E-learning is a very broad term. It is used to describe any type of learning environment that is computer enhanced. There are multiple technologies that can be employed in E-learning. It has become one of those types of words that are so general as to have lost some of its meaning. Distance learning is something that has evolved from Elearning. It is used to describe a learning environment that takes place away from the actual traditional classroom and campus.
E-learning began at just about the same time that a computer was developed that was practical for personal use. In fact, the concept and practice of distance learning predates the computer area by almost 100 years. In England, in 1840, shorthand classes were being offered by correspondence courses through the mail. The improvements to the postal service made this method of distance learning popular in the early part of the last century. This led to a large number of “through the mail” type of educational programs. The computer only made distance learning easy and better. Television, video recorders, and even radio have all made a contribution to distance learning.
E-learning and distance learning are not quite the same thing. The basic thing that distinguishes distance education is the physical separation of the student from the instructor and the class room. E-learning, however, became part of the classroom environment from the beginning. The early use of computers was geared to help the classroom instructor. Gradually, as more and more personal computers became available, the idea of online classes was explored by some pioneering Colleges and Universities. The early attempts at distance education were hampered by resistance from traditionalist within the education field.
Some invoked what they called the philosophy of education to demonstrate that the teacher was essential to the educational process. This resistance led to the early online degrees being considered inferior to traditionally obtained degrees. This prejudice extended to the personal departments of major employers. When choosing between two otherwise equally qualified applicants, preference was shown to the person holding the traditional degree. In recent years this has changed drastically. The improvements in E-learning technology and the ability to create virtual classrooms and a virtual learning environment (VLE) has gradually broken down the resistance. This process has been helped by the emergence of a new generation that was weaned on the computer. It would not be surprising if within another generation, the pendulum shifts completely and the online degree is the one that is respected and coveted.
Quality Education Vs Accreditation
“The act or process of educating or being educated; the knowledge or skill obtained or developed by a learning process!”
Inquiries into furthering my educational aspirations were made to various colleges within my immediate environmental area. Several of the schools contacted required placement exams that I did not challenge, as I am adept and very capable of dealing with college examinations. The thing that got to me was the disparaging remarks from some college recruiters regarding their standards for education as opposed to another college. One of the schools that I’ve attended is a two-year degree school while the other is as well. They hold real estate in the same zip code and competed for students in the same local. They both educated local students as well as out of state and students from other countries and nations.
One school considered itself superior to the other by reason of accreditation. The school that was described as inferior did not have middle states accreditation. The school was described as below standard by the other. The so-called superior school is lead and operated by a non-HBCU affiliation while the other happened to be lead and operated by an African American staff. The self-described superior school has made plans, designs, and did bid for the take-over of the African American school. Albeit, the self-described superior school admits that it does not and will not accept credentials from the so-called inferior school. I have attended both of these institutions and received very good instruction from its teachers as well. While the lessons learned were an invaluable source of information, the education that I received from personal academic research (self-taught) has enhanced my knowledge base. Money was not a factor in my personal research, study, and/or practicum. I would add, the knowledge and information that was derived from the HBCU School proved to be equally rewarding as the other if not better!
Personally, I would say that I received more educational value at the HBCU (Historical Black Colleges and Universities) as opposed to the other collegiate institution. Albeit, they both required money.
When students visit college campuses they are encouraged to become a student at that particular school. The tour guides’ show all of the amenities and accolades that are offered in order to get you enrolled…and to gain your tuition monies. But what about the quality of education offered by the particular schools? The majority of the colleges will often quote their accreditation as compared to another school of choice. What has accreditation to do with a good and valuable quality education? Money! And the ability to make money! Education does not and should not require money!
In 1899 Dr. Matthew Anderson, an outstanding community leader, and his wife Caroline Still Anderson founded Berean Manual and Industrial School. Dr. Anderson was a pivotal influence in the religious, business, and educational history of Philadelphia. Dr. Anderson also founded the Berean Presbyterian Church and the Berean Savings Fund Society.
Caroline Still is the daughter of the great William Still, a Philadelphia Abolitionist and member of the Underground Railroad.
Mr. William Still (a self-educated man), one of seventeen children, was born in Burlington County in 1821. His father escaped slavery from Maryland to New Jersey and later was followed by his wife and children. William Still left New Jersey for Philadelphia in 1844. Three years later he was appointed secretary of the Pennsylvania Abolition Society.
“When Brother William Still was 23, he left the family farm in New Jersey for Philadelphia, to seek his fortune. He arrived, friendless with only five dollars in his possession. Mr. Still taught himself to read and write. In fact, so well, that in three years he was able to gain and hold the position of secretary in the Pennsylvania Abolition Society. Brother Still provided the all-white society with his views on how to aid fugitive slaves. After all, he had been one himself. He was such an asset to the group, that he was elected chairman in 1851. Still held the position for the next ten years. He also became chairman of the Vigilance Committee in 1852. Still was the first black man to join the society and was able to provide first-hand experience of what it was like to be a slave.”
“Mr. Still established a profitable coal business in Philadelphia. His house was used as one of the stations on the Underground Railroad. Brother Still interviewed escaped fugitives and kept careful records of each so that their family and friends might locate them. According to his records, Still helped 649 slaves receive their freedom. The number is compounded with the number of slaves saved by Sister Harriet Tubman and the Underground Railroad.”
“William Still, a self-educated man, began his campaign to end racial discrimination on Philadelphia streetcars. He wrote an account of this campaign in Struggle for the Civil Rights of the Coloured People of Philadelphia in the City Railway Cars (1867). He followed this with The Underground Railroad (1872) and Voting and Laboring (1874).”
“William Still, a self-educated man, established an orphanage for the children of African-American soldiers and sailors. Other charitable work included the founding of a Mission Sabbath School and working with the Young Men’s Christian Association. William Still died in Philadelphia on 14th July, 1902.”
The Concise History of Berean Institute:
“In 1904 Berean Institute of Philadelphia Pennsylvania qualified for state aid and received a grant of $10,000. Over the years, state aid has enabled the school to expand its services and diversify its programs of study. Funds from the Commonwealth of Pennsylvania now provide a significant portion of the total operating budget. Berean Institute embarked on a program of expansion under the dynamic leadership of the late Dr. William H. Gray, Jr., who utilized the support of many influential citizens of Pennsylvania including the former Governor Milton J. Shapp. Dr. Gray served as Chairman of the Berean Board of Trustees. Under Dr. Gray’s leadership Berean Manual and Industrial School began operating as Berean Institute. He also had Berean Institute’s current building constructed in 1973.”
“Mrs. Lucille P. Blondin, who served the school for forty-five years, became Berean Institute’s first President. Mrs. Blondin retired in June 1993. Dr. Norman K. Spencer was appointed to serve as the second President and Chief Executive Officer. Under Dr. Spencer’s leadership, contracted programs funded by the City and Commonwealth agencies as well as community outreach projects have been added. Hon. John Braxton, former Judge, Court of Common Pleas heads a list of distinguished Board of Trustees members.”
“Berean Institute enrolled students in full and part-time programs. Most of the students are residents of the Commonwealth and live in Philadelphia. Other students have come from Central and South America, China, India, Puerto Rico, Tonga, Liberia, Sierra Leone, Nigeria, Tanzania, the Dominican Republic, England, Cambodia, Viet Nam and states along the eastern seaboard of the United States.”
“A number of students come to learn a marketable skill and their Berean training fulfills their current educational aspirations. Many others regard the school as a stepping-stone to further education. Berean has many graduates who have gone on to earn four-year college degrees and others who have completed graduate studies at some of the area’s outstanding institutions of higher learning.”
The Commonwealth of Pennsylvania’s Department of Education granted Berean Institute approval to award the Associate in Specialized Technology Degree on September 15, 1976, and the Associate in Specialized Business Degree on December 27, 1976.
Again, education is:
“The act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life; the act or process of imparting or acquiring particular knowledge or skills, as for a profession; a degree, level, or kind of schooling: a university education; .the result produced by instruction, training, or study: to show one’s education; the science or art of teaching; pedagogics.”
A definition of education: ‘The act or process of educating or being educated; the knowledge or skill obtained or developed by a learning process; a program of instruction of a specified kind or level: driver education; a college education; the field of study that is concerned with the pedagogy of teaching and learning; an instructive or enlightening experience:
Based on the Random House Dictionary, © Random House, Inc. 2009
So why does another school rate it’s accreditation over and above that of another? Money! Many colleges and universities rate its’ educational values based on the amount of money in its’ coffers as well as the amount of money that they can amass! Another tool to increase superiority in the education business is to attain and maintain accreditation and as many acquisitions as possible.
Several opinions suggest education achieved through these venues is designed to prepare people/students for the job market as opposed to being prepared for life skills. The skills required to carry ones posterity and their descendants that follow into prosperous futures.
Is it fair to assess the stature of a collegiate institution above any other based on the amount of money that is needed to be spent or the amount of education that is achieved? Ivy league institutions turn out many students who are not prepared for the challenges of life…but many of them are rich and have spent thousands of dollars to attend those schools as well as graduating from them. On the other hand, many poor people that are lucky enough to qualify for grants, loans, scholarships, etc., are better prepared to face the challenges set before them (so it seems).
Many poor and working poor students seem to value the collegiate level education as if their life depended upon it, so they tend to work a bit harder to achieve the degree status. The document can be deemed worthless when the graduate cannot find the desired job for which he/she has studied. It is even worse when the graduated student finds that they are worse off than when they started college. They are now burdened with school loan debt plus the debts that they have had to meet before attending college. Working at McDonalds and the like, seem to be the only job that is attainable for many of them. The competition is fierce. These students are for the most part, grouped in with many applicants that are not college educated and many do not have high school diplomas as well! The knowledge attained is not considered or tested by many of these employers. Kiosk type pictures on a cash-register computer is what they have to work with. Is this not insulting to a student who has studied computer science, read and write computer programs and its languages, as well as other academics of study?
Why is it that many non-ivy league students find themselves out of work? Why is it that many of them find that they are the first to lose their employment positions compared to their ivy-league colleagues? Why is it that many inner-city college educated graduates find themselves less likely to be selected as team-leaders than their counter part ivy-leaguers? Many employers advertise their openings with statements that don’t require a college level education. They ask that candidates simply have a high school level education. College educated candidates apply to those openings and find themselves scrutinized out of the running, i.e., background checks, credit checks, criminal histories, schooling activities, etc. Why is it college educated candidates find that not only do they have to compete with ivy-leaguers, they have to compete with high school educated folks as well. What is the sense in enduring hours, years, and other sacrifices to attain the coveted two and/or four-year college level degree when you’re not going to qualify for the job anyway?
The notion of accreditation, money, and notable stature should not be the basis of choosing the collegiate route to education. Education should be based on ones ability to achieve, retain, and utilize education. The achievement of education begins in the home (as well as anyone who desires it). It begins with the Childs’ upbringing and the stressed importance placed by the parent and/or guardian. Should the child be highly scholastic in abilities that enable him/her to be described as intellectually talented above average, that student deserves free college education. While the rest of us who are collegiate material may well have to pay for our higher education. Mind you, my argument is based on the ability to access education without having to spend money…teachers need to earn a living, schools need to pay the costs of operating and maintaining buildings and staff. So the money has to come from somewhere. Albeit, the aforementioned disparages between different colleges should cease the practice of who’s a better institution of higher learning. Is it the responsibility of educated people to enlighten people who are not?
While many may not be aware, education is achievable without attending so-called accredited and/or less accredited schools, of higher learning…start with the libraries in your homes as well as the public facilities, news papers, magazines, shared information, and articles. Why is the education attained by others kept to a level of secrecy that one should have to pay for it?
Attained and acquired education is the responsibility of the educational pursuer…the burden is placed solely on the student not the educational pursued. I’m not advocating that one can become a doctor, architect, or a lawyer by simply reading text…there is a difference between education and training.
Education is yours to achieve and it can be free.
Biography of William Still
Biography of the Berean Institute
High School Education Level Mentorship – A Foundation for Holistic Human Capital Development
The first difficult transition that every scholar makes is a transition to high school. They are becoming of age, start expressing themselves in many different ways, going away from home, changing to schools outside their hometowns (villages and townships), start traveling long distances, start feeling the “beauty” of being independent from home control, etc. The parents start becoming jittery about the conduct of the children. If they have never engaged mentors, this is the time to do so. High school education mentors are experienced in dealing with young adults at this level of their education and holistic development.
At this level the children are naive in thinking that they can be independent. It is at this stage that a lot of life mistakes are made. The adolescent stage kicks in, and hormones take control. School work is competing with other emotional interests. The youth have the tendency to start defying their parents at this stage.
The parents, guardians and teachers are advised not to be hard in interacting with the children. Mentors should be the go between and engage them on the experiences they are making, especially the relationships with opposite gender. If not assisted they could be swept away by the craziness of being in love relationships. The aim of the mentorship is to help them enjoy exploring their new self without upsetting their parents (and guardians) and becoming sexually active. They must be encouraged to use their education programmes as a basis of relating to their opposite gender, e.g. encouraging them to do school work together with their fellow opposite gender schoolmates.
You want the children to be crazy about doing well in grade twelve long before they even enter that grade. Early in grade eight (RSA) they must already see grade twelve (RSA) as the milestone to achieve. The mentor is there to make them focus at this milestone. This does not mean that they should be discouraged to have fun, fantasies and other experiences suitable for their ages. That is part of life and belongs especially to their stage in human development. They should be assisted to have space for other serious aspects of life, and be victors of challenges like, drug abuse, adolescent stage, crime, early and unplanned pregnancy, alcohol abuse, etc.
At this stage children are introduced to the understanding that they are part of a collective. There are many stakeholders in their lives who have more vested interest in their future than they may think. Their parents are not the only ones that are important to them. The country as a whole is concerned about their future. Extended family members, peers, friends, and their communities are one way or another affected by their failures and successes. So, you build many reasons why they cannot afford to mess up. You make them understand that the stakes are very high.
The projects that the mentors may keep them preoccupied with could include, among others the following: searching for universities they are going study in the future, identifying various degrees or diplomas they may study toward, sourcing scholarships long in advance, potential overseas institutions they may study at, what it would take for them to be accepted at this institutions, what grades they must achieve to be accepted and be awarded scholarships, the industries and sectors that their line of studies will lead them to, the role models that followed their desired education route and where they landed in life, etc.
The mentors should guide the youth at this stage to take keen interest in extramural activities like sport, art, dance, athletics, music, community clubs, youth clubs, church activities, etc. That is the most effective way to negotiate them away from destructive activities. They must be kept busy together with their peers, including the opposite sex.
In conclusion, this is a partnership between all the stakeholders, with the mentor occupying much prominent slot in the youth’s holistic human capital development journey.
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What Personal Details Should Be On Your CV
This section is straightforward, but it’s important to start with some don’ts before we get on to the dos. Where people often get this section wrong is to put too much detail in.
Sadly, in the ageist society we live in it is not advisable to put in your date of birth if you are over 40. If you want to add any more details about yourself, why not add them to the additional information section.
There are a few options in this section. If you think it would help you get the job, you could also mention whether you have a clean driving license, for instance. Remember though, you don’t want to take up too much space with this section, and you want to make a crisp start with your CV and get onto the stuff that will get you that all-important interview.
The debate is where to put your education. Maybe the simplest answer is to decide how important the person reading the CV will think it is. If you have been Managing Director of a multi-national company, maybe your seven GCE ‘O’ level passes aren’t that crucial? Traditional CV advisers have always stressed that education should come up front in a CV. However, the more experienced you are the more likely you are to relegate your education to almost the last item on your CV. Of course, if you are just leaving school or college then your education is very important and it should be at the beginning of your CV. The judgement on this is really yours. The main problems people have with putting together their education sections are: how much detail to put in about the education how to set this section out.
In this section don’t be shy to put all your qualifications at school. You don’t need to give the grades for GCSEs if you went on to do ‘A’ levels. Don’t give details of exams you failed. The key here is to put down all the qualifications you have, because it’s likely to impress. You may then want to add a separate section where you list your training. All too often people tend to downgrade the value of training, but to many employers the training you have received is every bit or even more important than your formal education. After all, the employers who trained you thought it was important enough to spend money on, so why shouldn’t other employers?
So put down here every training course you have attended and any certificates you have. Today’s modern organization values training, so use this opportunity to tell them about what courses you have done. Do try to leave out irrelevant certificates and awards like the fact you earned a fire-lighting badge in the scouts or passed your cycling proficiency test.
This section often looks messy because people are left with a large block of text with both their place of education and their qualifications. A way of counteracting this is to break the section up into easily definable chunks. So, you might have a section headed Places of education, which lists the schools or colleges you went to, and where they are. Don’t mention your primary school here. You can then have a separate section headed Qualifications. Again, contrary to normal advice, we think a good idea is to start with the most recent qualifications you have. So if you have a degree, start with it and then work backwards.
Using cv editing professional service also allows you to get quickly to a real hook either your education or your work experience.