instance the government of Kenya should provide sponsorship programmes and bursaries for those students unable to pay school fees. Moreover, for students’ marginalized areas, the government could provide mobile schools or set up intensive programme for those students from nomadic communities. The government should also establish programme to for the needs of adult education as well as special education, while conducting sensitization efforts on the importance of adult literacy and special literacy respectively. 3. 0 Conclusion This paper has described the formal education in Kenya in pre-colonial and post- colonial era. It has also looked into the current education policies that have revealed the government efforts in improving education in order to achieve its objectives. Nevertheless, it has shed light on the challenges facing the education sector in its continued development and implementations of the government policies geared towards vision 2030. It is therefore necessary for the government to address these issues and to be practical in looking for their possible solutions, so that education can fully contribute to the development in all aspects. 3. 1 References Bogonko, S. N. (1992). A history of modern education in Kenya (1895-1991). Nairobi: Evans Brothers (Kenya) Ltd. Kibera, L. W. and Kimoti, A. (2007). Fundamentals of sociology of Education. Nairobi: University of Nairobi Press. Ministry of Education [1987], Education in Kenya Information Handbook. Nairobi: Jomo Kenyatta Foundation. Mwanje. J. I. , Akoten, J. Riechi, A. , Barasa, T. , Oyugi, L. , Omolo, J. , Junge, L. , Kimbwarata, J. and Mukasa, G. (2008). Radical Reform for Kenya’s Education Sector: Implementing Policies Responsive to Vision 2030. Retrieved July 6, 2011, from http://www. /par. or. ke/documents/policy Republic of Kenya (1964). Kenya Education Commission Report, part I. Nairobi : Government Press. Republic of Kenya (1981). Second university: Report of presidential working party (Mackey Report). Nairobi: Government Printer. Republic of Kenya (1976). The National Committee on Educational Objectives and Policies(Gathachi Report). Nairobi: Government Printer. Republic of Kenya (1999). Totally Integrated Quality Education and Training (TIQET): Koech Report. Nairobi: Government Printer. Sifuna, D. N. , Chege, F. N. and Oanda, I. O. (2006). Themes in the Study of the Foundations of Education. Nairobi: Jomo Kenyatta Foundation. [pic][pic] How to cite Development of Education in Kenya, Papers

Does Arrest Reduce Domestic Violence Essay Example For Students

Does Arrest Reduce Domestic Violence Essay Domestic ViolenceWhat is battering? Why do men batter? Why do women stay? These are all questions that I will answer. I will also offer insight into the minds of victims that may help give a better understanding to the devastating cycle that hides behind the doors of many homes today that is better known as Domestic Violence. What is battering? Battering is a pattern of behavior that is used to establish power and control over another person. This control can be obtained through many different avenues. Minimizing, making light of the victims concerns, shifting responsibility and laying blame. Isolation, controlling what the victim does, reads and limiting outside involvement all together, even from family. Intimidation, causing the victim to feel afraid by using looks, gestures, or actions, such as demonstrating violence in her presence. Emotional Abuse, putting the victim down, calling her names, convincing and making her believe shes crazy, humiliating, depriving her of sleep and p laying mind games. Why do men batter? Battering begins and continues because violence is an effective method for gaining and keeping control over another person. Batterers usually do not suffer consequences for their behavior, which encourages them to keep up their behavior. They get a sense of security when they have control that makes them feel better about themselves. Some of the characteristics of batterers include men that see women as property, they have low self- esteem, they dont take blame for their behavior, and they appear to be very charming and often are seen as a nice guy to outsiders looking in. They often have traits such as extreme jealousy, possessiveness, unpredictable behavior and a bad temper. Why do women stay in violent relationships? is generally answered with a victim-blaming attitude of abuse. They are often accused of having no character or they must like or need bad treatment, otherwise they would leave. Others may be told that they love too much or have low self-esteem. Common sense would probably have most rational people thinking in this way. The truth is that no one enjoys being abused, no matter what kind of emotional state or self-image they may have. Some of the emotions that I experienced in this kind of relationship are isolation, paranoia, shame and embarrassment. As a victim of abuse, I, like many victims, didnt realize that I was in an abusive relationship. My view of domestic violence, had I been asked seven years ago, would have been described with such things as black eyes, hidden bruises and violence in a home. I didnt realize that such things as intimidation, threats, name calling, put downs and silent-treatment were abusive behaviors. I thought tho se things were present in my relationship and later, my marriage, because I was a bad wife. I was a bad mother. I didnt know how to be in a relationship or how to love. I was convinced I was crazy. Like many other women, I never told anyone how I felt because of course, then everybody would know the secret that my husband and I held together I really was crazy. As with most abusive relationships, the emotional and verbal abuse turned to physical abuse. And like many other women, this was the turning point for me emotionally. I started to question my husbands sanity and stability, rather than my own, to myself and later openly to him. This independence that I was exhibiting was a threat to his control and to my safety; which is one of the many reasons women do stay. A womans reasons for staying are more complex than simply her strength of character. In many cases it is dangerous for a woman to leave her abuser. If the abuser has all of the economic and social status, leaving can cause additional problems for the woman such as losing financial support. The fear that over took my life was the fear of losing custody of my two children. One of the obstacles that stood in my way were the fact that I had no support from family, given that my husband was such a nice guy. I was judged and blamed for tearing my family apart because I was the one leaving our home. On