About The Social Work Career

About The Social Work Career The social work profession promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance well-being. Utilising theories of human behaviour and social systems, social work intervenes at the points where people interact with their environments. Principles of human rights and social justice are fundamental to social work. COMMENTARY Social work in its various forms addresses the multiple, complex transactions between people and their environments. Its mission is to enable all people to develop their full potential, enrich their lives, and prevent dysfunction. Professional social work is focused on problem solving and change. As such, social workers are change agents in society and in the lives of the individuals, families and communities they serve. Social work is an interrelated system of values, theory and practice. Values Social work grew out of humanitarian and democratic ideals, and its values are based on respect for the equality, worth, and dignity of all people. Since its beginnings over a century ago, social work practice has focused on meeting human needs and developing human potential. Human rights and social justice serve as the motivation and justification for social work action. In solidarity with those who are dis-advantaged, the profession strives to alleviate poverty and to liberate vulnerable and oppressed people in order to promote social inclusion. Social work values are embodied in the professions national and international codes of ethics. Theory Social work bases its methodology on a systematic body of evidence-based knowledge derived from research and practice evaluation, including local and indigenous knowledge specific to its context. It recognises the complexity of interactions between human beings and their environment, and the capacity of people both to be affected by and to alter the multiple influences upon them including bio-psychosocial factors. The social work profession draws on theories of human development and behaviour and social systems to analyse complex situations and to facilitate individual, organisational, social and cultural changes. Practice Social work addresses the barriers, inequities and injustices that exist in society. It responds to crises and emergencies as well as to everyday personal and social problems. Social work utilises a variety of skills, techniques, and activities consistent with its holistic focus on persons and their environments. Social work interventions range from primarily person-focused psychosocial processes to involvement in social policy, planning and development. These include counselling, clinical social work, group work, social pedagogical work, and family treatment and therapy as well as efforts to help people obtain services and resources in the community. Interventions also include agency administration, community organisation and engaging in social and political action to impact social policy and economic development. The holistic focus of social work is universal, but the priorities of social work practice will vary from country to country and from time to time depending on cultural, h istorical, and socio-economic conditions. This international definition of the social work profession replaces the IFSW definition adopted in 1982. It is understood that social work in the 21st century is dynamic and evolving, and therefore no definition should be regarded as exhaustive. Adopted by the IFSW General Meeting in Montrà ©al, Canada, July 2000 http://www.ifsw.org/f38000138.html ///////////////////////////////////////////////////////////////////////////////////////////////////////// The Nature of Social Work: A Critical Overview as well as social work values, ethics, and skills of social work practice. In addition, the role of a social worker in society will also be examined, and an understanding of social work will be critically evaluated. Knowledge, skills and values are three different things and should be treated as so. You can learn all the knowledge you need from a book, but this does not mean that you will have the skills to put that knowledge into practice. Once you acquire the skill and knowledge, if you have no value of them and they mean nothing to you, are then in danger of misusing that skill and knowledge. Values of social work have to be put into two categories: social work values, and social workers values. Clark (2004) puts this into classification of â€Å"Institutional and Individual†.The British Association of Social Work (BASW) code of ethics states that social work is committed to five basic values: Human dignity and worth, social justice, service to humanity, integrity and competence. â€Å"Social work practice should both promote respect for human dignity and pursue social justice through integrity and competence† (BASW 2002). These values are requirements that social workers are expected to adhere to. They promote the rights to privacy, confidentiality, and protection, the right of choice, to help against discrimination and meet the diversity of service users. Social work has been descried as being â€Å"value based† (Clark 2004). conflicts of values cannot be ruled out. Putting the values of social work into practice can sometimes cause a conflict of values. As well as looking after people who are vulnerable, social workers also deal with people who are seen as a threat to society. When dealing with a service user with mental health problems the social worker will be working with the interest of the service user in mind, making sure that their human dignity and worth are respected, that social justice is seen to be up held, and to do their job with integrity and competence. All these values, and at the same time, apply to people living within the community. If the service user was deemed to be a danger to the public then the social worker must see that social justice is done to protect the community, the service user may disagree with this and feel that their value of social justice has been compromised, and as their freedom has been taken away, and they have lost their human dignity and worth. Clark (2004 p44) concludes that â€Å"It is tempting t o say that there is no such thing as social work values.† And that â€Å"The values of social work remain a powerful rallying cry†. Whereas Beckett (2007 p189) states â€Å"Almost all of the important decisions that are made by social workers have a value component.† Having knowledge of a subject does not mean that someone as the skills or values that may accompany that knowledge. You can read all the books and have the knowledge on how to fly a plane, and know all the components, but to make it fly you need the skill to make all the parts work together. In most occupations what separates the professional from non- professionals is a specialised knowledge beyond the commonplace knowledge of ordinary members of the public. In social work this is not always the case, since much of the knowledge of social workers is common place, an example would be that it is common knowledge that bringing up children can be demanding, but social workers interact with parents whose understanding of this knowledge is so poor, that they are in danger of harming their children. This is not to say that all knowledge of social work is common knowledge, sometimes professional specialised knowledge is called upon. If a service user has mental health issues, then they may need to be sectioned under the Mental Health Act. This would need the knowledge of a professional Approved Social Worker. This may include the intervention of a social worker to place a child into foster care, requiring specialised knowledge. Social work expertise is regulated by government and law, and therefore requires an understanding and a good knowledge of the relevant areas of law and of government policies and acts. A collection of different skills is required for social workers to do their job with competence. These include being able to develop trusting relationships with service users and carers, without becoming emotionally involved; communication skills, including listening, speaking and writing; to be resilient and able to handle pressure from service users who feel vulnerable and may not understand what is going on; being aware of peoples different needs and respect diversity; have patience and maturity, and be able to negotiate for their clients. There is also the need to develop office based skills, as well as skills needed for personal interaction. These will include, being able to work well in a team with colleagues and professionals from other agencies; the ability to manage a complex workload, sometimes working over caseweight; being computer literate with good keyboard, database and word processing skills; and have good management, time keeping and organisational skills. Most of th ese skills cannot be learnt from a text book and will take time and life experience to develop, mistakes can happen and inevitability will, but by being able to reflect, process and learn from our mistakes, then these skills can improve and get stronger. They are sometimes called upon to enforce sensitive aspects of the law, for example in obtaining court orders to remove children from their current families, or in detaining people under the Mental Health Act. All duties performed and carried out by social workers, are done so in the best interests of those involved. Social work also promotes social justice, giving fair access to public services and benefits, equal treatment and protection under the law and to help meet basic human needs. Social work helps people to meet their personal needs and to reach their potential and to contribute to the creation of a fairer society. ‘The difficult position of social work is not only due to the perhaps depressing character of the problems it deals with. Crucially, social work sits directly on top of the fault lines of controversy of social values (Clark 2000 p2). The communities that we live in and the world around us is in perpetual change, which makes social work even more challenging. The ethics, values, cultures, diversities, and minorities that contribute in making up societies differ greatly from one to the other, whether in the suburbs, rural areas, or the close proximity of life in the city, changes in all the above can be noticeable within different communities. Looking at generalised views of what society should be would differ vastly if we took a cross-cultural view of what society values are to that community in question. The values that our society holds are changing; many men now stay at home whilst the woman goes out to work. The Civil Partnership Act 2004(General Register office 2005) came into effect on 5 December 2005 allowing same sex marriages, and many people now live alone, without stigma, some by choice and some from necessity, this change within society covers such a large range of values that universal agreement is a near impossibility. This means that social work is not an exact science and never will be. There will always be an opinion th at differs, personal values and ethics that dont fit the norm, which is why when people access social services, they will not always be fully satisfied with the outcome, as there are always variables. Beckett (2006) suggests that the role of a social worker can be put into three groups: Advocacy, Direct Change Agent and Executive. The advocacy role can be either direct or indirect. Direct change agent being counsellor or therapist, mediator, educator and catalyst, with executive role as almoner, care manager, responsibility holder, co-ordinator and service developer (Beckett 2006 p8). The aims of social workers are to identify social pressures and needs in the community, to employ existing resources or to establish those that might be lacking. Communities may, for example, be in need of housing, improvement and development of the environment, day care for preschool children, after school clubs, facilities for disabled people, anti social problems and rehabilitation centres, amongst other needs. As with all professions, social workers are involved in research and administration. This is to help identify the problems and needs of the service user and to explore the most effective way of preventing and resolving whatever problems there may be, and to address that need. In addition to interviewing service users at the social workers place of work or their homes, and contacting other significant persons in their social environments, social workers are also responsible for a large amount of office work. This includes the preparation of reports involving the service user for internal or external agencies, which could include court reports. The nature of social work within this essay has been critically discussed in depth. The role of social work and of social workers in society is a demanding one, the pressure and stress of dealing with so many aspects of society and differentiating cultures means that the challenges social workers face, on a day to day basis, will be hard but also very rewarding. With the correct training and education, social work skills, values and knowledge can help to improve peoples lives. The role of the social worker is one that will always be ever changing, how these changes happen is a matter for debate. Some changes in social work are welcomed and some are not. Hilary Searing (2000-08) states that â€Å"social workers are now little more than care managers who simply mediate between the client and organisation†. Others would argue that this is not the case, and that social workers do more than just mediate. Whatever the future holds for social work and social workers, one thing is cer tain, with the huge diversity in social work and the ever changing roles social workers play in society, there will always be a place for social workers ensuring that social justice is delivered ethically and without prejudice.

Education System In The Middle East

The public instruction system in Egypt consists of three degrees: the basic instruction phase for 4-14 old ages old: kindergarten for two old ages followed by primary school for six old ages and preparative school for three old ages. Then, the secondary school phase is for three old ages, for ages 15 to 17, followed by the third degree. Education is made compulsory for 9 academic old ages between the ages of 6 and 14. Furthermore, all degrees of instruction are free in any authorities tally schools. Harmonizing to the World Bank, there are great differences in educational attainment of the rich and the hapless, besides known as the â€Å" wealth spread. † Although the average old ages of school completed by the rich and the hapless is merely one or two old ages but the wealth spread reaches every bit high as nine or ten old ages. In the instance of Egypt, the wealth spread was a modest 3 old ages in the mid1990s [ Overall, the composite instruction Index in the MENA Flagship R eport: The Road Not Traveled showed promising consequences of Egypt ‘s comparative educational accomplishments. Of the 14 MENA states analyzed, Egypt achieved the cosmopolitan primary instruction and has besides reduced the gender spread at all degrees of direction, but there is still a demand to better the quality of instruction. Promotional scrutinies are held at all degrees except in classs 3, 6 and 9 at the basic instruction degree and the classs 11 and 12 in the secondary phase, which apply standardised regional or national tests. The Ministry of Education is responsible for doing determinations about the instruction system with the support of three Centers: the National Center of Curricula Development, the National Center for Education Research, and the National Center for Examinations and Educational Evaluation. Each centre has its ain focal point in explicating instruction policies with other province degree committees.On the other manus, the Ministry of Higher Education supervises the higher instruction system. There is besides a formal instructor ‘s making path in topographic point for basic and secondary instruction degrees. The instructors are required to finish four old ages of pre-service classs at university to come in the instruction profession. Specifically with regard to teacher ‘s professional development to raise mathematics, scientific discipline and engineering instruction criterions, the Professional Academy for Teachers offer several plans. Local instructors besides take portion in the international professional preparation plans. Get downing in 2007, the Ministries of Education, Finance, and Local Development ( and others ) started informal treatments to experiment with the decentalisation of instruction. Working groups were established to do more formal proposals. Proposals included thoughts for get downing with recurrent outgos, utilizing a simple and crystalline expression for transporting out financial transportations, and doing certain that transportations would make the school itself. During 2008 design was carried out, three pilot governorates ( Faiyum, Ismailia, and Luxor ) were chosen, and monitoring and capacity edifice procedures and manuals were agreed upon. The expression is rather simple, and includes registration, poorness, and phase of instruction as drivers. During 2009 support was decentralized all the manner to the school degree, and schools began to have support. As of late 2009, the pilot showed few if any jobs, and the expected consequences were happening rather good, in footings of exciting community engagement, leting schools to pass more expeditiously and measure their ain precedences, and increasing the earnestness of school-based planning by making a agency to finance such programs, among other expected consequences. An informal appraisal of the pilot revealed that the support expression money precipitated an addition in community contributions. The study consequences show that the ratio of the average values of community contributions of the pilot twelvemonth to the old twelvemonth was 2.20. Parallel to these attempts in the instruction sector, other sectors ( for illustration, certain facets of lodging and municipal services ) in Egypt are be aftering to deconcentrate decision-making and disbursement, now nation-wide ( withou t a pilot phase in limited governorates ) , in a phased attack. Education programs to be one of the lead sectors in this procedure. In add-on to administrative and fiscal decentalisation, there is an increasing accent on affecting elected local popular councils ( which exist at governorate and territory degree ) in the horizontal inadvertence of outgo and planning across the decentralizing sectors, and as they come on watercourse in the decentalisation procedure. Within the instruction sector, as of late 2009 programs are being made to deconcentrate certain lines of support and planning for capital equipment and substructure, in all governorates, all the manner to school degree in the instance of smaller units of capital equipment, or degrees higher than the school for points such as new substructure. The instruction sector does anticipate to go on to utilize the original 3 pilot governorates as a particular observatory to measure and understand how good the procedure is continui Government SchoolsBy and large talking, there are two types of authorities schools: Arabic Schools and Experimental Language Schools.Arabic Schools, provide the governmental national course of study in the Arabic Language. A governmental English linguistic communication course of study is taught get downing at first Primary twelvemonth and French is added as a 2nd foreign linguistic communication in Secondary Education. Experimental Language Schools, teach most of the authorities course of study ( Science, Mathematics and Computer ) in English, and adds Gallic as a 2nd foreign linguistic communication in Preparatory Education. An Advanced English linguistic communication course of study is provided in all Educational phases. Social Studies are taught in Arabic. Students are admitted into first class at age seven ; a twelvemonth older than Arabic schools. Private Schools By and large talking, there are four types of private schools: Ordinary schools, their course of study is rather similar to that of the authorities schools, but the private schools pay more attending to the pupils ‘ personal demands and to the school installations. Language schools, teach most of the authorities course of study in English, and add Gallic or German as a 2nd foreign linguistic communication. They are expected to be better than the other schools, because of the installations available, but their fees are much higher. Some of these schools use Gallic or German as their chief linguistic communication of direction, but it may be hard for the pupil to analyze in governmental universities in Arabic or English subsequently. Religious Schools, are sacredly oriented schools as Azhar schools or Catholic schools. International Schools, are private schools that follow another state ‘s course of study, like a British, American, or Gallic system, and the grades earned from them acquire official enfranchisement from the Ministry of Education, to be eligible to inscribe in Egyptian universities, such schools offer even better installations & A ; activities than regular private schools with higher fees, but are criticized to be supplying a much easier instruction degree compared to the general course of study, and some Egyptian universities require higher classs than those of regular schools pupils as a lower limit for registration, or an excess high school certification like SAT Many of the private schools were built by missionaries, are presently affiliated with churches and provide quality instruction. Many private schools offer extra educational plans, along with the national course of study, such as the American High School Diploma, the British IGCSE system, the Gallic baccalaureat, the German Abitur and the International Baccalaureate. These are the types of private schools in Egypt. Basic Education The basic instruction consists of pre-primary, primary and preparative degrees of instruction. In Egypt, the Ministry of Education coordinates the preschool instruction. In 1999-2000 the entire registration rate of pre-primary pupils was 16 per centum and that increased to 24 per centum in 2009. Irrespective of private or province tally, all preschool establishments come under Ministry of Education. It is the Ministry ‘s responsibility to choose and administer text editions. Harmonizing to the Ministry ‘s guidelines, the maximal size of a preschool should non transcend more than 45 pupils. Ministry of Education is besides acquiring support from the international bureaus, such as the World Bank to heighten the early childhood instruction system by increasing entree to schools, bettering quality of instruction and edifice capacity of instructors At the primary degree pupils could go to private, spiritual or authorities schools. Presently, there are 7.8 per centum of pupils enrolled at primary degree in private schools as of 2007.The entire registration of pupils at primary degree is 105 per centum in 2007. The scrutinies at class 3 are on territory ( edara ) level The 2nd grade of basic compulsory instruction is the preparative phase or lower secondary which is three old ages long. Completion of this grade grants pupils the Basic Education Completion Certificate. The importance of completion of this degree of instruction is to safeguard pupils against illiteracy as early bead outs at this phase easy recede into illiteracy and finally poorness. Secondary instruction consists of three paths: general, vocational/technical and the dualsystem vocational instruction which represented I Mubarak Kohl schools. The general secondary phase includes 3 old ages of instruction, whereas the secondary vocational path could be for 3-5 years.And 3 old ages for the double system vocational education.To enter the secondary degree, the pupils must go through a national te st which is given at terminal of the secondary phase. As of twelvemonth 2004 the 77.3 per centum of pupils finishing preparatory phase are estimated to be enrolled in secondary education.At this degree, pupils have formative and summational appraisals during the first twelvemonth and the norm of the terminal of twelvemonth national standardised tests for twelvemonth two and three qualifies the pupils to take the Certificate of General Secondary Education-Thanawiya Amma, which is one of the demands for admittance into the universities. So far attempts are afoot with the support of many-sided organisations to do the general and vocational secondary system less stiff and supply equal chances to pupils of assorted wealth quin tiles in the two paths to choose for higher instruction. This is besides being implemented by the World Bank led secondary sweetening undertaking in Egypt. A Secondary Education Secondary instruction consists of three paths: general, vocational/technical and the dualsystem vocational instruction which represented I Mubarak Kohl schools. The general secondary phase includes 3 old ages of instruction, whereas the secondary vocational path could be for 3-5 years.And 3 old ages for the double system vocational education.To enter the secondary degree, the pupils must go through a national test which is given at terminal of the secondary phase. As of twelvemonth 2004 the 77.3 per centum of pupils finishing preparatory phase are estimated to be enrolled in secondary instruction.At this degree, pupils have formative and summational appraisals during the first twelvemonth and the norm of the terminal of twelvemonth national standardised tests for twelvemonth two and three qualifies the pupils to take the Certificate of General Secondary Education-Thanawiya Amma, which is one of the demands for admittance into the universities. So far attempts are afoot with the suppo rt of many-sided organisations to do the general and vocational secondary system less stiff and supply equal chances to pupils of assorted wealth quintiles in the two paths to choose for higher instruction. This is besides being implemented by the World Bank led secondary sweetening undertaking in Egypt. Secondary instruction consists of three different types: general, proficient or vocational. Technical/Vocational Secondary Education Technical instruction, which is provided in three-year and five-year plans, includes schools in three different Fieldss: industrial, commercial and agricultural. The UN and other many-sided organisations are working towards bettering the proficient and vocational preparation system in Egypt. It is recommended to the Ministry of Education to present wide vocational accomplishments in the course of study of general secondary schools. In this manner pupils will be able to derive enfranchisement in practical accomplishments needed in the occupation market The Ministry of Education ( MoE ) controls pre-tertiary, school-based plans that can get down after grade 6 and that enroll the largest figure of pupils in TVET-over 2 million pupils. The Ministry of Higher Education ( MoHE ) controls the in-between proficient institutes ( MTIs ) . These draw their registrations from MoE ‘s general secondary schools or proficient schools and have much small er registration Numberss. Graduates o f the MoE ‘s vocational plans can come in vocational preparation centres ( VTCs ) From the 2004 information, it is estimated that 30 per centum of the secondary pupils have opted for the vocational track Government of Egypt has undertaken some assuring enterprises to beef up the direction and reform of the TVET system.In 2006 the Industrial Training Council ( ITC ) was created through a ministerial edict with a authorization to better coordination and way of all preparation related entities, undertakings and policies in the Ministry.This will decide the issue faced by most houses to use skilled work force.According to the Enterprise Surveys in 2007, 31 per centum of the houses in Egypt place labour skill level as the major restraint of making concern in the state. Al Azhar Education System Another system that runs in analogue with the public educational system is known as the Al-Azhar system. It consists of six old ages of primary phase, a three twelvemonth preparatory phase and eventually three old ages of secondary phase. The Ministry of instruction reduced the figure of secondary school old ages from four to three old ages in 1998, so as to aline the Al Azhar system with the general secondary instruction system. In this system every bit good, there are separate schools for misss and male childs. Al Azhar instruction system is supervised by the Supreme Council of the Al-Azhar Institution. The Azhar Institution itself is nominally independent from the Ministry of Education, but is finally under supervising by the Egyptian Prime Minister.Al Azhar schools are named â€Å" Institutes † and include primary, preparatory, and secondary phases.All schools in all phases teach spiritual topics and non-religious topics, to a certain degree- non every bit intensively as t he province schools. The majority of the course of study, nevertheless, consists of spiritual topics as described below. All the pupils are Muslims, and males and females are separated in all phases. Al-Azhar schools are all over the state, particularly in rural countries. The alumnuss of Al-Azhar secondary schools are eligible to go on their surveies merely at the Al-Azhar University. As of 2007 and 2008, there are 8272 Al-Azhar schools in Egypt. In the early 2000s, Al-Azhar schools accounted for less than 4 % of the entire enrollment.The alumnuss of this system are so automatically accepted into Al-Azhar University.In 2007, the Pre-University registration in Al- Azhar institutes is about 1,906,290 pupils. Higher Education System Egypt has a really extended higher instruction system. About 30 % of all Egyptians in the relevant age group go to university. However, merely half of them alumnus. Harmonizing to The Economist, criterions of instruction at Egyptian public universities are â€Å" abysmal † . The Ministry of Higher Education supervises the third degree of instruction. There are a figure of universities providing to pupils in diverse Fieldss. In the current instruction system, there are 17 public universities, 51 public non-university establishments, 16 private universities and 89 private higher establishments. Out of the 51 non -university establishments, 47 are biennial in-between proficient institutes ( MTIs ) and four are 4-5 old ages higher proficient institutes ‘ . The higher instruction cohort is expected to increase by close to 6 per centum ( 60,000 ) pupils per annum through 2009 In 1990, a statute law was passed to supply greater liberty to the universities17. But still the instruction substructure, equipment and human resources are non in topographic point to provide to the lifting higher instruction pupils. Gross registration in third instruction increased from 27 per centum in 2003 to 31 per centum in 2005.But there has non been a similar addition in passing on bettering the higher instruction system in footings of debut of new plans and technologies.Both at national degree ( inspection systems, scrutinies ) and at local degree ( school degree pupil appraisals ) steps of the success of instruction schemes and the public presentation of the system are weak. The inspectorate system does non supply either solid proficient support to school staff, nor an effectual monitoring mechanism for neglecting schools. The scrutiny system at the terminal of preparatory and secondary levels-Thanawiya Awwa, does non mensurate higher-order thought accomplishments, but conc entrates instead on rote memorisation. Tonss can therefore be raised significantly by test specific tutoring, hence, pupils with more resources can afford private tutoring which helps them to hit higher on the national standardised tests and hence are accepted in top universities in Egypt. Hence, this competitory procedure of choice restricts pupils ‘ grade options and consequences, therefore doing pupils choose for plans and callings which are of small involvement to them The Egyptian third instruction is steered by a centralised system with establishments holding small control on the determinations of the course of study, plan development and deployment of staff and module. Bettering system administration and efficiency is an imperative that takes on added urgency given that a important population bump has reached the higher instruction system.The existent figure of pupils come ining higher instruction grew by 17 per centum per twelvemonth between 1992/93 and 1997/98. The effect was a crisp diminution in per pupil disbursement of around 40 per centum in existent footings over that period. The higher instruction cohort is projected to go on to increase by close to 6 per centum ( 60,000 pupils ) per annum through 2009. This means that important efficiencies will necessitate to be introduced into the system merely to keep quality at its current unequal degree. The public presentation and quality of higher instruction is presently badly compromised by ex cessively centralized order to better the already out-of-date system, stiff course of study and instruction patterns. Bettering system administration and efficiency is an imperative that takes on added urgency given that a important population bump has reached the higher instruction system.The existent figure of pupils come ining higher instruction grew by 17 per centum per twelvemonth between 1992/93 and 1997/98. The effect was a crisp diminution in per pupil disbursement of around 40 per centum in existent footings over that period. The higher instruction cohort is projected to go on to increase by close to 6 per centum ( 60,000 pupils ) per annum through 2009. This means that important efficiencies will necessitate to be introduced into the system merely to keep quality at its current unequal degree [ The Government of Egypt recognizes that there are existent challenges to be faced in the sector, foremost amongst which are the demand to significantly better sector administration and efficiency, increase institutional liberty, significantly better the quality and relevancy of higher instruction plans, and maintain coverage at bing degrees. Recent Government actions to construct political consensus on issues critical to reform hold created a clime that is mature for alteration. The Ministry of Higher Education ( MOHE ) acts as a title-holder for reform. The Minister, appointed in 1997, rapidly established a commission for the reform of higher instruction ( known as the HEEP Committee ) which drew in a broad scope of stakeholders including industrialists and Parliamentarians. A National Conference on higher instruction reform was held in February 2000, and a Declaration for action emanating from the Conference was endorsed by the President and the Prime Minister. The Declaration identified 25 specific reform enterprises. The Bank agrees with, and supports, the Declaration. A scope of many-sided and bilateral bureaus, including the World Bank, besides concur wi th the Declaration ‘s proposals, and are committed to back uping assorted facets of the reform procedure, The Government ‘s Higher Education Reform Strategy Egyptian higher instruction reform scheme included 25 undertakings turn toing all the reform domains, is implemented over three stages until 2017, and corresponds to the authorities ‘s five twelvemonth programs as follows: First stage from 2002 to 2007 Second stage from 2007 to 2012 Third stage from 2012 to 2017 Precedence has been given to 12 undertakings in the first stage of execution ( 2002-2007 ) and were integrated into the undermentioned six undertakings: HEEP Six Priority Projects ( 2002-2007 ) Higher Education Enhancement Project Fund ( HEEPF ) , Information and Communications Technology Project ( ICTP ) , Egyptian Technical Colleges Project ( ETCP ) , Faculty of Education Project ( FOEP ) , Faculty Leaders Development Project ( FLDP ) , Quality Assurance and Accreditation Project ( QAAP ) . In August 2004, HEEP strategic precedences were adjusted to go antiphonal to the demands of quality and accreditation and to match to the authorities ‘s attack to bettering scientific research. The accommodation added two more dimensions: foremost, developing station alumnus surveies and scientific research and second, turn toing pupils ‘ extra-curricular activities in add-on to the continued execution of the six prioritized plans during the first stage. Due to the dynamic nature of the reform scheme, which entails reconsidering precedences for each period, a Strategic Planning Unit ( SPU ) was established for the MOHE to guarantee the sustainability of planning and undertaking monitoring during the three stages and for future 1s. A Students ‘ Activity Project ( SAP ) was besides initiated as portion of plan accreditation similar to scientific research and station alumnus surveies. There are both private and public establishments of higher instruction in Egypt. Publ ic higher instruction is free in Egypt, and Egyptian pupils merely pay enrollment fees. Private instruction is much more expensive. A Education and the Community There were a few efforts for positive impact and reform from the civil community in Egypt but those attempts remained really limited on their impact on the educational procedure. Education crisis in Egypt is really complicated, public instruction is non capable of supplying quality instruction are barely any instruction with the deficit in installations, deficiency of trained pedagogues and rising prices in categories. Private ( including International ) is still incapable of reform for the deficiency of involvement, deficit in trained pedagogues, faulty course of study, commercialisation of instruction and eventually a customized accreditation system that involves the irrevokable licensure of International schools based on campaigning for accreditation while campaigning for accreditation is originally based on the initial efficiency of the school in supplying the educational services including its position as a legal instruction supplier that it does n't acquire to acquire unless it s a campaigner school, which is puting the cart before the Equus caballus. No community attempts have been done to turn to the crisis of instruction in Egypt until 2008, when the [ International-Curricula Educators Association O ¬U†¦O?USO © U†¦O?U„U†¦US O §U„U†¦U† O §U†¡O ¬ O §U„O?U?U„USO © ( ICEA ) ] . was established with modest fiscal resources but great outlooks. The Community addressed itself to lending to work outing the educational jobs in Egypt including the deficit in research, statistics and entrepreneurship in the field of instruction. On 2009 it ‘s started affecting voluntaries through the UNV plan and has successfully began to develop its scope of not-for-profit services to turn to several demands of the educational community in Egypt get downing from low-cost certified instructor preparation and traveling doing its manner through all the needed pupil activities exciting citizenship whether on the local or the planetary degree. Challenges Although important advancement has been made to increase human capital base through improved instruction system, still the quality of instruction experience is low and unevenly distributed. Due to miss of good quality instruction at the basic and secondary degrees, there has been a mushrooming market for private tutoring. Now to take private tuition has become more of an duty than a remedial activity. Harmonizing to the Egypt Human Development Report ( 2005 ) , 58 per centum of surveyed households stated that their kids take private tutoring. The CAPMAS ( 2004 ) study showed that families spend on norm about 61 per centum of entire instruction outgo on private tutoring. In add-on, per family outgo of the richest quintile on private tutoring is more than seven times that of the poorest. Among the issues is the deficiency of sufficient instruction in public schools and the demand for private tuition. As of 2005, 61-70 % of Egyptian pupils attend private tuitionOther common issues inclu de: larceny of public educational financess and escape of exams.. Egypt besides has a deficit of skilled and semi-skilled workforce.But there has been an copiousness of low-skilled labourers. Even if there are any high-skilled workers available, their quality of preparation is rather hapless. This is largely a job in small-medium companies and big public industries that work in â€Å" protected † domestic markets. The mean gross production per worker is lower than other North African states: Maroc and Tunisia. Youth unemployment is besides really high, chiefly due to deficiency of instruction system in supplying necessary preparation under TVET plans. A survey conducted by UNESCO on educational equity in universe ‘s 16 most thickly settled states placed Egypt in the in-between scope in footings of equity of primary and secondary registrations across governorates in Egypt But when the wealth constituent is added to education attainment, the consequences are non really encouraging. There are significantly higher registration rates in wealthier parts at both the primary and secondary degrees. This confirms that more attempts are needed to cut down the wealth spread in educational attainment

Essay on The Risk Management Process - 1896 Words

Risk Management Process Identify Risk Risk identification, focuses on identifying which risks will affect a project, by looking at the project plan, the work breakdown structure, the project charter and other project related documents (PMBOK, 2008). Broad risk categories are human resources, technology changes, quality and performance issues, customers, vendors, management, funding, political, legal, market forces and environmental issues (PMBOK, 2008). Risk identification involves forward and creative thinking by project stakeholders (Hilson, 2003). Risk identification, should be done on a continuous basis and project team members and stakeholders should look for new issues that may affect the success of the project (Brewer Dittman,†¦show more content†¦Hilson (2003) indicated that opportunities are ignored in this process, however since he wrote this book in 2003 and based on the latest Project Management Body of Knowledge Book (2008) with regards to risk identification we see opportunity and treats are ident ified. Risks are both known and unknown and project managers need to minimize treats and maximize opportunities (PMBOK, 2008). Brewer Dittman (2009), indicated that the Delphi technique uses experts to identify and resolve issues and when used many of these issues are resolved because members do not meet face-to-face. The process becomes anonymous reducing interference of egos and personal problems. As stated by Fleming (2005), the Delphi Technique is an option to aid the project team to brainstorm ideas anonymously, and participants are unknown to each other. Electronic communication, are used to communicate with the group with a facilitator, and questions are presented electronically to each participant who then generates ideas and sends them electronically to the facilitator. The responses accumulated into one list by the facilitator who redistributes it for team comments until a final agreement reached (PMBOK, 2008). 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Regulations, Policies and Guidelines Addressing...

APA CITATION OF THE ARTICLE: Hudson, G., Miller, G. G., Seikel, K. (2014). Regulations, Policies, and Guidelines Addressing Environmental Exposures in Early Learning Environments: A Review. Journal Of Environmental Health,76(7), 24-34. PERMALINK:http://lib.calhoun.edu:2048/login?url=http://lib.calhoun.edu:2056/login.aspx?direct=truedb=aphAN=94412928site=ehost-live DESCRIBE THE THESIS, HYPOTHESIS, OR BASIC PREMIS OF THE ARTICLE (PROVIDE A FULL PARAGRAPH): The article addresses the environmental factors involved in the health and development of children. The entry describes the early learning environments (ELE) like child care facilities or family care environments where children and infants spend at least forty hours a week. The text describes how children are affected by these and environments and how the facilities have the most basic environmental health protection requirements. There are no mandatory regulations on these facilities. DESCRIBE THE SUBJECTS OF THE RESEARCH (PROVIDE A FULL PARAGRAPH): The research is composed of subjects mostly containing science about the diets of children compared to adults. One fact that stood out to me in the primary subject of the article is that children consume primarily liquids like juice, water, and milk. However, adults have a more balanced diet between liquids and solid foods. The article states that the liquids are more prone to contaminates and that children are more prone to physiological reactions to these