How to Deal With a Bad College Roommate

If you’re reading this because you’re not getting along with your college roommate, don’t fret. BFF roommates are the exception, not the rule. It’s far more likely that your college roommate will simply be someone who helps you figure out what you don’t like in a life partner. If that’s the case, here are a few ways to deal with a bad college roommate that might help you avoid getting into a blood feud your freshman year.

Talk to Your RA

Your resident advisor is there to do just that. They advise. They are usually there to advise specifically on roommate issues and are often trained in conflict management. If you feel like your situation is untenable, use them as a listening ear. It’s likely they’ll have some good advice for you, and they’re probably way easier to lock down than a counselor. Also, if it does become apparent that one of you will have to move, they’re most likely going to be the person that will kick start that process, so better to get to know them sooner rather than later.

Document Everything

If you roommate is problematic from the start, but you don’t think anyone will agree with you at first, start writing down what you don’t like. This way, when you decide to either confront them or seek assistance from someone else to deal with any problems, you’ll have a well-documented pattern of behavior. That kind of thing will go a long way toward making you look rational and mature. And, let’s face it, you probably are.

Don’t Gossip

If you’re having an issue with the person you share a small space with, it’s best not to invite anyone else into that space. Odds are you share some mutual friends, but however satisfying it may be to vent to those friends about how horrible your roommate is, it’s not worth it in the long run. Gossiping that gets back to the other person involved has a nasty way of turning what could be a small problem into a giant, hurt feelings, tear-jerking feud. Spoiler alert: this is college, not Vietnam. There is nothing that happens that is so bad you can’t keep it to your parents or your RA.


Sometimes, despite best efforts, things don’t work out. It sucks, but when colleges put together anonymous people to share small spaces, it’s not going to work out 100% of the time. When it looks like it’s not going to, figure out how to move, fast. This is a relationship that has an incredible amount of power over your life. Having roommate problems will make it difficult to concentrate on your classes, and class is the reason you fought so hard to go to Alabama State University or USC Online or wherever you worked really hard to go to. If you can’t get along with the random the school assigned you, move out and make your life better. Don’t make it a point of pride to be the one who “wins” the crappy freshman dorm. It’s not worth it.


How to Handle Roommate Conflicts in College

If you’re reading this, odds are you’re having a problem with your college roommate. We’re sorry — that totally blows and is probably ruining your whole week if not your day. When schools so often put basically anonymous people together to share one small space, it obviously breeds conflict. Remember, you’re not alone and roommate fights are far more common that roommate BFFs. Here are a few tips that should help you resolve any current conflicts or perhaps prevent them in the future.

Lay Down Some Rules

When you and your roommate first start living together, set up some mutual ground rules you both agree to follow. Talk about when you want lights out to be, how many people can be over at the same time, if there are overnight guests allowed, etc. All of these things are potentially major sources of conflict because they all can affect the overall experience of the room. If both of you are clear on what the other needs from the space, in the beginning, you’ll avoid a large number of potential conflicts down the road.

Your RA is Your Friend

Your resident advisor is there to do just that — advise. If you’re having an issue with your roommate right off the bat, go and see your RA as soon as possible. Odds are they’re trained in a little bit of conflict management, so they should be able to give you some good advice on how to approach any early fights. Also, they can serve as a safe listening ear should you need to vent.

All in the Family

If you’re having an issue with the person you share a small space with, don’t invite other people into the conflict. Trust us, you’ll be sorry. Odds are you share some mutual friends, but however satisfying it may be to vent to those friends about how horrible your roommate is, it’s not worth it in the long run. If it gets back to your roommate it could turn a kind of bad situation into a nuclear feud, and that is exactly what you don’t want going into finals.

Get Out

It is not worth keeping a room that is miserable. If your pride is telling you to hold out until the other person moves, all you’re doing is making yourself miserable for a tiny shared bedroom. It isn’t worth it. Bad living situations can affect your mental health, your physical health, and your grades. Do not extend one because you want to “win” or be proven right in the eyes of your peers. If you have a bad college roommate and it doesn’t look like it’s going work out between you two, move. If all you’ve wanted to do is go to Tufts University your whole life, don’t let one bad relationship get in the way of you doing well there. If you can’t handle a bad roommate, it might be time to start looking into Maryville’s online marketing MBA. That’s something you can do from home.

5 Helpful Tips for Getting Along With Your College Roommate

One of the unique parts of going to college is the experience of having a roommate. Because most schools tend to put you with people you’ve never met, then force you to share small spaces with them, here are five tips to help you get along with whomever the starts align you with.

1. Know Your Deal Breakers

It’s best to go into a roommate situation knowing what you absolutely need for the relationship to work and what you absolutely cannot live with. This is something that could have a direct effect on your academic performance, so you need to treat it with extreme care. Make sure that you figure out what you need to be happy and healthy in your living space before you arrive on campus. Only then will you be in a position to ask for those conditions from your roommate.

2. Avoid Being a Control Freak

Having a roommate means you aren’t the final word in your living situation. Like a married couple, you’re going to have to share a space in a way that makes two people happy, not just one. Once you’ve identified your priorities about your living space, think about a few things that you can be flexible on. If your roommate is good about no overnight guests and lights out by 10pm, perhaps you can lighten up on where they put their shoes or whom they have over during the day. If you give a little here and there, it’ll go a long way toward them doing the same.

3. Set Firm Ground Rules

When you first meet your roommate, have a discussion about what’s allowed and what isn’t. Then write down those rules so they’re set in stone. This means you’ll have both clearly communicated what you’re willing to live with, so if either of you deviates from it, you’ll be able to have a good jumping off point to resolve the conflict. If you don’t do this, both of you can claim ignorance if you annoy each other in the future. Trust us, that’s not a situation you want to be in.

4. Remember You’re Roommates First, Friends Second

This relationship could grow into a beautiful friendship, but it’s important to remember that’s the exception to the rule. Most often roommate relationships either end in peaceful co-habitation or feuds. Don’t enter into this experience with the expectation that you’re going to be best friends. If you do, you’re setting yourself up for disappointment and friction. Concentrate on making the room a place where you both can study and sleep. Once you’ve established that,thenyou can work on the friend thing.

5. There’s No Shame in Moving

If you don’t get along, you don’t get along. It happens. While emotions can run high in this kind of conflict, it’s not a time for pride. Say you’ve always wanted to go to Alabama State University. Are you going to let a bad roommate ruin that for you? This is your living situation and it can have a drastic effect on all areas of your life. If it isn’t working out, move. If the other person does it first, that’s great. But, if they don’t, there is no shame in just getting the heck out of that situation as soon as possible. You’ll be surprised by how much you don’t care about pride once you have your peace of mind back. When it comes to personal growth, you can learn more from your roommate in college than you can from your actual classes.


Problems and Prospects of Career Education


This paper examines the problems and prospects of career education inbuilt into the Nigeria 6-3-3-4 system of education.The 6-3-3-4 system of educationwas regarded as a great innovation because it help develop studentspotential to the fullest, deemphasized mere academic education, popularized vocational education and uses career education\guidance to help students embrace careers which agrees with their ability and interest. Guidance to more rewarding careers begins from primary and terminates at the tertiary levels.The policy provisions for career education were variously described as a mere wishful thinking without the needed supports for its survival. Even with the slight adjustment on the curriculumof the secondary school level which came into operation as from year 2012, career exploration and orientation expected at this level is said to be a mirage. To redress the situation this paper offered useful suggestionsneeded to help achieve career education/guidance objectives at the four levels of Nigeria education.


Career education asa concept according to Ochiagha (1995) embraces the basic goal of education which seeks to point out the relationship between education and work. In career education, the effort is to help individuals acquire and utilize knowledge, skills and attitudes necessary to make work more meaningful, productive and satisfying part of living. This attempt helps individual’s in their career development, in making vocational choice and in developing positive attitude to work.

 According to Hohenshil and Miles (1979) career education and guidance help students in:

  1. Developing positive self-concept;
  2. Understanding himself better ;
  3. Acquiringrelevant educational and occupational information;
  4. Making career decision and
  5. Implementing decision taken regarding career choice.

 Thus both career education and career guidance assist individual to move smoothly from school to work. Career guidance according to Okon (1986) help student in understanding his abilities, interest and values. This strategy no doubt help student to have wider career knowledge,knowledge of oneself, skills and knowledge required to hold and to progress in an occupation.

 The 6-3-3-4 system of education for the first time in Nigeria is made to concerned itself with the career decision making of students.The journey to a more rewarding career is planned to begin from primary and ends in tertiary education levels. The four phases of career education| guidance in the 6-3-3-4 system of education are as follows:

6 years Primary education-                    career awareness

3 years junior secondary education-    career exploration

3 years senior secondary education-     career orientation

4 years Tertiary education-                      career specialization

Prospects and Problems of Career Awareness in the 6 years Primary Education

Primary education marked the first phase of career preparation of pupils. This type of education in the Federal Republic of Nigeria (FRN) (2004) National Policy on Education is education for children aged normally 6 to 11+. The rest of education system is built upon primary education. Therefore, primary level is regarded as the key to the success or failure of the whole system. Education at this level is geared towards helping pupils becoming aware of viable careers of national and individual interest. To lay the foundation for career awareness at this level instructions are directed at developing:

  1. Permanent literacy and numeracy, and the ability to communicate effectively;
  2. Citizenship education for national building;
  3. The ability to understand technological changes.

According to Okon (1986) career awareness in primary schools help:

  1. Pupils to understand himself or herself in term of interests, abilities and skills;
  2. Pupils to develop skills needed for decision making and problem solving and
  3. Inform pupils about viable careers; develop a healthy attitude toward work and a respect for work performed in the society.

 In spite of the importance attached to career awareness at these level separate studies (Azeez, 2010; Okon, 1986 &Adedibu, 1986) have shown that:

  1. Primary schools in Nigeria are ill-equipped to provide any meaningful career awareness to pupils. Suitable textbooks, equipment and libraries are inadequately provided and qualified teachers expected to improve learning and teaching process are inadequately provided.
  2. The teachers are made to cope with too many pupils’ in class as the prescribed ratio of 1:40 is always exceeded in most of the schools.
  3. Most teachers in this level lacked basic competence required of them to function effectively.
  4. Hand works needed to create sufficient career awareness were found to be less emphasis due to lack of training materials.
  5. Most primary schools lacks functional counseling unit therefore career guidance is found to be left to peer and parental influence.
  6. Education at this level is yet to be made compulsory (basic) because many potential primary candidates still roams about with no means of attending primary schools.

Prospects and Problems of Career Exploration in the 3 Years Junior Secondary Schools

Junior secondarymarked the second phase of career preparation.This level of education in the FRN (2004) is education children received after three years primary is regarded as the first phase of secondary education which is of three years duration. At this level students are given an exploratory introduction into several broad occupations. Instructions in this level include theory and practical| laboratory works. Haven achieved desirable career awareness in primary level children are given opportunity to explore various career options for interest arousal in one. Education at this level is regarded pre-vocational and directed at helping student explore different career options. Integrated curriculums used at this level help students to explore viable career options. To further aid exploration processes curriculum at this level is structured as: core subjects; pre-vocational subjects and non-vocational electives (see the National Policy on Education for detail).

Specifically subjects like basic technology, basic sciences, social studies and general mathematics uses integrated curriculum and gave unrestricted opportunities to students to explore viable career options. As an illustration basic technology subject integrates subjects like technical drawing, electrical, wood tech, metal tech and others which allowed students to explore various career options for interest arousal in one.

Without this exploratory period it is believed that students may settle for an occupation which they are not mentally and emotional suited for, changing career later will be painful and wasteful because of the time and resources wasted (Azeez, 2010).

Career exploration at the JSS level according to findings of some studies (Azeez, 2010; Adedibu, 1986; Okon, 1986) is hampered because of:

  1. Poor training facilities in schools, most especially for the teaching and learning of basic technology and basic sciences subjects. For instance integrated workshops and laboratories which are essential for effective teaching of basic technology\sciences are found to be lacking in most of the schools and where such exist they are found to be poorly equipped and maintained;
  2. Poorly qualified teachers;
  3. Lack of field trip to complement what is taught in class;
  4. Lack of and sometimes insufficient training materials to support any meaningful workshops and laboratories works.

Prospects and Problems of Career Orientation in the 3 Years Senior Secondary Schools

Phase three of career education program is regarded as the vocational phase where students select and explore one cluster or broad occupational group in great detail. At this stage student may acquire some specialized skills. Emphasis here is on assisting each student to acquire the skills and knowledge that are required for employment in a specific occupation. Students also take science and arts courses which would enable him continue their studies beyond secondary school should they want to do so. This level of education is regarded in FRN (2004) as a 3 years education children received after junior secondary education and before the tertiary education. The senior secondary school curriculum is designed to be comprehensive enough so as to broaden children knowledge and outlook.

 In order to orientate students towards a particular career having gone through exploratory experiences in the JSS level, children are exposed to both core-curriculum and electives. This exposure enables students to offer either arts or science in line with their ability and interest. To make senior secondary school immediately employable, technical, commercial and other vocational courses were made part of this level curriculum.

 Every student at this level is expected to take all the core subjects and to select 3 electives depending on the choice of his career. This is done with a view to orientate students towards science, technology or art in line with student interest, ability and values.

Major flaws identify with the senior secondary schools education delivery which hindered effective orientation towards a career that agrees with student make-up includes:

  1. Training provided to students cannot guarantee immediate employment as suggested in the National Policy on Education;
  2. Training resources (human and material) provided cannot guarantee sufficient orientation towards a particular career;
  3. Enough funds are not available to cater for the needs of secondary education;
  4. Guidance and counseling unit in most of the schools are not functional enough as students career choice still depend on peer and parental influence;
  5. In-service needed to boost teachers competence are scarcely available and
  6. Teachers are made to cope with too many students in class above the prescribed ratio of 1:30.

 Prospects and Problems of Career Specialization in the 4 years Higher Education

Higher education is referred to in the FRN (2004) as 4 years educational system at the post-secondary section which is given in universities, polytechnics, colleges of technology, colleges of education and allied colleges. The teaching and research which this level is expected to focus on have an important role to play in national development particularly in development of high level manpower within the context of the needs of the economy.

As a way of ensuring career specialization at this level of education, course content is made to reflect students and national needs. To meet these needs consultation is encouraged between the higher education institutions, the employers and the government. With this attempt training is made to be broad based, strong, scientific and specifically geared towards:

  1. Producing a practical persons;
  2. Exposure to the environment in which graduates will eventually work. This is accomplished through Student Industrial Work Experience Scheme (SIWES), field trip and National Youth Service Corps (NYSC) which are used to bridge gaps between theory and practice;
  3. Research works and
  4. Exposure to the latest professional techniques.

In-spite of all the aforementioned moves, higher education delivery in Nigeria has been identified with deficiencies hindering career specialization of students such as:

  1. Insufficient funds to support meaningful teaching and learning, research activities and training facilities;
  2.  Limited opportunities existed in Nigeria tertiary institutions to provide unhindered access to qualified candidates;
  3. Gab still exist in the education provided in schools and the reality of the actual work;
  4. Student are not adequately guided to obtain all the information needed for effective career specialization;
  5. Funds available are most a times misappropriated or wrongly used and
  6. Counseling unit in most of the institutions only existed by names and does not necessary help in building career prospects of students.
  7. Greater percentage of educational expenditure are not devoted to science and technology;
  8. The ratio of science to liberal arts students still exceeded the prescribed 60:40;
  9. Unhindered access are not given to candidates that can benefit from higher education and
  10. Scholarship and loans are scarcely provided to assist indigent but bright students to gain access to higher education anywhere in the world, provided the institution is accredited for the course;

Donate food for education

‘Unlimited food for education’ is the motto of The Akshaya Patra Foundation. This Foundation is an Indian NGO implementing the mid-day meal programme since 14 years. Mid-day meal scheme is a Government of India initiative to provide free school lunch to the children of Government schools. By implementing this programme Akshaya Patra aims to provide sumptuous lunch for the school children so that it will aid in eliminating classroom hunger and also bring in more and more children to school thereby furthering the cause of education too. Hence, by providing food for education this NGO is steering its efforts towards a healthy and educated generation.

Currently, Akshaya Patra is providing food for education to 1.4 million children across the states of Karnataka, Andhra Pradesh, Assam, Odisha, Chhattisgarh, Rajasthan, Uttar Pradesh, Tamil Nadu, Gujarat and Telangana. Covering 23 locations across these states this NGO serves 10,661 Government schools every day. While implementing the food for education programme, Akshaya Patra receives aid in the form of Government subsidies and grants, and corporate and individual donors. Realising the significance of this support, Akshaya Patra has created a platform where a supporter can choose to donate in honour oftheir near and dear ones. The donation can be done through online donation for charity mode or offline donation mode depending on the comfort and convenience of the donor.

When you choose to donate in honour of someone, you are not only offering your respect and gratitude to a person but also becoming an angel for many children who are denied of their basic rights to food and education. You become a catalyst of change by your contribution of offline or online donation for charity.Most often we get so busy with our daily chores that we become ignorant about our responsibilities for the society. Akshaya Patra thus always encourages and provides opportunity for you to participate in this programme through your skill, time, or financial resource. Akshaya Patra provides a platform for you through its many Get involved activities to join the mission of providing food for education to the millions of underserved children who step into the school with the hope of getting food first and then education.

Contributing donation in honour of is definitely a heart-warming decision. It provides a sense of compassion and ‘able to relate’ feel within us. We can also choose to support the mission of mid-day meal programme by opting for online donation for charity as a part of birthday celebrations, weddings, anniversaries, festivals and functions. Occasions are many; it just requires our presence of mind and willingness to participate in the progress and development of the society.

Elementary Education

Elementary education becomes even more important as the years go by, because everyone realizes how it sets the foundation of much more learning to follow. This puts even more pressure on elementary school teachers in their quest to succeed with each child in their class. Here we shall take a look at how elementary education has changed for both students and teachers of this age group.

Elementary education is something we have all gone through, and it is something that may have shaped our lives forever. Through the elementary school program we all began to learn more about ourselves and the world, as our horizons were extended beyond the home to take in the school environment, and from there, the world grew even more as we discovered and were taught about other cities, and other countries.

So how does elementary education shape a child’s life? When a child attends elementary school, the world of the child changes. Having depended on their parents from birth, suddenly they have someone else in their lives, their class teacher. This teacher holds the future of that child in their hands to some extent, because how the child reacts to that teacher, and vice versa, can influence the child, his or her ability to learn, and his or her love of learning.

When children attend kindergarten, their learning begins in earnest, with learning the basics like the alphabet and the number system, and the learning continues at a fast pace for most of the children. However, if there is a dislike between the child and his teacher, then this may result in the child not learning as well as he should.

Knowing as we do that education is a like a tower of building blocks, we know how important those first few blocks are. The rest of the education of each child is built on the first few years, and how the child handles learning and how to deal with mistakes really can affect him well into his future.

This means that the role of the kindergarten teacher and the first grades is so important. There has to be plenty of encouragement with all aspects of learning, and the children have to learn that mistakes are often made by most people, but they can be corrected, and can learn from them. The very basics that are taught there need to be learned thoroughly in the first grades, so that they can be built on effectively. We all know, for example, that it is important to start reading at an early age, and children who cannot read do tend to struggle in the school system where so much depends on reading and writing.

And of course the value of knowing the number system, and being able to use numbers correctly is also of great importance, since these are used more and more as the children grow older. For children to progress, they need to understand the basics, and without this, they can become a problem in the classroom as they get bored and are unable to accomplish tasks set for them.

This makes the job of the elementary school teacher extremely important, and that in turn means that the training of these teachers has to be thorough, giving student teachers the skills they need to cope with the ever changing classroom dynamics. At one time, the life of a teacher was easier, in that all the children in a class spoke the same language, but nowadays, any one classroom can have children who speak a different language at home, so not only are they having to learn to read and write in the elementary classroom, but they also have to learn another language, one that is not necessarily used at home.

For English as a second language students, the teacher has to be able to encourage their use of English at school, and somehow, find the time to give them individual attention. If any of these children struggle with any of the basics, the elementary school teacher needs to help that child as much as possible so that they do not start to fall behind the rest of the class.

The result of all of this is that the elementary teachers have a great deal of responsibility for getting their class successfully through the necessary curriculum, so that the following year, the next teacher can do the same, building on the knowledge of the previous year. Should any child fall behind, through sickness, or any other reason, then every effort has to be made by the teacher to help that child catch up and understand the lessons that have been missed.

But the life of an elementary school teacher is not all about imparting knowledge. Elementary education also involves helping children become good citizens, which requires the elementary school teacher to spend time helping students with this important aspect of education. This means that the elementary teacher has a great deal of responsibility, an enormous task, and a task that is not always appreciated by others who consider the life of a teacher to be a very easy job. A teacher’s life can be very stressful, dealing with children from widely differing backgrounds, helping them with language difficulties, and helping the parents too understand what is happening in their child’s life at school. Of course with language difficulties, this becomes even more of a challenge for the elementary teachers.

As you can see, elementary education is full of challenges, for the school teachers as well as the students, but they are challenges that are eagerly faced by teachers and students alike.

Early Childhood Education

Preschool education is the basic step for each and every parent and proper care is also important for the betterment of children. It is commonly regarded as early childhood education. Children are prepared for learning since birth. Experts agree that the ideal preschool must follow the learning style of the child and individual skills which is the best possible way for proper development of children. Most parents start asking friends and neighbors in the old fashioned way. This is always difficult to consider or tell that which preschool is right for your child. A good reputable and trustworthy preschool is essential for the proper care and development of a child.

Find out if the preschool center, visitors can see at any moment, your standards for curriculum, faculty and staff friendly and, above all, trust your intuition. A teacher must have a bachelor degree in education from early childhood if it is going to understand how children learn and grow, but many schools do not have this requirement.

A preschool education with a well preserved environment and well educated teachers who have ideas skills and conceptions to implement good lessons and make children a good human being is the ideal place for every parent. Another most important thing to remember is that children should have fun and entertain as well not only the work because children are still very young, and even if education is even more important, is not to overwhelm.

The Jewish preschool helps to understand children what are their religious value of the Judaism. Early childhood education provides the foundation for a lifelong learning as well as social and academic success. Hillel, a Jewish community day school, seeks to create a nurturing, respectful and academically inspiring environment, imbued with traditional Torah values and designed for college preparation and admission. By engaging students in vibrant Torah study and meaningful religious and cultural experiences, we strive to deepen their commitment to Judaism, the Jewish people and the State of Israel. Thereby, the torah values are efficient to enable next generation to consider Judaism as more than a religion of theory but as a practical way of life as well.

The main idea behind all above is to say that children need a safe and nurturing environment where they can expand and explore freely to learn. Your child is precious and there is need of proper care before entrusting them to the care of someone.

Professional Development for Education

Teachers are faced with many challenges in the classroom. Starting with the pressure to develop challenging exams and grade papers on time to the time deadlines of creating their lesson plans, the job seems to be never ending. However, teachers are also faced with accomplishing their main job role of a superior communicator to the students in the classroom. Unless they communicate in an exceptional manner, their students will never be able to learn correctly. Teachers working in multicultural education face an additional dilemma as they must now enhance their communication skills because of both cultural and language barriers in the classroom.

Before entering the multicultural education environment, there are a few things that teachers must do to prepare. Educators must first familiarize themselves with the cultural differences of all students who attend the school in which they teach. The best way for the teacher to bond with the students is to share a common interest or have a way in which to initiate conversation. Therefore, the teacher should be aware of the cultural uniqueness of each and every student. Showing a liking to individual students is a way in which to gain trust and form bonds.

Additionally, the teacher must decide how they can improve their current teaching strategy. They do not want to alter it too drastically because that will confuse the students, but at the same time there is always room for change. Teachers can ask their students for suggestions as to how they can improve their performance in the classroom. Together, the teacher and students will make the learning process much more effective and efficient.

How does one go about this process? Well, there are three approaches to teacher professional development. The first is individual research to enhance their knowledge base about multicultural education. During this process, the teacher should recognize the demographic of the area in which they teach. For example, if his or her class consists of many Hispanic students, the teacher may familiarize him or herself with traditions of that culture or learn how to speak some basic Spanish vocabulary.

The second approach is to attend lectures on specific topics related to teacher professional development. Multi-racial awareness activities will expose teachers to the different learning styles that their students portray. Research has shown that cultural groups learn in unique ways due to their history and values. Additionally, teachers will learn the reasons for the cultural differences, which root back to philosophy and social customs. Teaching strategies, such as role-playing and simulations, may help some students learn better as opposed to the ordinarily used lecture style of teaching. Once the teacher decides on the most effective strategy, he or she will notice success in their overall student performance and will feel rewarded.

Lastly, teachers learn through their own experience. This allows the teacher to learn about multicultural education firsthand by combining classroom-based learning with field-based experience. Once in the classroom interacting with the students, the teacher will be able to observe the different learning styles of the students and will be able to better plan for the future. Teachers should not be afraid to implement a unique teaching style because it may succeed in the multicultural environment.

Teacher professional development must comprise resources and ideas for teachers to use in allowing themselves to learn about cultural diversity. After completing the development process, teachers will have broadened their instructive knowledge, improve their skill set, and alter their beliefs, attitudes and understanding of working with a diverse variety of students. Although the task may be daunting, the overall outcome is beneficial and will make the teacher a successful communicator.

Factors to designing a curriculum in Education

It is impossible for an educational program to exist and progress smoothly without the existence of curriculum. A good Curriculum is a foundation for any developmental projects in the education system as it determines what should be learnt in addressing the needs and aspirations of the learners as well as the society. It is the total program of instruction offered by the school which includes the content and learning experiences or daily classroom practices centered on meeting the educational aims, goals and objectives. These learning experiences can take place within and outside the school environment as learners interact. Like many other concepts, curriculum has many definitions from different scholars and policy makers. However, it is not the focus of this paper to explore the definitions of curriculum. This paper is focusing on internal and external factors one would look at when designing a curriculum.

In order for you to develop insight into the methods you can use to deliver teaching content, it is important to understand how a school-based curriculum is designed. This is the focus of this paper.

For the purpose of this paper, school shall be defined as a social institution designed to give formal learning to children. As a teacher, you are aware that a school curriculum is a programme of selected content and learning experiences offered by a school and capable of either modifying or changing learner behaviour.

Included in this definition are the following ideas:

• There is a source from which content and learning experiences are selected.

• One or more people select content and learning experiences. Their selection is based on specified criteria and/or influenced by a number of factors.

• The learner should experience a change in behavior after completing a programme. Ideally, the behaviour

Kochhar, (2008:67) defines curriculum as “the instructional and educative program through which the pupils achieve their goals and aspirations of life”. The curriculum consists of components/elements such as the curriculum intent, content, learning activities, learning experiences and lastly evaluation. All these components of the curriculum are interrelated and important for an effective curriculum implementation.

In view of the above statement. The designing of a curriculum is also affected by some external Factors, like cultural, political, economic expectations from the parents, government and employs. Resource s (human materials resources) is also vital when designing a curriculum. Do you have enough money and manpower to design a curriculum or not? ; One has to look at other researchers or documents when designing a curriculum.

However, there are also internal factors faced when designing a curriculum. The population of pupils in country, gender issues, attitudes, values which leaner’s have. Are the leaner’s able to interpret the curriculum inclusive of the teachers make sure that when designing a curriculum, you see to it that skills that teachers have in the country will suit them. The curriculum should also incorporate the physically challenged, for them to benefit from it.

It is also vital to note that the curriculum should be taken to the right teacher by the relevant authorities and the structure of administration should help to implement the curriculum. Nevertheless short comings may come on the way because of lack of building, receiving materials and equipment to use.

Assuming that the school curriculum developers design their curriculum with the child in mind, there are a number of factors that they need to consider. These are described below.

Learning in any country is guided by its national goals and philosophy. These are influenced by political considerations to ensure national identity. Curriculum development can be centralised at the national level or decentralised to the local level. In case of Zambia curriculum development is affected by the current education policies, such as ‘Educating our future, 1996 policy”.

According to Commonwealth of Learning (2000:8) “The central pattern of curriculum design is further influenced by the number of subjects in the national curriculum.” In support of the above, normally, a school cannot include on its list a subject that is not on the national curriculum, so the school curriculum is limited to what the national list has to offer.

In addition to national goals, the school curriculum is influenced greatly by the mental, physical and emotional requirements of the child. The school curriculum developers look at the child’s level of development and maturity. The juniors should be given what they can handle in terms of depth and quantity. For example, in science at the primary level, there is more concern with the systems and processes that affect the learner’s life without giving the principles and theories behind them. At higher levels, the physical, chemical the principles and theories that explain them. The level of complexity increases as the mental capacity of the learner develops.

Learning experiences increase in intensity and complexity with increased manipulative skills. Thus the physical condition of the learners also influences the selection of subjects and experiences. One cannot teach art appreciation to children in a school for the blind and under normal conditions; one would not teach music to the deaf (Ministry of Education, 1996).

Another factor that influences curriculum development is resource availability. By resources, we are referring to learning facilities, materials and personal factors such as qualification and experience. A school should not select a subject merely because other schools are offering it. A secondary school should not offer computer science if it has no electricity, or opts for rugby if there are no grounds and trainers qualified to coach the sport. The developers must look at the resources that are available before selecting a subject for the school. commerce, economics, science and accounting make a lot of sense because they will help the learners to acquire skills needed to produce goods and services. To humanists, it makes sense to include literature, history, science and geography. The content and learning experiences provided by a school should have cultural relevance for its learners.

Planners should consider what the environment could offer to the learner and how the environment can be exploited to facilitate the teaching and learning process. For example, if the school is located in a desert area, you might think of offering a course on crop science and farming in arid environments.

In addition, to the mentioned factors above, (Child, 1977) notes that, “evaluation system also influence curriculum development.” In other words, you should also note that the designer of a school curriculum should consider the system and strategy for the evaluation of the curriculum. Practical assessments for certain subjects such as chemistry require special equipment and apparatus that the school might not be able to afford.

Learners might be frustrated if they followed a course of study for which they were not assessed, because where there is no assessment, there is no certification. In addition, the instructors teaching these subjects may not take them seriously. Without commitment from both the teacher and the learners, teaching these subjects wastes time and money. It also would not make much sense to offer a subject in a trade that required industrial testing equipment if the school could not expose the learners to the same environment and conditions found in industry. These examples stress the need to consider evaluation seriously.

The computer technology of the 21st century influences curriculum development at every level of learning. Learning centers and classrooms increasingly provide computers as requisite interaction for studies among students. Technological multimedia use influences educational goals and learning experiences among students. Undergraduate and graduate degrees in computer technology increases in popularity.

 Curriculum development affect from diversity opens learning opportunities. Social diversity including religion, culture and social groupings affects curriculum development because these characteristics influence the types of topics and methods for teaching information. Developing relevant curriculum takes into account society’s expectations, accommodating group traditions and promoting equality.

In conclusion, designing a curriculum involves the interaction of several participants, reaching beyond the academic wall to impact the entire community. Without an effective curriculum, students would not be able to understand or meet the challenges of society. A curriculum prepares an individual with the knowledge to be successful, confident and responsible citizens.

Importance of Education in Modern World

Education is important because it prepares us with all that is needed to make our dreams come true. It opens doors to brilliant career opportunities. It fetches better prospects in career and growth. Every employer today, be it in the IT sector or any other government offices, wants their prospective employees to be well qualified for the roles they are going to play. They require resources well equipped with modern technology so as to suit his wants. So, education becomes a basic criterion for employment in any sector of the industry. We are weighed in the market on the basis of our fundamental skills and how well we can apply them through proper communication. Education is very important for an individual’s success in life.

Not only career wise but education makes one live a respected life in the society. It gives us knowledge of the world around us as mentioned earlier, its the passport to the world. It develops in us a new perspective of looking at life. It helps us build opinions and have points of view on things in life. It makes us capable of interpreting things rightly. Education is not just about reading books and writing exams, but also reading through the lines of the books and applying them in real life.

Education is generally seen as the foundation of society which brings economic wealth, social prosperity and political stability. Higher education helps in maintaining a healthy society which prepares health care professionals, educated health care consumers and maintaining healthy population. As they say ” A good tree always bears good fruits”.

Parents in rural areas are taking up the challenge of educating their children for a better tomorrow, in their tough times too. They are now getting to know the importance of education and how it will help them overcome their poverty. The recent show of KBC proves to be the best example – History was made when Sushil Kumar, a computer operator from Bihar with a monthly income of Rs 6000/-, became the first ever contestant to win five crore rupees on ‘Kaun Banega Crorepati 5’.

Education in overall plays a very vital role in life of each and every individual. This blog is initiated in order to touch the lives of as many people & kids especially as possible to impart the great treasure of knowledge.