Globalisation And Primary Education Development In Tanzania: Prospects And Challenges

1. Overview of the Country and Primary Education System:

Tanzania covers 945,000 square kilometres, including approximately 60,000 square kilometres of inland water. The population is about 32 million people with an average annual growth rate of 2.8 percent per year. Females comprise 51% of the total population. The majority of the population resides on the Mainland, while the rest of the population resides in Zanzibar. The life expectancy is 50 years and the mortality rate is 8.8%. The economy depends upon Agriculture, Tourism, Manufacturing, Mining and Fishing. Agriculture contributes about 50% of GDP and accounting for about two-thirds of Tanzania's exports. Tourism contributes 15.8%; and manufacturing, 8.1% and mining, 1.7%. The school system is a 2-7-4-2-3+ consisting of pre-primary, primary school, ordinary level secondary education, Advanced level secondary, Technical and Higher Education. Primary School Education is compulsory whereby parents are supposed to take their children to school for enrollment. The medium of instruction in primary is Kiswahili.

One of the key objectives of the first president J.K. Nyerere was development strategy for Tanzania as reflected in the 1967 Arusha Declaration, which to be ensuring that basic social services were available equitably to all members of society. In the education sector, this goal was translated into the 1974 Universal Primary Education Movement, whose goal was to make primary education universally available, compulsory, and provided free of cost to users to ensure it reached the poorest. As the strategy was implemented, large-scale increases in the numbers of primary schools and teachers were brought about through campaign-style programs with the help of donor financing. By the beginning of the 1980s, each village in Tanzania had a primary school and gross primary school enrollment reached nearly 100 percent, although the quality of education provided was not very high. From 1996 the education sector proceeded through the launch and operation of Primary Education Development Plan - PEDP in 2001 to date.

2. Globalization

To different scholars, the definition of globalization may be different. According to Cheng (2000), it may refer to the transfer, adaptation, and development of values, knowledge, technology, and behavioral norms across countries and societies in different parts of the world. The typical phenomena and characteristics associated with globalization include growth of global networking (e.g. internet, world wide e-communication, and transportation), global transfer and interflow in technological, economic, social, political, cultural, and learning areas, international alliances and competitions, international collaboration and exchange, global village, multi-cultural integration, and use of international standards and benchmarks. See also Makule (2008) and MoEC (2000).

3. Globalization in Education

In education discipline globalization can mean the same as the above meanings as is concern, but most specifically all the key words directed in education matters. Dimmock & Walker (2005) argue that in a globalizing and internalizing world, it is not only business and industry that are changing, education, too, is caught up in that new order. This situation provides each nation a new empirical challenge of how to respond to this new order. Since this responsibility is within a national and that there is inequality in terms of economic level and perhaps in cultural variations in the world, globalization seems to affect others positively and the vice versa (Bush 2005). In most of developing countries, these forces come as imposing forces from the outside and are implemented unquestionably because they do not have enough resource to ensure its implementation (Arnove 2003; Crossley & Watson, 2004).

There is misinterpretation that globalization has no much impact on education because the traditional ways of delivering education is still persisting within a national state. But, it has been observed that while globalization continues to restructure the world economy, there are also powerful ideological packages that reshape education system in different ways (Carnoy, 1999; Carnoy & Rhoten, 2002). While others seem to increase access, equity and quality in education, others affect the nature of educational management. Bush (2005) and Lauglo (1997) observe that decentralization of education is one of the global trends in the world which enable to reform educational leadership and management at different levels. They also argue that Decentralization forces help different level of educational management to have power of decision making related to the allocation of resources. Carnoy (1999) further portrays that the global ideologies and economic changes are increasingly intertwined in the international institutions that broadcast particular strategies for educational change. These include western governments, multilateral and bilateral development agencies and NGOs (Crossley & Watson 2004). Also these agencies are the ones which develop global policies and transfer them through funds, conferences and other means. Certainly, with these powerful forces education reforms and to be more specifically, the current reforms on school leadership to a large extent are influenced by globalization.

4. The School Leadership

In Tanzania the leadership and management of education systems and processes is increasingly seen as one area where improvement can and need to be made in order to ensure that education is delivered not only efficiently but also efficaciously. Although literatures for education leadership in Tanzania are inadequate, Komba in EdQual (2006) pointed out that research in various aspects of leadership and management of education, such as the structures and delivery stems of education; financing and alternative sources of support to education; preparation, nurturing and professional development of education leaders; the role of female educational leaders in improvement of educational quality; as will as the link between education and poverty eradication, are deemed necessary in approaching issues of educational quality in any sense and at any level. The nature of out of school factors that may render support to the quality of education e.g. traditional leadership institutions may also need to be looked into.

5. Impact of Globalization

As mentioned above, globalization is creating numerous opportunities for sharing knowledge, technology, social values, and behavioral norms and promoting developments at different levels including individuals, organizations, communities, and societies across different countries and cultures. Cheng (2000); Brown, (1999); Waters, (1995) pointed out the advantages of globalization as follows: Firstly it enable global sharing of knowledge, skills, and intellectual assets that are necessary to multiple developments at different levels. The second is the mutual support, supplement and benefit to produce synergy for various developments of countries, communities, and individuals. The third positive impact is creation of values and enhancing efficiency through the above global sharing and mutual support to serving local needs and growth. The fourth is the promotion of international understanding, collaboration, harmony and acceptance to cultural diversity across countries and regions. The fifth is facilitating multi-way communications and interactions, and encouraging multi-cultural contributions at different levels among countries.

The potential negative impacts of globalization are educationally concerned in various types of political, economic, and cultural colonization and overwhelming influences of advanced countries to developing countries and rapidly increasing gaps between rich areas and poor areas in different parts of the world. The first impact is increasing the technological gaps and digital divides between advanced countries and less developed countries that are hindering equal opportunities for fair global sharing. The second is creation of more legitimate opportunities for a few advanced countries to economically and politically colonize other countries globally. Thirdly is exploitation of local resources which destroy indigenous cultures of less advanced countries to benefit a few advanced countries. Fourthly is the increase of inequalities and conflicts between areas and cultures. And fifthly is the promotion of the dominant cultures and values of some advanced areas and accelerating cultural transplant from advanced areas to less developed areas.

The management and control of the impacts of globalization are related to some complicated macro and international issues that may be far beyond the scope of which I did not include in this paper. Cheng (2002) pointed out that in general, many people believe, education is one of key local factors that can be used to moderate some impacts of globalization from negative to positive and convert threats into opportunities for the development of individuals and local community in the inevitable process of globalization. How to maximize the positive effects but minimize the negative impacts of globalization is a major concern in current educational reform for national and local developments.

6. Globalization of Education and Multiple Theories

The thought of writing this paper was influenced by the multiple theories propounded by Yin Cheng, (2002). He proposed a typology of multiple theories that can be used to conceptualize and practice fostering local knowledge in globalization particularly through globalized education. These theories of fostering local knowledge is proposed to address this key concern, namely as the theory of tree, theory of crystal, theory of birdcage, theory of DNA, theory of fungus, and theory of amoeba. Their implications for design of curriculum and instruction and their expected educational outcomes in globalized education are correspondingly different.

The theory of tree assumes that the process of fostering local knowledge should have its roots in local values and traditions but absorb external useful and relevant resources from the global knowledge system to grow the whole local knowledge system inwards and outwards. The expected outcome in globalized education will be to develop a local person with international outlook, who will act locally and develop globally. The strength of this theory is that the local community can maintain and even further develop its traditional values and cultural identity as it grows and interacts with the input of external resources and energy in accumulating local knowledge for local developments.

The theory of crystal is the key of the fostering process to have "local seeds" to crystallize and accumulate the global knowledge along a given local expectation and demand. Therefore, fostering local knowledge is to accumulate global knowledge around some "local seeds" that may be to exist local demands and values to be fulfilled in these years. According to this theory, the design of curriculum and instruction is to identify the core local needs and values as the fundamental seeds to accumulate those relevant global knowledge and resources for education. The expected educational outcome is to develop a local person who remains a local person with some global knowledge and can act locally and think locally with increasing global techniques. With local seeds to crystallize the global knowledge, there will be no conflict between local needs and the external knowledge to be absorbed and accumulated in the development of local community and individuals.

The theory of birdcage is about how to avoid the overwhelming and dominating global influences on the nation or local community. This theory contends that the process of fostering local knowledge can be open for incoming global knowledge and resources but at the same time efforts should be made to limit or converge the local developments and related interactions with the outside world to a fixed framework. In globalized education, it is necessary to set up a framework with clear ideological boundaries and social norms for curriculum design such that all educational activities can have a clear local focus when benefiting from the exposure of wide global knowledge and inputs. The expected educational outcome is to develop a local person with bounded global outlook, who can act locally with filtered global knowledge. The theory can help to ensure local relevance in globalized education and avoid any loss of local identity and concerns during globalization or international exposure.

The theory of DNA represents numerous initiatives and reforms have made to remove dysfunctional local traditions and structures in country of periphery and replace them with new ideas borrowed from core countries. This theory emphasizes on identifying and transplanting the better key elements from the global knowledge to replace the existing weaker local components in the local developments. In globalizing education, the curriculum design should be very selective to both local and global knowledge with aims to choose the best elements from them. The expected educational outcome is to develop a person with locally and globally mixed elements, who can act and think with mixed local and global knowledge. The strength of this theory is its openness for any rational investigation and transplant of valid knowledge and elements without any local barrier or cultural burden. It can provide an efficient way to learn and improve the existing local practices and developments.

The theory of fungus reflects the mode of fostering local knowledge in globalization. This theory assumes that it is a faster and easier way to digest and absorb certain relevant types of global knowledge for nutrition of individual and local developments, than to create their own local knowledge from the beginning. From this theory, the curriculum and instruction should aim at enabling students to identify and learn what global knowledge is valuable and necessary to their own developments as well as significant to the local community. In globalizing education, the design of education activities should aim at digesting the complex global knowledge into appropriate forms that can feed the needs of individuals and their growth. The expected educational outcome is to develop a person equipped certain types of global knowledge, who can act and think dependently of relevant global knowledge and wisdom. Strengths of the theory is for some small countries, easily digest and absorb the useful elements of global knowledge than to produce their own local knowledge from the beginning. The roots for growth and development are based on the global knowledge instead of local culture or value.

The theory of amoeba is about the adaptation to the fasting changing global environment and the economic survival in serious international competitions. This theory considers that fostering local knowledge is only a process to fully use and accumulate global knowledge in the local context. Whether the accumulated knowledge is really local or the local values can be preserved is not a major concern. According to this theory, the curriculum design should include the full range of global perspectives and knowledge to totally globalize education in order to maximize the benefit from global knowledge and become more adaptive to changing environment. Therefore, to achieve broad international outlook and apply global knowledge locally and globally is crucial in education. And, cultural burdens and local values can be minimized in the design of curriculum and instruction in order to let students be totally open for global learning. The expected educational outcome is to develop a flexible and open person without any local identity, who can act and think globally and fluidly. The strengths of this theory are also its limitations particularly in some culturally fruit countries. There will be potential loss of local values and cultural identity in the country and the local community will potentially lose its direction and social solidarity during overwhelming globalization.

Each country or local community may have its unique social, economic and cultural contexts and therefore, its tendency to using one theory or a combination of theories from the typology in globalized education may be different from the other. To a great extent, it is difficult to say one is better than other even though the theories of tree, birdcage and crystal may be more preferred in some culturally rich countries. For those countries with less cultural assets or local values, the theories of amoeba and fungus may be an appropriate choice for development. However, this typology can provide a wide spectrum of alternatives for policy-makers and educators to conceptualize and formulate their strategies and practices in fostering local knowledge for the local developments. See more about the theories in Cheng (2002; 11-18)

7. Education Progress since Independence in Tanzania

During the first phase of Tanzania political governance (1961-1985) the Arusha Declaration, focusing on "Ujamaa" (African socialism) and self-reliance was the major philosophy. The nationalization of the production and provision of goods and services by the state and the dominance of ruling party in community mobilization and participation highlighted the "Ujamaa" ideology, which dominated most of the 1967-1985 eras. In early 1970s, the first phase government embarked on an enormous national campaign for universal access to primary education, of all children of school going age. It was resolved that the nation should have attained universal primary education by 1977. The ruling party by that time Tanganyika African National Union (TANU), under the leadership of the former and first president of Tanzania Mwalimu Julius K. Nyerere, directed the government to put in place mechanisms for ensuring that the directive, commonly known as the Musoma Resolution, was implemented. The argument behind that move was essentially that, as much as education was a right to each and every citizen, a government that is committed to the development of an egalitarian socialist society cannot segregate and discriminate her people in the provision of education, especially at the basic level.

7.1. The Presidential Commission on Education

In 1981, a Presidential Commission on education was appointed to review the existing system of education and propose necessary changes to be realized by the country towards the year 2000. The Commission submitted its report in March 1982 and the government has implemented most of its recommendation. The most significant ones related to this paper were the establishment of the Teachers' Service Commission (TSC), the Tanzania Professional Teachers Association, the introduction of new curriculum packages at primary, secondary and teacher education levels, the establishment of the Faculty of Education (FoE) at the University of Dar-es-Salaam, the introduction of pre-primary teacher education programme; and the expansion of secondary education.

7.2. Education during the Second Phase Government of Tanzania

The second phase government of Tanzania spanning from 1985 to 1995, was characterized by new liberal ideas such as free choice, market-oriented schooling and cost efficiency, reduced the government control of the UPE and other social services. The education sector lacked quality teachers as well as teaching/learning materials and infrastructure to address the expansion of the UPE. A vacuum was created while fragmented donor driven projects dominated primary education support. The introduced cost sharing in the provision of social services like education and health hit most the poorest of the poor. This decrease in government support in the provision of social services including education as well as cost-sharing policies were not taken well, given that most of the incomes were below the poverty line. In 1990, the government constituted a National Task Force on education to review the existing education system and recommend a suitable education system for the 21st century.

The report of this task force, the Tanzania Education System for the 21st Century, was submitted to the government in November 1992. Recommendations of the report have been taken into consideration in the formulation of the Tanzania Education and Training Policy (TETP). In spite of the very impressive expansionary education policies and reforms in the 1970s, the goal to achieve UPE, which was once targeted for achievement in 1980, is way out of reach. Similarly, the Jomtien objective to achieve Basic Education for all in 2000 is on the part of Tanzania unrealistic. The participation and access level have declined to the point that attainment of UPE is once again an issue in itself. Other developments and trends indicate a decline in the quantitative goals set rather than being closer to them (Cooksey and Reidmiller, 1997; Mbilinyi, 2000). At the same time serious doubt is being raised about school quality and relevance of education provided (Galabawa, Senkoro and Lwaitama, (eds), 2000).

7.3. Outcomes of UPE

According to Galabawa (2001), the UPE describing, analysis and discussing explored three measures in Tanzania: (1) the measure of access to first year of primary education namely, the apparent intake rate. This is based on the total number of new entrants in the first grade regardless of age. This number is in turn expressed as a percentage of the population at the official primary school entrance age and the net intake rate based on the number of new entrants in the first grade who are of the official primary school entrance age expressed as percentage of the population of corresponding age. (2) The measure of participation, namely, gross enrolment ratio representing the number of children enrolled in primary education, regardless of age, expressed as a percentage of the official primary school age population; while the net enrolment ratio corresponds to the number of children of the official primary school age enrolled in primary school expressed as a percentage of corresponding population. (3) The measure of internal efficiency of education system, which reflect the dynamics of different operational decision making events over the school cycle like dropouts, promotions and repetitions.

7.3.1. Access to Primary Education

The absolute numbers of new entrants to grade one of primary school cycles have grown steadily since 1970s. The number of new entrants increased from around 400,000 in 1975 to 617,000 in 1990 and to 851,743 in 2000, a rise of 212.9 percent in relative terms. The apparent (gross) intake rate was high at around 80% in the 1970s dropping to 70% in 1975 and rise up to 77% in 2000. This level reflects the shortcomings in primary education provision. Tanzania is marked by wide variations in both apparent and net intake rates-between urban and rural districts with former performing higher. Low intake rates in rural areas reflect the fact that many children do not enter schools at the official age of seven years.

7.3.2. Participation in Primary Education

The regression in the gross and net primary school enrolment ratios; the exceptionally low intake at secondary and vocational levels; and, the general low internal efficiency of the education sector have combined to create a UPE crisis in Tanzania's education system (Education Status Report, 2001). There were 3,161,079 primary pupils in Tanzania in 1985 and, in the subsequent decade primary enrolment rose dramatically by 30% to 4,112,167 in 1999. These absolute increases were not translated into gross/net enrolment rates, which actually experienced a decline threatening the sustainability of quantitative gains. The gross enrolment rate, which was 35.1% in late 1960's and early 1970s', grew appreciably to 98.0% in 1980 when the net enrolment rate was 68%. (ibid)

7.3.3. Internal Efficiency in Primary Education

The input/output ratio shows that it takes an average of 9.4 years (instead of planned 7 years) for a pupil to complete primary education. The extra years are due to starting late, drop-outs, repetition and high failure rate which is pronounced at standard four where a competency/mastery examination is administered (ESDP, 1999, p.84). The drive towards UPE has been hampered by high wastage rates.

7.4. Education during the Third Phase Government of Tanzania

The third phase government spanning the period from 1995 to date, intends to address both income and non-income poverty so as to generate capacity for provision and consumption of better social services. In order to address these income and non-income poverty the government formed the Tanzania Vision 2025. Vision 2025 targets at high quality livelihood for all Tanzanians through the realization of UPE, the eradication of illiteracy and the attainment of a level of tertiary education and training commensurate with a critical mass of high quality human resources required to effectively respond to the developmental challenges at all level. In order to revitalize the whole education system the government established the Education Sector Development Programme (ESDP) in this period. Within the ESDP, there two education development plans already in implementation, namely: (a) The Primary Education Development Plan (PEDP); and (b) The Secondary Education Development Plan (SEDP).

8. Prospects and Challenges of Primary of Education Sector

Since independence, The government has recognised the central role of education in achieving the overall development goal of improving the quality of life of Tanzanians through economic growth and poverty reduction. Several policies and structural reforms have been initiated by the Government to improve the quality of education at all levels. These include: Education for Self-Reliance, 1967; Musoma Resolution, 1974; Universal Primary Education (UPE), 1977; Education and Training Policy (ETP), 1995; National Science and Technology Policy, 1995; Technical Education and Training Policy, 1996; Education Sector Development Programme, 1996 and National Higher Education Policy, 1999. The ESDP of 1996 represented for the first time a Sector-Wide Approach to education development to redress the problem of fragmented interventions. It called for pooling together of resources (human, financial and materials) through the involvement of all key stakeholders in education planning, implementation, monitoring and evaluation (URT, 1998 quoted in MoEC 2005b). The Local Government Reform Programme (LGRP) provided the institutional framework.

Challenges include the considerable shortage of classrooms, a shortage of well qualified and expert teachers competent to lead their learners through the new competency based curriculum and learning styles, and the absence of an assessment and examination regime able to reinforce the new approaches and reward students for their ability to demonstrate what they know understand and can do. At secondary level there is a need to expand facilities necessary as a result of increased transition rates. A major challenge is the funding gap, but the government is calling on its development partners to honour the commitments made at Dakar, Abuja, etc, to respond positively to its draft Ten Year Plan. A number of systemic changes are at a critical stage, including decentralisation, public service reform, strengthening of financial management and mainstreaming of ongoing project and programmes. The various measures and interventions introduced over the last few years have been uncoordinated and unsynchronised. Commitment to a sector wide approach needs to be accompanied by careful attention to secure coherence and synergy across sub-sectoral elements. (Woods, 2007).

9. Education and School Leadership in Tanzania and the Impacts

Education and leadership in primary education sector in Tanzania has passed through various periods as explained in the stages above. The school leadership major reformation was maintained and more decentralized in the implementation of the PEDP from the year 2000 to date. This paper is also more concerned with the implementation of globalization driven policies that influence the subjectivity of education changes. It is changing to receive what Tjeldvoll et al. (2004:1; quoted in Makule, 2008) considers as "the new managerial responsibilities". These responsibilities are focused to increase accountability, equity and quality in education which are global agenda, because it is through these, the global demands in education will be achieved. In that case school leadership in Tanzania has changed. The change observed is due to the implementation of decentralization of both power and fund to the low levels such as schools. School leadership now has more autonomy over the resources allocated to school than it was before decentralization. It also involves community in all the issues concerning the school improvement.

10. Prospects and Challenges of School Leadership

10.1. Prospects

The decentralization of both power and funds from the central level to the low level of education such as school and community brought about various opportunities. Openness, community participation and improved efficiency mentioned as among the opportunities obtained with the current changes on school leadership. There is improved accountability, capacity building and educational access to the current changes on school leadership. This is viewed in strong communication network established in most of the schools in the country. Makule (2008) in her study found out that the network was effective where every head teacher has to send to the district various school reports such as monthly report, three month report, half a year report, nine month report and one year report. In each report there is a special form in which a head teacher has to feel information about school. The form therefore, give account of activities that takes place at school such as information about the uses of the funds and the information about attendance both teacher and students, school buildings, school assets, meetings, academic report, and school achievement and problems encountered. The effect of globalization forces on school leadership in Tanzania has in turn forced the government to provide training and workshop for school leadership (MoEC, 2005b). The availability of school leadership training, whether through workshop or training course, considered to be among the opportunities available for school leadership in Tanzania

10.2. Challenges

Like all countries, Tanzania is bracing itself for a new century in every respect. The dawn of the new millennium brings in new changes and challenges of all sectors. The Education and Training sector has not been spared for these challenges. This is, particularly important in recognition of adverse/implications of globalisation for developing states including Tanzania. For example, in the case of Tanzania, globalisation entails the risks of increased dependence and marginalisation and thus human resource development needs to play a central role to redress the situation. Specifically, the challenges include the globalisation challenges, access and equity, inclusive or special needs education, institutional capacity building and the HIV/aids challenge.

11. Conclusion

There are five types of local knowledge and wisdom to be pursued in globalized education, including the economic and technical knowledge, human and social knowledge, political knowledge, cultural knowledge, and educational knowledge for the developments of individuals, school institutions, communities, and the society. Although globalisation is linked to a number of technological and other changes which have helped to link the world more closely, there are also ideological elements which have strongly influenced its development. A "free market" dogma has emerged which exaggerates both the wisdom and role of markets, and of the actors in those markets, in the organisation of human society. Fashioning a strategy for responsible globalisation requires an analysis which separates that which is dogma from that which is inevitable. Otherwise, globalisation is an all too convenient excuse and explanation for anti-social policies and actions including education which undermine progress and break down community. Globalisation as we know it has profound social and political implications. It can bring the threat of exclusion for a large portion of the world's population, severe problems of unemployment, and growing wage and income disparities. It makes it more and more difficult to deal with economic policy or corporate behaviour on a purely national basis. It also has brought a certain loss of control by democratic institutions of development and economic policy.

Treatment and Educational Strategies For School Refusal Behavior in Special Education!

Is your child with autism or another disability showing signs of school refusal behavior? Are you at your wits end and do not know what to do? Would you like to learn about treatment and educational strategies for school refusal behavior that could benefit your child in special education? This article will be discussing school refusal behavior, treatments and educational services and strategies that could help your child in this area.

Successful treatment in this area depends on why the child is experiencing this difficulty. Could be due to many reasons but I will discuss a few:

1. Inappropriate treatment by special education personnel. This could be due to the staffs attitudes or perceived negative behavior of your child. This occurs quite often when school personnel do not receive the proper training, in how to positively deal with negative behavior.

2. Inappropriate amount and type of special education services to help your child make progress in their education. When children are not being taught they tend to either develop negative behavior, anxiety, or depression, which could be contributing to school refusal behavior.

3. Anxiety or depression could be a reason that your child is having this difficulty; though it would be important to figure out why your child has developed these. Was their a particular incident that occurred at school that affected your child? Were they restrained or secluded by special education staff? These are just a few possibilities that you can consider.

4. Difficulty with other children due to your child's difficulty with social skills and social cues.

Below are several things that you should consider that may help your child;

1. Consider a few observations over a several day period at different times of the day. See how your child interacts with school staff, and how they interact with other children. Notice any particular problems-make an appointment to discuss these issues with school personnel. If your child's teacher cannot deal with your child's behavior ask for specific training in the area of Positive Behavioral Supports (PBS).

2. Talk to other students or parents that are in the building and see if they have noticed any difficulty. I find this to be a wonderful way to truly find the truth about what is going on in your child's school!

3. Check and make sure that your child is learning by asking for progress monitoring, check your child's district and state standardized testing, and look at your state standards for the grade your child is in. If your child is not making appropriate progress they may be developing anxiety which can contribute to this disorder.

4. Check your child's IEP and make sure that staff is following the IEP and that your child is receiving all the services that are listed. I have heard from many parents who just assumed that their child was getting the services until something happened, and they found out their child was not getting the special education services listed on their IEP.

5. Ask for psychological counseling with a trained psychologist, if your child needs it. If your school does not have a trained psychologist who can do counseling, the school district is required by the Individuals with Disabilities Education Act (IDEA) to pay for an outside person, if your child needs it! You will probably have to fight for an outside person, but your child is worth it!

6. If all of these strategies do not work consider taking your child to a trained Psychiatrist to see if your child could benefit from medication to help them. Also they could recommend a trained psychologist that could provide counseling for your child. The school needs to pay for this though, since it is related to educational difficulties.

7. Your child may need another teacher or a different placement that can meet their educational and emotional needs.

By trying all of these strategies you will well be on your way to helping your child with their school refusal behavior!

Some of the Best Schools to Consider for Quality Education for Your Kids

Hyderabad is the capital city of Andhra Pradesh in India. It is famously known as the "city of pearls." In 2011, Hyderabad was also named as the largest metropolitan city of India, is spread over an area of 650 square kilometers, and has a population of around 6,809,970. This makes Hyderabad, the fourth most densely populated cities of India. Hyderabad is famous for several different reasons. One of the main reasons is its rich history and all the great historical monuments. This makes it a very hot tourist city, where people from all around the world come especially to see the Chowmahalla Palace. Hyderabad is also famous for its unique architecture, art, and culture. It also used to be the hot spot for trading pearls and diamonds globally. Apart from all these reasons which make Hyderabad so famous, one other reason behind its popularity is the quality education, it offers. Hyderabad is home to many great schools, colleges, and universities. Some of the oldest universities can be found in this city, and schools, here are constantly working hard to improve their standard of education, while giving their citizen's quality international education. Here in this article, we will highlight the top ten schools in Hyderabad that you can consider for your children if you are planning on moving to this city or already living.

Harvard/Howard public school:

The school that comes in first place in the list of top ten schools in Hyderabad is Harvard public school, also called as Howard public school. This school has an affiliation with the best educational boards of India which is the CBSE board. It is almost two decades old and offers co-education. This school is located in the heart of Hyderabad i.e., Himayatnagar. This school thrives on its sole aim of providing the children of Hyderabad with quality education in a very friendly environment. It offers great facilities to the students by providing them with games, arts and craft, dance and music, library, computer labs, science labs, field trips, sports, and transport facilities.

Oakridge International School:

This school was recently opened at the end of the year 2001, but within a few short years, it has been able to expand itself from nursery till class XII, with over 2500 student enrollment. Because of their commitment to quality education and hard work, they have succeeded in scoring second position in our list of top ten schools in Hyderabad. This school also provides accommodation to its students coming from abroad.

Praganya Montessori School:

This school is a Montessori level school, still managed to gain third position in our list of top ten schools in Hyderabad, because of its unique methods of providing education and learning for toddlers. This school is great for children between the ages of 30 months till twelve years. The school classes are organized into primary and elementary school, primary for students between the ages of 2 ½ till 6 years and elementary for students from age 6 till 12 years.

The remaining list of schools that are included in the top ten schools in Hyderabad include:

Holy Mother High School

Euro Kids

Oyster Play School and Montessori

Kendriya Vidyalaya

Eton Temple Convent School

Millat Model School

Johnson Grammar School

Other than these ten, there are lots of other great schools, that are affiliated with international boards and Indian boards. This makes Hyderabad one of the best choices for parents to give their kids, the quality education they wish for.

A Trade School Will Provide You With Specific Education For Your Trade

If you are getting ready to graduate from high school and are looking to go to work as quickly as possible, then a trade school will give you the education and training required by your industry of choice. Trade schools are designed to make you career-ready in less time than a degree program. So if your desire is to have a career in a specific industry, and you know that you need a post high school education, you will be able to choose from a variety of schools for your training.

Trade schools offer programs in a multitude of industries, and they provide a well-rounded curriculum with a mixture of classroom work and hands-on training of real life experience. It was in the 1990s that these schools changed to provide a broader approach to developing the academic and technical skills of students. So no matter what your career goal, whether you want to work in health care, carpentry, or the automotive field, a trade school can be your gateway.

Actually, there are roughly between 50 and 60 schools nationally for the most sought after trades like plumbing, HVAC, and carpentry. You can enroll in one of these schools and work toward a certificate or continue your education toward an Associate's degree. These programs can help jump-start your career or advance you in your existing job within your current company.

One of the most significant advantages to trade schools, aside from the fact that the curriculum is concentrated and focused on the trade itself, is the hands-on training, which is taught by instructors with current industry knowledge and experience. This kind of education gives students an advantage in the job market. Since many trade schools offer internships, you can gain the experience most employers require.

Another benefit to attending a trade school is that many of them offer job placement services and employer seminars. In fact, the best career education schools, those with the best reputations, offer employment assistance. Some even offer these services to graduates.

Trade schools offering placement services offer classes designed to work on improving job interviewing skills. They will help you prepare and develop a resume to best represent your skills and experiences. Rounding out your job education will be post interview follow-up and everything you need to know to ease the anxiety of a job search.

Trade schools offer you the opportunity to train in a particular industry with real life experiences. The time you spend will be an investment in your career and will take less time than a degree program. If you already know what you want to do with your life, choose from the many trade schools offering programs in your field.

Education for Sustainable Development for Child Education and Schools

Education for Sustainable Development (ESD) is a rather new field of education. We can see it as an innovative kind of future education for schools linking the child's development with the future challenges of society.

I don't think that education for sustainable development is just another buzzword forgotten in a few years. From a global perspective as well as a local perspective we have to direct education toward what will be truly useful for each child and for each society in the future.

To have a fulfilling life should be within reach for all children wherever they are born. In too many parts of society and of the world children grow up in hazardous environments with very poor conditions for basic requirements and bleak prospects for their future.

Education for Sustainable Development is derived from the Brundtland report's focus on Sustainable Development (SD). The Brundtland report requires fundamental changes in the society and its institutions, in politics and in our individual family life styles. Economic development cannot be separated from social development and a concern for the environment.

ESD for child development Educational research can tell us a lot of how to make use of education for sustainable development for child development.

The most important fact might be that ESD is an excellent frame for the empowerment of children. When we respect each individual child for its ideas and opinion, and at the same time bring the child into challenging learning situations we facilitate empowerment of the child.

Developing self esteem and empowerment goes hand in hand in education for sustainable development. A proper self esteem is such an important part of successful child development.

Another important fact is that ESD is a productive frame for meaningful learning. Opposite to rote learning and the acquisition of facts without much understanding meaningful learning situations help the child to engage fully in the teaching. By working with real problems the child can develop much better understanding of concepts and skills from the schools core curriculum in a meaningful context. The key to that is the opportunity to use and reflect on these 'traditional' ingredients of classic schooling in the meaningful contexts derived from the focus on sustainable development.

Education for sustainable development and schools Some schools have focused on the beautification of their school environment. This might help the school's prestige in the local society but it isn't helpful for education for sustainable development unless it happens as the students' project.

Similarly some schools have put a lot of emphasis in making the school buildings more 'green' with solar power panels, recycling systems, water conservation measures and tree planting around the school. Again, such initiatives are only valuable for the learning of the students if they are planned as student projects. You cannot evaluate the quality of a school's work with education for sustainable development from a picture of the school.

Concerning a better approach to ESD, headmaster and teachers should ask questions like: - How can we challenge students' thinking on the future and how to make use of parts of the core curriculum in a meaningful way in combination? - How can we teachers cooperate to create stimulating activities and plan the teaching in such a way that the self-esteem of the students will benefit from it? - How can we help students to investigate local people's concern for the future and how to make sense of such results? - How can we help students to try to make a difference according to their wishes and visions?

Education for sustainable development will gain increasing publicity as the picture of environmental degradation, energy shortage, climate change, increasing poverty mixed with increasing wealth and the overall picture of globalization becomes more evident.

We cannot blame our children for these issues but it is our duty to educate them to be able to cope with such complex and controversial issues and to live a decent life with a belief that it is possible for everybody to make a difference to the better.

Vocational School - An Important Alternative for College

College education, as we know it, is an expensive thing that many individuals struggle to attain. With tuition fees constantly rising, it has become a 'privilege of the few' instead of many. A lot of high school graduates choose not to pursue higher education because of that fact. The good thing, however, is that anyone can choose not to stop their quest for better career with the help of what we call 'alternative education programs' or vocational courses.

Financial Education for School Children

Habits die hard. So, if we are going to be slaves of our habits, lets at least have good habits. If we stretch this point, it is easy to see the case for money and financial education for school children. Children are inherently curious about the things happening around them. However, in our day to day life, we take much of what we see for granted. Often times, children ask very interesting questions like "Where does money come from?", "Why do prices of some goods keep going up while the prices of other goods keep coming down?", etc. However, many adults are not able to answer these questions in a satisfactory manner. The climax of much of modern education is a job, which is something people have to endure to earn money. However, managing money and growing it, which are life skills are not taught to students at all. The parents don't teach it, the schools don't teach and in the end, we bring up yet another generation of clueless adults who fall prey to financial intermediaries. In order to break this vicious cycle, it is really important for parents to ensure that their children get right financial and money education.

Are there examples of financial education at an early age making a difference in anyone's life? The answer is a resounding "Yes"! In fact, we don't have to look beyond Mr. Warren Buffet. Buffet started saving and investing very early in his life. We all know that the key to unlock the power of compound interest is to start early. By the time an average adult is aware of all these facts, he is already in his mid thirties. As Malcolm Glad well mentions in his "Outliers", it takes 10,000 hours of practice to become very good in any endeavor. Thus, it is abundantly clear that children are exposed to the concept of money and compounding at an early age. This will ensure that by the time they reach adulthood, they would have spent a few hundred hours, if not a few thousand hours pondering about making and managing money. The head start will help them lifelong as the early birds get the benefit of the compounding effect of their wealth.

Another advantage of teaching school students about finance is that they become confident of taking their own decisions. This means that they can do away with middle men like financial planners, brokers, insurance agents, etc. This leads to substantial savings in terms of money over a 20 year period. The savings are likely to be approximately 2% - 3% every year. This is not an insignificant amount and the end result is that the retirement nest egg of the adult who had the benefit of early financial education is way larger than that of a person who has to learn the lessons the hard way, if at all.

Real money education is based on a curriculum that is a synthesis of several disciplines - History, business, banking, economics, etc. The key is to integrate these concepts so that the children are confident of taking decisions in the real world. Traditional education stresses more on analysis than synthesis, but in real world most problems are solved by synthesis of ideas from several disciplines rather than through analysis.

To summarise, it is important for the parents and the school teachers to equip the children with money and financial knowledge to survive and prosper in today's complex world. As financial products grow ever complex, a basic understanding of the fundamentals are the least that is required of any future adult to compete in the highly challenging world of tomorrow. So let us sow the seeds of financial knowledge in the minds of young children, so that they may reap the benefits in their adulthood.