Do you agree that “education” is a “Necessity of Life”? Education is fundamental to development and growth. As much as we like to challenge the idea of students as consumers, arguing that they are “learners” and that universities are not just “service providers”, education is progressively becoming a commodity that we are buying into. As a result, today’s fee-paying students are beginning to demand more than ever before, forcing universities to deliver a better “service” and value for money. One element of this is: are students’ chosen courses allowing them to study what they want to study?
Your course is one of the most important parts of your university experience; arguably it should be one of your main motivations for applying to, and accepting the offer of, that university. As the content is what you will study for at least three years, it should be interesting to you. It should challenge your existing knowledge and advance your potential understanding. It should teach you new skills and hone those you already have. It should teach you to think, whether that’s about a practical skill or a philosophical concept. It should motivate you and inspire you – to work and want to work. The human mind makes possible all development achievements, from health advances and agricultural innovations to efficient public administration and private sector growth. For countries to reap these benefits fully, they need to unleash the potential of the human mind.
To say ‘education’ is a ‘necessity of life’, can be interpreted as the acting rational person choosing between various opportunities and coming to the choice of education, as which can satisfy one’s current needs the most. However, when an individual pursues educational options, it should not lead to the progressive ideals of education. Citizenship must not be subject to change on policy terms. “These human endeavors range from purporting to help students improve in mathematics to developing productive citizens.” (Kopkas, 2013, p.55) However, the classroom setting is often devoid of culture, “culture being the ensemble of social practices by which meanings are produced, circulated and exchanged.” (Thwaites, Davis, & Mules, 2002, p.1)
BODY OF CONTENT
Learners are encourage to pick up leadership and management courses especially management theories and practice for their future life survival. This course is about an introduction to researching educational leadership and management. It is based on the understanding that researching practice and analyzing real situations can lead to change and improvement. The course considers some key issues and concepts in educational leadership and, among others, considers the question of what might constitute good practice in educational leadership and how the capacity to lead might be understood and developed. As a management graduate, you’ll be more talented, will easily be able to tackle complex situations and you’ll have effective relationships with employees and clients. Most management courses only cover the basics but you’ll be able to learn about other essential topics and skills. A qualification in management training can give you the practical skills you need to lead and inspire a team. Management theories face limitations, because models of human behavior in a business do not consider all of the variables that can impact profitability. Different businesses face different issues with employees, financial resources and the use of technology. For example, a workplace of single mothers requires a company to focus more on family leave, a consideration that a theorist might not work into a general business model. Management practice can also result in flawed management behavior, because managers cannot see the business as a whole and instead rely solely upon their own experience.
What counts as ‘good’ leadership and management? One can view the educational policy context and pressures towards uniformity of values and practice in the public services in general and the education system in particular to be important factors in judging leadership practice. Also values and ethics can both promote and work against uniformity, and perceptions of leadership, such as distributed leadership, may be creating alternative normative pressures as counterweights to the centralizing pressure of current national policies. Research and alternative thinking in these areas can create their own orthodoxies, and one field of practice in which this might be argued to have occurred is that of transformational leadership and school improvement. Since the mid-1990s many writers have emphasized the importance of seeing leadership as a transformational enterprise, moving an organization forward into an unknown world. It is the uncertainty of the unknown that makes it appropriate for leadership to be articulated in terms of creating vision and values that can provide a direction and a focus for colleagues’ work, and a sense of ‘right’ and ‘wrong’ to de?ne the boundaries of acceptable action.
Therefore, learners are able to enhance better career opportunities. Graduates with a qualification in management have higher chances of obtaining and holding a high-level management position. Just because you have a job doesn’t mean you should hold yourself back or let your skills stagnate. Upskilling yourself by doing a management course can help expand your knowledge base and increase your marketability. It doesn’t matter whether you do or a degree or short course in management, it’ll still beef up your resume. It’s a win-win as you also become certified in a new skill. It shows you have the motivation and enterprise needed to boost your career. A wide and varied range of roles and careers become available to you when you study management. And, if you’re self-employed, you can offer more to clients and increase your earning potential by having a course or two behind your back. Not only that, learners are able to start up your own business with these course. With enough knowledge and this qualification under your belt, you’ll be able to start and manage your own business. If you’re currently an employee at a company, then doing a management course and starting on your own as an entrepreneur is a lifestyle change. This course will teach you everything you need to know from product knowledge, how to deal with clients and employing people. Completing a management course helps you increase your company’s productivity. By doing this course will give you the essential tips on how to boost your company’s productivity using a variety of methods and techniques that are proven to work. Build a future that you can be proud of. If graduates choose to follow an alternative path all together, they can rest assured that the transferable skills a business degree develops are in high demand. Skills include understanding how an organization operates, communication, decision-making, numeracy and presenting – just to name a few. Business graduates have a wide variety of career choices and have the aptitude required to work in any industry. Thus, the world is a small place these days with business becoming more and more of a global endeavor. Management courses reflect this trend throughout their delivery with specialist international modules and placements, even a year abroad.
During your business degree, you’ll develop a broad knowledge of business operations as well as gaining targeted skills in your specific field, such as customers, markets, finance, operations, strategy, business policy, communications and IT. You’ll typically also be challenged to explore these fields within an international context, though in some cases it will be advantageous to specialize in their application within a particular country or world region.You can also expect to gain many valuable transferable skills, which can be put to use in both everyday life or if you decide to take a completely different career path. The skills gained from a business degree are likely to include an understanding of how organizations operate, strong communication skills (oral and written), analytical and critical thinking. Furthermore, learners are able to create and move on with problem solving, decision making, logical thinking, presentation and report writing skills. A close understanding of economic fluctuations and other external changes affecting business.
The second course that learners should pick up at university would be the soft skill courses. What are soft skills? Soft skills are transferable qualities that help you succeed whatever task you turn to, whether that’s the ability to work well in a team or adapt to changes in your environment. Being able to demonstrate these on your job applications will show you’ve gained more from university than just a degree certificate. Employers put a lot of focus on soft skills, and as a graduate looking for a job after university, these can help you stand out – especially if you have had limited on-the-job experience. Soft skills are often transferrable from job to job and they will be useful throughout your career, so it’s important to start acquiring them as soon as possible.
If you haven’t managed to complete an internship, one of the best ways to get that all-important work experience and a great chance to develop your soft skills, then you should look at what you’ve been studying. Many courses don’t only focus on helping you get a deep understanding of the subject, you’ll also get to grips with some handy soft skills as well.
Communication skills is one of the soft skills. As a student, you’ve probably had to write a lot, especially if you’re an arts student. You may also have got involved with student journalism, writing articles in addition to the essays needed for your course. Even if your course doesn’t involve a lot of writing, you’ll still have corresponded with tutors and supervisors via email. All of this will have greatly improved your written communication, and you should make sure to point that out to your prospective employer. University doesn’t just help you write better though, it also improves your ability to interact face-to-face with others. You’ll have met a huge number of people at university, many with very different backgrounds to your own. This ability to meet other people and socialize will be invaluable when you enter the workplace. This ability to talk to people will also have been developed at university if you’ve had to deliver presentations at some point during your course. Lots of employers are desperate for employees with strong presentation and public speaking skills, and so being able to give them an example of when you delivered an engaging presentation will greatly increase your chances of success.
At this point, time management is also learnt and obtain from this course. If you’ve become heavily involved in extra-curricular activities while at university, or have a part-time job, this division of your time between multiple things shows you know how to manage your workload. Employers will always value employees who can juggle multiple commitments.
Even if you were too focused on your studies for societies or part-time work, your ability to meet deadline after deadline is also a testament to your time management skills. During your studies, you will have faced many problems that just seemed impossible at first. Whether it was a difficult essay question or mathematical problem, you will have had to think outside the box, approach the problem from new angles, and maybe carry out some more research. This is exactly what employers want from their employees if a project stops running smoothly. They want you to be able to take the initiative, so be sure to have a couple of examples of when you overcame difficult problems if you are called for an interview. Presentation is another advantage gain in soft skill courses. You might have been nervous the first time that you had to stand in front of your class and present, but doing this will enable you to get more familiar with skills you’ll be using during your job search, most importantly in your interview. The same things apply to both situations. You to need speak confidently and clearly, dress smartly and answer some important questions. Presentation skills are useful once you’re working as you’ll often have to contribute to meetings and be comfortable talking to clients and those in more senior positions to you.
Teamwork is added value into this soft skills you can practice during your degree. Wherever you work, there’s a strong chance that you’ll have to get along with a variety of people. That’s one of the reasons that teamwork appears so often on job specifications for graduate roles. You need to be able to take other people’s opinions into account and make sure that you consider the people around you when making a decision. Teamwork is also a big part of university life. You might have to complete a group project or work on a presentation as part of a team. Those who’ve taken part in group activities such as societies and sports teams will also be adept in collaboration.
Student feedback and student choice, however, are not the same thing. Student feedback is not something that should receive the same skepticism. Since students have chosen a particular course, one for which they are paying up to the amount, they deserve to be considered and attended to as part of the ambition to achieve “teaching excellence”. I believe that there should be platforms for students to voice their opinions, be it through questionnaires, discussions or committees, and for universities to take reasonable action as a result.
“This must also include a rethinking of the means, methods, and institutions most suitable for the education of the child.” (Ryan in Rothbard, 1999, p.5) Education is a necessity of life, as long as education is not of the progressive form. “Learning for All” promotes the equity goals that underlie Education for All. Without confronting equity issues, it will be impossible to achieve the objective of learning for all. Achieving learning for all will be challenging, but it is the right agenda for the next decade. It is the knowledge and skills that children and youth acquire today—not simply their school attendance—that will drive their employability, productivity, health, and well-being in the decades to come, and that will help ensure that their communities and nations thrive. Universities are constantly encouraging students to improve their standards, their essays, their presentations – and students should be permitted to push universities to do the same. If the content of a course is substantially different from what was advertised or expected, they should be held accountable for that. If a course is disappointing and unengaging, the department should be aware of that. If the course was too difficult or too easy, it should be recognized. This is where choice is important – for the student to improve their academic university experience, and for the university to offer a more inspiring, engaging and challenging educational setting.
And there is no better tool for doing so than education. Because growth, development, and poverty reduction depend on the knowledge and skills that people acquire, not the number of years that they sit in a classroom, we must transform our call to action from Education for All to Learning for All. Learning for all means ensuring that all students, and not just the most privileged or gifted, acquire the knowledge and skills that they need.
It’s not about a culture of demanding a prescribed service just because you paid for it. It’s about encouraging institutions to be better: to motivate a “better” education, to support “better” students and create “better” environments for teaching and learning.