Business Associate Degree Single Moms Prefer University of Phoenix Online Programs 2019

Education is a ticket out of poverty and to gaining self-respect, says Evelyn Dutch, a single mom. However, sitting in a classroom after a long work day, and finding childcare, are real obstacles for single moms. How are women like Evelyn Dutch earning a business associate degree while maintaining their parenting responsibilities? Single Moms Find Flexible Business Associate Degree Program at University of Phoenix With online degree programs and campus locations throughout the U.S., University of Phoenix offers a flexible Business Associate degree for single moms. Moms can schedule classes according to their needs or even choose to take classes entirely online. In addition to the business associate degree, University of Phoenix offers other flexible degrees, including: Associate Degree in Criminal Justice. RN to Bachelor of Science in Nursing. Bachelor of Science in Communications. Master of Business Administration (MBA) . University of Phoenix Offers Affordable Business Associate Degree Program for Single Moms Single mothers often feel the financial burden of a one-income household. At University of Phoenix, staff members are considerate of the unexpected financial difficulties faced by single moms. Students are given a 100% refund if they must cancel prior to the first day of instruction. Single moms can also apply many sources of federal financial aid to the University of Phoenix Business Associate degree. .u6ef70e6bbbf64c2c03ee7c413c1dcfd4 { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .u6ef70e6bbbf64c2c03ee7c413c1dcfd4:active, .u6ef70e6bbbf64c2c03ee7c413c1dcfd4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .u6ef70e6bbbf64c2c03ee7c413c1dcfd4 { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .u6ef70e6bbbf64c2c03ee7c413c1dcfd4 .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .u6ef70e6bbbf64c2c03ee7c413c1dcfd4 .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .u6ef70e6bbbf64c2c03ee7c413c1dcfd4:hover .postTitle { text-decoration: underline!important; } READ Employment Opportunities With an Associate's Degree in Criminal JusticeUniversity of Phoenix is helping single moms boost earnings and expand their career options. Prospective students may request additional information from the University of Phoenix Business Associate degree program by filling out an information request form. For a complete list of degree programs offered at University of Phoenix, visit College-Pages.com, the leading education and career resource website. Related ArticlesAssociate Business Degree More Single Dads Achieving Educational Goals through University of PhoenixCriminal Justice Bachelor Degree Single Parents in Colorado Find Convenience at Kaplan UniversityNursing and Health Care DegreesOnline Postgraduate Business Administration DegreesBSB 5 Ways to Earn a Bachelor of Science in Business in as Little as 12 MonthsThe Doctorate in Education Educational Leadership

Lasting Legacies Essay - 2901 Words

Katrina Nguyen Victor Magagna Political Science 113A 8 December 2012 Lasting Legacies The impact of Confucianism in East Asia continues to mold and shape individuals’ actions so they can lead better lives that will have a positive effect on society. This can be achieved once the individual reaches a better understanding about their mutual obligations – that a proper society is revolved around give and take. It is the individuals who keep the lasting legacies of Confucianism through their patterns of knowledge and belief by understanding how the world actually works. The lasting legacies of Asian political thought and practice are also seen through moral reasoning and moral values, political thought and action, the economy and the†¦show more content†¦In East Asian tradition, one does not just simply reject an idea, but to tolerate it and incorporate into their tradition. This is simply the idea of interpenetrating boundaries because setting boundaries is to set one’s own limits. Human nature is also an aspect that helps humans to understand the patterns of knowledge and belief. According to East Asian traditions, they believe that human nature is not fixed at birth but a potential that could be developed. Our human nature is only a tendency, at best; we are improvable so it cannot be taken for granted. Humans are improvable through self-cultivation. Self-cultivation consists of will and sincerity. Humans must have to have the will and sincerity to improve themselves. Without sincerity, one will simply fail. This poses a political debate that if humans are cultivated and rational, then what should the role of government be in unlocking human nature. Whether government should be strong in its role or weak in terms of allowing its citizens to control and organize their own lives. It is inarguable that only a government with proper order can facilitate the development of human beings into self-cultivation. To be human, one must start with the personal cultivation of one’s own character, and then be in harmony with others by extending one’s virtue to others (de Bary, 179).Show MoreRelatedThe Lasting Legacy of Thomas Jefferson948 Words   |  4 Pagesthomas Jefferson The Lasting Legacy of Thomas Jefferson Thomas Jefferson is one of the most influential presidents of the United States. Along with his successes and failures he proved to be a great president by leaving his legacy’s behind. A legacy is something someone has had handed down or left for future generations. Thomas Jefferson is one of the most influential people that left their legacies behind because his presidency commenced the quarter century rule of the Virginia Dynasty. He wasRead MoreHenry Ford s Lasting Legacy1483 Words   |  6 PagesHenry Ford’s Lasting Legacy â€Å"Any customer can have a car painted any colour that he wants so long as it is black.† (Henry Ford). Henry Ford is one of the world’s most renowned leaders for the automobile industry. The son of a farmer, Ford has always been interested in how things worked. He has improved the models of his cars to make manufacturing them faster and more efficient by using assembly lines. He also set a balance between his employees’ wages and hours worked. Ford never stopped innovatingRead MoreWilliam Shakespeare s A Good And Lasting Legacy822 Words   |  4 PagesWilliam Shakespeare William Shakespeare left a good, lasting legacy that we see almost every day and we don t even know it s there. A legacy is something that you leave behind weather good or bad, Shakespeare s left a legacy of books and being thought as one of the greatest writers in the world. In William’s life he created many pieces of literature and words that people use everywhere today. We may not know a whole lot about William Shakespeare’s life but we can see that he was a veryRead MoreThe Lasting Legacy Of The Tuskegee Syphilis Study1752 Words   |  8 PagesThe Lasting Legacy of the Tuskegee Syphilis Study Passed down from generation to generation, African Americans have recounted the horror stories concerning the humiliation and abuse endured from the American medical community. The institution of systematic racism and discrimination leads Blacks further into a culture of untrusting those who have taken the sacred Hippocratic Oath. In the book Medical Apartheid author Harriet Washington (2006) uses the term â€Å"Black iatrophobia† to define the AfricanRead MoreEuropean Colonialism : A Lasting Legacies On Many Countries1062 Words   |  5 PagesEuropean colonialism has a lasting legacies on many African countries. European colonialism started in the late 1900’s and continued until after World War II. Colonialism is a system in which one country takes control of the political and economic affairs of another nation, and imposes policies to control another nation. In the 17th century colonizing parts of Africa became popular European countries. In the year 1677, France c olonized their first African country, Senegal. Specifically, an areaRead MoreJohann Sebastian Bach, And His Legacy And Lasting Impact After His Death1120 Words   |  5 Pageslimits of the time, and are of such a quality that they are still performed and enjoyed today, two hundred and sixty-three years after his death. In this paper, I will be writing about two main points: the life of Johann Sebastian Bach, and his legacy and lasting impact after his death. Johann Sebastian Bach was born in the town of Eisenach, which was the capital of Saxe-Eisenach , on March 21st, 1685. Bach was born into a musical family, his father, Johann Ambrosius Bach, serving as the director ofRead MoreLegacy Admission Should Not Be Allowed Since World War I1477 Words   |  6 Pages Legacy Admission As Peter Schmidt of the chronicle says, legacies originated after World War I to support the immigrant students, particularly Jews. When it became harder to control Jewish enrollment, in 1920’s most respected universities such as Harvard, Yale and Princeton considered legacy status. Since then it has raised the concerns for lower class families who did not attend good universities and their children wantedRead MoreAmerica Should Not Be Allowed Since World War I1525 Words   |  7 Pages As Peter Schmidt of the chronicle says, legacies originated after World War I to support the immigrant students, particularly Jews. When it became harder to control Jewish enrollment, in 1920’s most respected universities such as Harvard, Yale and Princeton considered legacy status. Since then it has raised the concerns for lower class families who did not attend good universities and their children wanted to attend but ended up not getting admission. In 2003, Se nator Edward KennedyRead More Software Maintenance Essay2606 Words   |  11 Pagessuch legacy systems remain, many are â€Å"mission-critical† whereby their failure may lead to the collapse of the business or industry in which they serve.   In such cases, it is ultimately not possible to decommission the system in question.   The present report investigates the nature of such systems and examines why legacy systems cause problems to Software Maintenance Managers?   This report also provides a brief overview as to how such problems can be minimised and controlled. Keywords: Legacy systemsRead MorePresident Carter Was A Good Guy1032 Words   |  5 PagesAmerican president, they are guaranteed remembrance. However, the main concern becomes how will their presidency be thought of? Will a positive or negative light reflect on their pages of the history textbooks? The last six presidents have left lasting legacies for the American people. Whether for good or not so good, these presidents have shaped the future of America. Jimmy Carter was a good guy. Unlike so many presidents before him, Carter came from a humble background with solid Southern Baptist

Education in India Free Essays

string(126) " contains the National System of Education, which ensures some uniformity while taking into account regional education needs\." Education in India has a history stretching back to the ancient urban centres of learning at Taxila and Nalanda. Western education became ingrained into Indian society with the establishment of the British Raj. Education in India falls under the control of both the Union Government and the states, with some responsibilities lying with the Union and the states having autonomy for others. We will write a custom essay sample on Education in India or any similar topic only for you Order Now The various articles of the Indian Constitution provide for education as a fundamental right. Most universities in India are Union or State Government controlled. India has made a huge progress in terms of increasing primary education attendance rate and expanding literacy to approximately two thirds of the population. [2] India’s improved education system is often cited as one of the main contributors to the economic rise of India. [3] Much of the progress in education has been credited to various private institutions. [4] The private education market in India is estimated to be worth $40 billion in 2008 and will increase to $68 billion by 2012. [4] However, India continues to face challenges. Despite growing investment in education, 35% of the population is illiterate and only 15% of the students reach high school. [5] As of 2008, India’s post-secondary high schools offer only enough seats for 7% of India’s college-age population, 25% of teaching positions nationwide are vacant, and 57% of college professors lack either a master’s or PhD degree. [6] As of 2007, there are 1522 degree-granting engineering colleges in India with an annual student intake of 582,000,[7] plus 1,244 polytechnics with an annual intake of 265,000. However, these institutions face shortage of faculty and concerns have been raised over the quality of education. [8] Three Indian universities were listed in the Times Higher Education list of the world’s top 200 universities — Indian Institutes of Technology, Indian Institutes of Management, and Jawaharlal Nehru University in 2005 and 2006. [9] Six Indian Institutes of Technology and the Birla Institute of Technology and Science – Pilani were listed among the top 20 science and technology schools in Asia by Asiaweek. 10] The Indian School of Business situated in Hyderabad was ranked number 12 in global MBA rankings by the Financial Times of London in 2010[11] while the All India Institute of Medical Sciences has been recognized as a global leader in medical research and treatment. [12]Contents [hide] 1 History 2 Overview 2. 1 Primary education 2. 2 Secondary education 2. 3 Tertiary education 2. 4 Technical education 3 Literacy 4 Attainment 5 Private education 6 Women’s Education 7 Rural education 8 Issues 9 Initiatives 10 Central government involvement 10. 1 Budget 10. Public Expenditure on Education in India 10. 3 Legislative framework 11 Notes 12 References 13 External links [edit] History Monastic orders of education under the supervision of a guru was a favored form of education for the nobility in ancient India. [13] The knowledge in these orders was often related to the tasks a section of the society had to perform. [14] The priest class, the Brahmins, were imparted knowledge of religion, philosophy, and other ancillary branches while the warrior class, the Kshatriya, were trained in the various aspects of warfare. 14] The business class, the Vaishya, were taught their trade and the lowest class of the Shudras was generally deprived of educational advantages. [14] The book of laws, the Manusmriti, and the treatise on statecraft the Arthashastra were among the influential works of this era which reflect the outlook and underst anding of the world at the time. [14] Apart from the monastic orders, institutions of higher learning and universities flourished in India well before the common era, and continued to deliver education into the common era. 15] Secular Buddhist institutions cropped up along with monasteries. [14] These institutions imparted practical education, e. g. medicine. [14] A number of urban learning centres became increasingly visible from the period between 200 BCE to 400 CE. [16] The important urban centres of learning were Taxila and Nalanda, among others. [16] These institutions systematically imparted knowledge and attracted a number of foreign students to study topics such as logic, grammar, medicine, metaphysics, arts and crafts. [16] By the time of the visit of the Islamic scholar Alberuni (973-1048 CE), India already had a sophisticated system of mathematics and science in place, and had made a number of inventions and discoveries. [17] With the arrival of the British Raj in India a class of Westernized elite was versed in the Western system of education which the British had introduced. [18] This system soon became solidified in India as a number of primary, secondary, and tertiary centres for education cropped up during the colonial era. 18] Between 1867 and 1941 the British increased the percentage of the population in Primary and Secondary Education from around 0. 6% of the population in 1867 to over 3. 5% of the population in 1941. However this was much lower than the equivalent figures for Europe where in 1911 between 8 and 18% of the population were in Primary and Secondary education. [19] Additionally literacy was also improved. In 1901 the literacy rate in India was only about 5% though by Independence it was nearly 20%. [20] Following independence in 1947, Maulana Azad, India’s first education minister envisaged strong central government control over education throughout the country, with a uniform educational system. [21] However, given the cultural and linguistic diversity of India, it was only the higher education dealing with science and technology that came under the jurisdiction of the central government. [21] The government also held powers to make national policies for educational development and could regulate selected aspects of education throughout India. 22] The central government of India formulated the National Policy on Education (NPE) in 1986 and also reinforced the Programme of Action (POA) in 1986. [23] The government initiated several measures the launching of DPEP (District Primary Education Programme) and SSA (Sarva Shiksha Abhiyan,[24] India’s initiative for Education for All) and setting up of Navodaya Vidyalaya and other selective schools in every district, advances in female education, inter-disciplinary research and establishment of open universities. India’s NPE also contains the National System of Education, which ensures some uniformity while taking into account regional education needs. You read "Education in India" in category "Papers" The NPE also stresses on higher spending on education, envisaging a budget of more than 6% of the Gross Domestic Product. [23] While the need for wider reform in the primary and secondary sectors is recognized as an issue, the emphasis is also on the development of science and technology education infrastructure. [edit] Overview The National Council of Educational Research and Training (NCERT) is the apex body for curriculum related matters for school education in India. 25] The NCERT provides support and technical assistance to a number of schools in India and oversees many aspects of enforcement of education policies. [26] In India, the various curriculum bodies governing school education system are: The state government boards, in which the majority of Indian children are enrolled. Th e Central Board of Secondary Education (CBSE) board. The Council for the Indian School Certificate Examinations (CISCE) board. The National Institute of Open Schooling (NIOS) board. International schools affiliated to the International Baccalaureate Programme and/or the Cambridge International Examinations. Islamic Madrasah schools, whose boards are controlled by local state governments, or autonomous, or affiliated with Darul Uloom Deoband. Autonomous schools like Woodstock School, Auroville, Patha Bhavan and Ananda Marga Gurukula. In addition, NUEPA (National University of Educational Planning and Administration)[27] and NCTE (National Council for Teacher Education) are responsible for the management of the education system and teacher accreditation. 28] [edit] Primary education The Indian government lays emphasis to primary education up to the age of fourteen years (referred to as Elementary Education in India. [29]) The Indian government has also banned child labour in order to ensure that the children do not enter unsafe working conditions. [29] However, both free education and the ban on child labor are difficult to enforce due to economic disparity and so cial conditions. [29] 80% of all recognized schools at the Elementary Stage are government run or supported, making it the largest provider of education in the Country. 30] However, due to shortage of resources and lack of political will, this system suffers from massive gaps including high pupil teacher ratios, shortage of infrastructure and poor level of teacher training. Education has also been made free[29] for children for six to 14 years of age or up to class VIII under the Right of Children to Free and Compulsory Education Act 2009. [31] There have been several efforts to enhance quality made by the government. The District Primary Education Programme (DPEP) was launched in 1994 with an aim to universalize primary education in India by reforming and vitalizing the existing primary education system. 32] 85% of the DPEP was funded by the central government and the remaining 15 percent was funded by the states. [32] The DPEP, which had opened 160000 new schools including 84000 a lternative education schools delivering alternative education to approximately 3. 5 million children, was also supported by UNICEF and other international programmes. [32] This primary education scheme has also shown a high Gross Enrollment Ratio of 93–95% for the last three years in some states. [32] Significant improvement in staffing and enrollment of girls has also been made as a part of this scheme. 32] The current scheme for universalization of Education for All is the Sarva Shiksha Abhiyan which is one of the largest education initiatives in the world. Enrollment has been enhanced, but the levels of quality remain low. [edit] Secondary education The National Policy on Education (NPE), 1986, has provided for environment awareness, science and technology education, and introduction of traditional elements such as Yoga into the Indian secondary school system. [33] Secondary education covers children 14-18 which covers 88. 5 million children according to the Census, 2001. However, enrolment figures show that only 31 million of these children were attending schools in 2001-02, which means that two-third of the population remained out of school. [34] A significant feature of India’s secondary school system is the emphasis on inclusion of the disadvantaged sections of the society. Professionals from established institutes are often called to support in vocational training. Another feature of India’s secondary school system is its emphasis on profession based vocational training to help students attain skills for finding a vocation of his/her choosing. 35] A significant new feature has been the extension of SSA to secondary education in the form of the Madhyamik Shiksha Abhiyan[36] A special Integrated Education for Disabled Children (IEDC) programme was started in 1974 with a focus on primary education. [25] but which was converted into Inclusive Education at Secondary Stage[37] Another notable special programme, the Kendriya Vidyalaya proj ect, was started for the employees of the central government of India, who are distributed throughout the country. The government started the Kendriya Vidyalaya project in 1965 to provide uniform education in institutions following the same syllabus at the same pace regardless of the location to which the employee’s family has been transferred. [25] [edit] Tertiary education Our university system is, in many parts, in a state of disrepair†¦ In almost half the districts in the country, higher education enrollments are abysmally low, almost two-third of our universities and 90 per cent of our colleges are rated as below average on quality parameters†¦ I am concerned that in many states university appointments, including that of vice-chancellors, have been politicised and have become subject to caste and communal considerations, there are complaints of favouritism and corruption. – Prime Minister Manmohan Singh in 2007[38] Indian Institute of Management, Ahmedabad. India’s higher education system is the third largest in the world, after China and the United States. [39] The main governing body at the tertiary level is the University Grants Commission (India), which enforces its standards, advises the government, and helps coordinate between the centre and the state. 40] Accreditation for higher learning is overseen by 12 autonomous institutions established by the University Grants Commission. [41] As of 2009, India has 20 central universities, 215 state universities, 100 deemed universities, 5 institutions established and functioning under the State Act, and 13 institutes which are of national importance. [40] Other i nstitutions include 16000 colleges, including 1800 exclusive women’s colleges, functioning under these universities and institutions. 40] The emphasis in the tertiary level of education lies on science and technology. [42] Indian educational institutions by 2004 consisted of a large number of technology institutes. [43] Distance learning is also a feature of the Indian higher education system. [43] Some institutions of India, such as the Indian Institutes of Technology (IITs), have been globally acclaimed for their standard of education. [43] The IITs enroll about 8000 students annually and the alumni have contributed to both the growth of the private sector and the public sectors of India. 44] Besides top rated universities which provide highly competitive world class education to their pupil, India is also home to many universities which have been founded with the sole objective of making easy money. Regulatory authorities like UGC and AICTE have been trying very hard to ex tirpate the menace of private universities which are running courses without any affiliation or recognition. Students from rural and semi urban background often fall prey to these institutes and colleges. [45][dead link] [edit] Technical education From the first Five Year Plan onwards India’s emphasis was to develop a pool of scientifically inclined manpower. [46] India’s National Policy on Education (NPE) provisioned for an apex body for regulation and development of higher technical education, which came into being as the All India Council for Technical Education (AICTE) in 1987 through an act of the Indian parliament. [47] At the level of the centre the Indian Institutes of Technology and the Indian Institutes of Information Technology are deemed of national importance. 47] The Indian Institutes of Management are also among the nation’s premier education facilities. [47] Several Regional Engineering Colleges (REC) have been converted into National Institutes of Technology. [47] The UGC has inter-university centres at a number of locations throughout India to promote common research, e. g. the Nuclear Science Centre at the Jawaharlal Nehru University, New Delhi. [48] [edit] Literacy Main article: Literac y in India According to the Census of 2001, â€Å"every person above the age of 7 years who can read and write in any language is said to be literate†. According to this criterion, the 2001 survey holds the National Literacy Rate to be around 64. 84%. [49] Government statistics of 2001 also hold that the rate of increase in literacy is more in rural areas than in urban areas. [49] Female literacy was at a national average of 53. 63% whereas the male literacy was 75. 26%. [49] Within the Indian states, Kerala has shown the highest literacy rates of 90. 02% whereas Bihar averaged lower than 50% literacy, the lowest in India. [49] The 2001 statistics also indicated that the total number of ‘absolute non-literates’ in the country was 304 million. 49] [edit] Attainment World Bank statistics found that fewer than 40 percent of adolescents in India attend secondary schools. [2] The Economist reports that half of 10-year-old rural children could not read at a basic level, over 60% were unable to do division, and half dropped out by the age 14. [50] Only one in ten young people have access to tertiary education. [2] Out of those who receive higher education, Mercer Consulting estimates that only a quarter of graduates are â€Å"employable†. [51] An optimistic estimate is that only one in five job-seekers in India has ever had any sort of vocational training. [52] [edit] Private education According to current estimates, 80% of all schools are government schools[30] making the government the major provider of education. However, because of poor quality of public education, 27% of Indian children are privately educated. [53] According to some research, private schools often provide superior results at a fraction of the unit cost of government schools. 50][54][55] However, others have suggested that private schools fail to provide education to the poorest families, a selective being only a fifth of the schools and have in the past ignored Court orders for their regulation[56] In their favour, it has been pointed out that private schools cover the entire curriculum and offer extra-curricular activities such as science fairs, general knowledge, sports, music and drama. [53] The pupil teacher ratios are much better in private schoo ls (1:31 to 1:37 for government schools and more teachers in private schools are female. 57] There is some disgreement over which system has better educated teachers. According to the latest DISE survey, the percentage of untrained teachers (paratechers) is 54. 91% in private, compared to 44. 88% in government schools and only 2. 32% teachers in unaided schools receive inservice training compared to 43. 44% for government schools. The competition in the school market is intense, yet most schools make profit. [53] Even the poorest often go to private schools despite the fact that government schools are free. A study found that 65% of schoolchildren in Hyderabad’s slums attend private schools. 55] Private schools are often operating illegally. A 2001 study found that it takes 14 different licenses from four different authorities to open a private school in New Delhi and could take years if done legally. [55] However, operation of unrecognized schools has been made illegal under the Right to Children to Free and Compulsory Education Act[31] which has also significantly simplified the process of obtaining recognition. [edit] Women’s Education Girls in school near Baroda, Gujarat. See also: Women in India Women have much lower literacy rate than men. Far fewer girls are enrolled in the schools, and many of them drop out. [58] According to a 1998 report by U. S. Department of Commerce, the chief barrier to female education in India are inadequate school facilities (such as sanitary facilities), shortage of female teachers and gender bias in curriculum (majority of the female characters being depicted as weak and helpless)[59] The number of literate women among the female population of India was between 2-6% from the British Raj onwards to the formation of the Republic of India in 1947. [60] Concerted efforts led to improvement from 15. 3% in 1961 to 28. % in 1981. [60] By 2001 literacy for women had exceeded 50% of the overall female population, though these statistics were still very low compared to world standards and even male literacy within India. [61] Recently the Indian government has launched Saakshar Bharat Mission for Female Literacy. This mission aims to bring down female illiteracy by half of its present level. Sita An antha Raman outlines the progress of women’s education in India:Since 1947 the Indian government has tried to provide incentives for girls’ school attendance through programs for midday meals, free books, and uniforms. This welfare thrust raised primary enrollment between 1951 and 1981. In 1986 the National Policy on Education decided to restructure education in tune with the social framework of each state, and with larger national goals. It emphasized that education was necessary for democracy, and central to the improvement of women’s condition. The new policy aimed at social change through revised texts, curricula, increased funding for schools, expansion in the numbers of schools, and policy improvements. Emphasis was placed on expanding girls’ occupational centers and primary education; secondary and higher education; and rural and urban institutions. The report tried to connect problems like low school attendance with poverty, and the dependence on girls for housework and sibling day care. The National Literacy Mission also worked through female tutors in villages. Although the minimum marriage age is now eighteen for girls, many continue to be married much earlier. Therefore, at the secondary level, female dropout rates are high. [62] Sita Anantha Raman also maintains that while the educated Indian women workforce maintains professionalism, the men outnumber them in most fields and, in some cases, receive higher income for the same positions. 62] [edit] Rural education A primary school in a village in Madhya Pradesh. Following independence, India viewed education as an effective tool for bringing social change through community development. [63] The administrative control was effectively initiated in the 1950s, when, in 1952, the government grouped villages under a Community Development Block—an authority under national p rogramme which could control education in up to 100 villages. [63] A Block Development Officer oversaw a geographical area of 150 square miles which could contain a population of as many as 70000 people. [63] Setty and Ross elaborate on the role of such programmes, themselves divided further into individual-based, community based, or the Individual-cum-community-based, in which microscopic levels of development are overseen at village level by an appointed worker:The community development programmes comprise agriculture, animal husbandry, cooperation, rural industries, rural engineering (consisting of minor irrigation, roads, buildings), health and sanitation including family welfare, family planning, women welfare, child care and nutrition, education including adult education, social education and literacy, youth welfare and community organisation. In each of these areas of development there are several programmes, schemes and activities which are additive, expanding and tapering off covering the total community, some segments, or specific target populations such as small and marginal farmers, artisans, women and in general people below the poverty line. [63] Despite some setbacks the rural education programmes continued throughout the 1950s, with support from private institutions. [64] A sizable network of rural education had been established by the time the Gandhigram Rural Institute was established and 5, 200 Community Development Blocks were established in India. [65] Nursery schools, elementary schools, secondary school, and schools for adult education for women were set up. [65] The government continued to view rural education as an agenda that could be relatively free from bureaucratic backlog and general stagnation. 65] However, in some cases lack of financing balanced the gains made by rural education institutes of Ind ia. [66] Some ideas failed to find acceptability among India’s poor and investments made by the government sometimes yielded little results. [66] Today, government rural schools remain poorly funded and understaffed. Several foundations, such as the Rural Development Foundation (Hyderabad), actively build high-quality rural schools, but the number of students served is small. [edit] Issues One study found out that 25% of public sector teachers and 40% of public sector medical workers were absent during the survey. Among teachers who were paid to teach, absence rates ranged from 15% in Maharashtra to 71% in Bihar. Only 1 in nearly 3000 public school head teachers had ever dismissed a teacher for repeated absence. [67] A study on teachers by Kremer etc. found that ‘only about half were teaching, during unannounced visits to a nationally representative sample of government primary schools in India. ‘. [67] Modern education in India is often criticized for being based on rote learning rather than problem solving. BusinessWeek denigrates the Indian curriculum saying it revolves around rote learning. [68] and ExpressIndia suggests that students are focused on cramming. [69] A study of 188 government-run primary schools found that 59% of the schools had no drinking water and 89% had no toilets. 70] 2003-04 data by National Institute of Educational Planning and Administration revealed that only 3. 5% of primary schools in Bihar and Chhattisgarh had toilets for girls. In Madhya Pradesh, Maharashtra, Andhra Pradesh, Gujarat, Rajasthan and Himachal Pradesh, rates were 12-16%. [71] Fake degre es are a problem. One raid in Bihar found 0. 1 million fake certificates. [72] In February 2009, the University Grant Commission found 19 fake institutions operating in India. [73] Only 16% of manufacturers in India offer in-service training to their employees, compared with over 90% in China. [74] [edit] Initiatives Boys seated in school near Baroda, Gujarat. The madrasah of Jamia Masjid mosque in Srirangapatna. Following India’s independence a number of rules were formulated for the backward Scheduled Castes and the Scheduled Tribes of India, and in 1960 a list identifying 405 Scheduled Castes and 225 Scheduled Tribes was published by the central government. [75] An amendment was made to the list in 1975, which identified 841 Scheduled Castes and 510 Scheduled Tribes. [75] The total percentage of Scheduled Castes and Scheduled Tribes combined was found to be 22. 5 percent with the Scheduled Castes accounting for 17 percent and the Scheduled Tribes accounting for the remaining 7. 5 percent. [75] Following the report many Scheduled Castes and Scheduled Tribes increasingly referred to themselves as Dalit, a Marathi language terminology used by B. R. Ambedkar which literally means â€Å"oppressed†. [75] The Scheduled Castes and Scheduled Tribes are provided for in many of India’s educational programmes. [76] Special reservations are also provided for the Scheduled Castes and Scheduled Tribes in India, e. g. a reservation of 15% in Kendriya Vidyalaya for Scheduled Castes and another reservation of 7. 5% in Kendriya Vidyalaya for Scheduled Tribes. [76] Similar reservations are held by the Scheduled Castes and Scheduled Tribes in many schemes and educational facilities in India. [76] The remote and far-flung regions of North East India are provided for under the Non Lapsible Central pool of Resources (NLCPR) since 1998-1999. [77] The NLCPR aims to provide funds for infrastructure development in these remote areas. [77] The government objective for the Sarva Shiksha Abhiyan (SSA), started in 2001, is to provide education to children between 6–14 years by 2010. [78] The programme focuses specially on girls and children with challenged social or financial backgrounds. [78] The SSA also aims to provide practical infrastructure and relevant source material in form of free textbooks to children in remote areas. [78] The SSA also aims at widening computer education in rural areas. [78] SSA is currently working with Agastya International Foundation – an educational NGO – to augment its efforts in making science curriculum current and exciting. However, some objectives of the SSA, e. g. enrollment of all children under the scheme in schools by 2005 remain unfulfilled. 78] Education Guarantee Scheme and Alternative and Innovative Education are components of the SSA. [78] Women from remote, underdeveloped areas or from weaker social groups in Andra Pradesh, Assam, Bihar, Jharkhand, Karnat aka, Kerala, Gujarat, Uttar Pradesh, and Uttarakhand, fall under the Mahila Samakhya Scheme, initiated in 1989. [79] Apart from provisions for education this programme also aims to raise awareness by holding meetings and seminars at rural levels. [79] The government allowed 340 million rupees during 2007–08 to carry out this scheme over 83 districts including more than 21, 000 villages. [79] Currently there are 68 Bal Bhavans and 10 Bal Kendra affiliated to the National Bal Bhavan. 80] The scheme involves educational and social activities and recognising children with a marked talent for a particular educational stream. [80] A number of programmes and activities are held under this scheme, which also involves cultural exchanges and participation in several international forums. [80] India’s minorities, especially the ones considered ‘educationally backward’ by the government, are provided for in the 1992 amendment of the Indian National Policy on Education (NPE). [81] The government initiated the Scheme of Area Intensive Programme for Educationally Backward Minorities and Scheme of Financial Assistance or Modernisation of Madarsa Education as part of its revised Programme of Action (1992). 81] Both these schemes were started nationwide by 1994. [81] In 2004 the Indian parliament allowed an act which enabled minority education establishments to seek university affiliations if they passed the required norms. [81] [edit] Central government involvement [edit] Budget As a part of the tenth Five year Plan (2002–2007), the central government of India outlined an expenditure of 65. 6% of its total education budget of Rs. 438250 million, or (Rs. 287500 million) on elementary education; 9. 9% (Rs. 43250 million) on secondary education; 2. 9% (Rs. 12500 million) on adult education; 9. 5% (Rs. 41765 million) on higher education; 10. 7% (Rs. 7000 million) on technical education; and the remaining 1. 4% (Rs. 6235 million) on miscellaneous e ducation schemes. [82] According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), India has the lowest public expenditure on higher education per student in the world. [83] See also: Education in India Five Year Plan Expenditure [edit] Public Expenditure on Education in India In recent times, several major announcements were made for developing the poor state of affairs in education sector in India, the most notable ones being the National Common Minimum Programme (NCMP) of the United Progressive Alliance (UPA) government. The announcements are; (a) To progressively increase expenditure on education to around 6 percent of GDP. (b) To support this increase in expenditure on education, and to increase the quality of education, there would be an imposition of an education cess over all central government taxes. (c) To ensure that no one is denied of education due to economic backwardness and poverty. (d) To make right to education a fundamental right for all children in the age group 6–14 years. (e) To universalize education through its flagship programmes such as Sarva Siksha Abhiyan and Mid Day Meal. However, even after five years of implementation of NCMP, not much progress has been done on these promises or announcements. The public expenditure on education has actually declined from around 3. 23 percent of GDP in 2000-2001 to 2. 88 percent in the recent times. As a proportion of total government expenditure, it has declined from around 11. 1 percent in 2000-2001 to around 9. 98 percent during UPA rule. A policy brief issued by [Network for Social Accountability (NSA)][84] titled â€Å"[NSA Response to Education Sector Interventions in Union Budget: UPA Rule and the Education Sector][85]† provides significant revelation to this fact. Due to a declining priority of education in the public policy paradigm in India, there has been an exponential growth in the private expenditure on education also. As per the available information, the private out of pocket expenditure by the working class population for the education of their children in India has increased by around 1150 percent or around 12. 5 times over the last decade]. [86] [edit] Legislative framework Article 45, of the Constitution of India originally stated:â€Å"The State shall endeavour to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years. [21]† This article was a directive principle of state policy within India, effectively meaning that it was within a set of rules that were meant to be followed in spirit and the government could not be held to court if the actual letter was not followed. 87] However, the enforcement of this directive principle became a matter of debate since this principle held obvious emotive and practical value, and was legally the only directive principle within the Indian constitution to have a time limit. [87] Following initiatives by the Supreme Court of India during the 1990s the Ninety-third amendment bill suggested three separate amendments to the Indian constitution:[88] The constitution of India was amended to include a new article, 21A, which read:â⠂¬Å"The State shall provide free and compulsory education to all children of the age of six to fourteen years in a such manner as the State may, by law, determine. [89]† Article 45 was proposed to be substituted by the article which read:â€Å"Provision for early childhood care and education to children below the age of six years: The State shall endeavour to provide early childhood care and education for all children until they complete the age of sixteen years. [89]† Another article, 51A, was to additionally have the clause:â€Å"†¦ a parent or guardian [shall] provide opportunities for education to his child or, as the case may be, [a] ward between the age of six to fourteen years. [89]† The bill was passed unanimously in the Lok Sabha, the lower house of the Indian parliament, on November 28, 2001. [90] It was later passed by the upper house—the Rajya Sabha—on May 14, 2002. [90] After being signed by the President of India the Indian constitution was amended formally for the eighty sixth time and the bill came into effect. 90] Since then those between the age of 6–14 have a fundamental right to education. [ 91] Article 46 of the Constitution of India holds that:â€Å"The State shall promote, with special care, the education and economic interests of the weaker sections of the people, and in particular of the Scheduled Castes and Scheduled Tribes, and shall protect them from social injustice and all forms of social exploitation’. [49]† Other provisions for the Scheduled Castes and Scheduled Tribes can be found in Articles 330, 332, 335, 338–342. [49] Both the 5th and the 6th Schedules of the Constitution also make special provisions for the Scheduled Castes and Scheduled Tribes. [49 How to cite Education in India, Papers

Critical Thinking Assignment free essay sample

In the article â€Å"The Emotional Intelligence of Leaders†, Goleman (1998) believed that â€Å"emotional intelligence† is paramount in leaders of modern organizations; even more important than actual skills related to their job functions. Since we are hardwired to feel, the author stated that it is impossible to separate our emotions when we go to work. He articulated the importance of self-awareness in leaders. Goleman suggested that â€Å"selfawareness is essential to realistic self-assessment† (22), and self-awareness also leads to self-confidence which is essential for leaders. However, unlike regular intelligence that we are born with and cannot be change d, the author explained several ways successful leaders can utilize emotion and develop their emotional intelligence. He noted that leaders often lose their jobs if they cannot lead or adapt to changes; both of these reasons are directly related to emotions. His research in U. S. hildren discovered a positive correlation between one’s ability and success in controlling his or her emotions, particularly impulses, early on in childhood and his or her future academic success. Furthermore, Goleman pointed out that optimism is a vital emotional trait in leadership. It allowed optimists to handle rejections and motivating others when there are setbacks in the organization. The author suggested that even though emotional intelligence is important; it has actually declined because we are spending less time in developing it in recent years. The advent of digital communication and the accompanied technologies means we are using less time to interact with one another on a more personal level, he asserted. Moreover, Goleman concluded that leaders Critical Thinking 3 cannot be effective unless they understand emotions and utilize them to their advantage, especially in the modern fast changing organizational environment. Summary of McCrimmon In the article â€Å"Thought Leadership: a Radical Departure fromTraditional, Positional Leadership†, McCrimmon (2005) presented a new leadership pproached he termed â€Å"thought leadership. † (1065) He defined thought leadership as â€Å"championing of new ideas. † (1066) McCrimmon used a myriad of examples in different organizational environment to point out theusefulness of thought leaders and one of his main points which is thought leaders are not necessarily managers thus no managerial skills are even required. Take it one step further, the author explained that thought leaders do not even have to be in the same company, let alone inside the company’s leadership structure. Since every person has the opportunity to become athought leader, McCrimmon noted, this type of leadership is not controlled within any existing leadership positions and no appointment is necessary. He indicated that thought leadership is neither not top-down nor bottom-up; it has no particular directions within the organizational structure. The author pointed out that these thought leaders can arise from anywhere, anytime in an organization. McCrimmon used Martin Luther King as an example to show that thought leaders can even be dead and continue to have effect. McCrimmon explained the key features of thought leadership which mostly centered on situation around innovation and new ideas; therefore, technical skills of the leaders are more important actual interpersonal skills they possess. He claimed that â€Å"emotional intelligence is not essential for thought leadership† (1068). McCrimmon explained that the willingness or the urge champion new ideas is not learned while traditional leadership skills that can be learned. The author concluded that thought leadership best described what really transpire in organizations that depends on new ideas or innovations. Discussion Characteristics of any leader in any modern organizations mightinclude intelligence, confidence, optimism, inspiration, proficiency, and communication. Goleman (1998) included many of these traits in his article and explained how emotion intelligence relates to them. However, although McCrimmon (2005) provided a myriad of examples of thought leadership in different industries, he failed to link thought leadership to the common characteristics one usually associated with leaders; therefore, I prefer Goleman’s approach and his discourse on emotional intelligence. In this discussion, I will point out why Goleman’s discussion is more convincing in modern organizational environment. First, Goleman correctly asserted that emotion is part of being human thus cannot be separated out at workplace. Having understood the reality that emotions do exist in the workplace, we can better understand the Critical Thinking 5 relationships between our emotions and emotional intelligence. This created the basis of which one can develop emotional intelligence and utilize it to lead others. While every leader should possess basic level of intelligence and basic competency in their related field, not every leader have mastered their emotions or have sufficiently developed their emotional intelligence. Since many of the leadership traits often go together, understanding the relationship between them can help leaders make improvement. For example, a confident leader is often optimistic or an inspired leader is often a great communicator. Goleman’s explanation of how one start with self- awareness to self-assessment, then self-assessment leads to self-confidence is an example of how these traits develop together. In the course of my employment, I have the opportunity to interact with several government agencies. Within those highly structured agencies, I can clearly observe that leaders with higher emotional intelligence are more effective in getting positive results. People in leadership positions that have lower emotional intelligence are less likely to deliver positive outcomes even though they are fully competent in their job. Secondly, Goleman also correctly pointed out the effect of digital communication and related technologies have on our emotional intelligence. In my work, I was provided with a wide choice of communication methods. However, I often prefer digital communications such as emails and instant messages. While these methods may seem more convenient, there are also less personal. Therefore, it is likely that I can go without talking to an actual person for hours at a time. This is my personal example where the opportunities to develop emotional intelligence can be limited by modern communication technologies. Furthermore, Goleman suggested ways to increase leaders’ emotional intelligence while traditional intelligence cannot be readily increased. This part of the article is particular useful to both current and prospective leaders. It provided insight that people can turn into action to improve themselves. On the other hand, although McCrimmon’s examples of thought leadership were useful in explaining what thought leadership is; it did little to convey how thought leaders came to be. Because he suggested that this type of leaders can be anyone from anywhere, it is difficult to identify in the present time. Many of the author’s examples can only be identified after the fact. The example of Martin Luther King is particularly interesting because Dr. King is undoubtedly a thought leader; however, I would assert that Dr. King possesses great emotional intelligence before he became a thought leader. I would suggest that without emotional intelligence and exceptional interpersonal skills, Dr. King might not be as effective in delivering his message. While I concede that organizations where innovations are integral, there are a lots of thoughts leaders. However, thought leaders are actually necessary for those organizations. People that work with or within these organizations often possesses those specialized skills, creative approaches Critical Thinking 7 and even the right personalities for them to become thought leaders. Since the qualities of thought leaders cannot be developed, thought leaders can only be identified and not developed. McCrimmon’s article did not provide readers with adequate information on how to become effective thought leaders or for organization how to acquire thought leaders. In conclusion, both emotional intelligence and thought leaderships are relatively modern concepts in management that provide unique insights. While emotions play an important part in our lives, the unique quality of thought leadership should not be easily discount; especially when innovations and new ideas are important in many modern organizations. Goleman (1998), in this article explains with illustrations how leadership should be construed and how one’s emotions play a huge role towards an effective style of leadership. The way you feel the type of person you are and the actions you take are essential in leadership skills. Leaders in top positions in various organizations have great credentials to show for it but like Goleman pointed out, there are some that lead mainly on what they have studied, that is, their technical expertise. Hence, they are not open to emotionally leading that organization. Our emotions are who we are, they are imbedded in us. Goleman, goes further to give in-depth illustrations as to how the human brain is linked to what feelings we feel, be it happy or sad, regret or anger. Thinking your actions through before voicing them out has a lot to do with our emotions. Our thinking faculty and the emotional part of our brain (known as the amygdale) work side by side and these two are essential for an effective leadership style, they cannot work single handedly. We learn that through the amygdale, emotional decisions can be eliminated by paying attention to our feelings. Self awareness allows our decision making come from our core values; making a decision that will affect the goals we are making for our tomorrow is a typical example of self confidence. Leaders that have made an impact on their employees have done so because they do not act on impulses and they can handle their emotions when they have a negative or positive feeling to convey. Pessimists are reluctant to change what they cannot see but optimists go for it, regardless of the obstacles they have come across or the obstacles they will come across. Goleman stresses that leaders should have this as a vital part of their day to day motivational ability. In the study mentioned by Goleman on motivating others, the end results are rooted in the emotions of the group of sales people. The optimists were more persevering and that led to succeeding in their goals. Employees feed their emotions off of their leaders/managers reactions to occurrences in the work place. Some individuals who are in leadership positions care solely about them and their own successes and companies are run to the ground by such leaders. A group of people in an organization, who get no support from their managers during and after a task delegated to them, will feel let down and disrespected and these concerns are usually not voiced out to their managers. One the other hand, managers who show support, create a more conducive environment for everyone to work in, making employees more receptive to coaching and development. Positive emotion begets positive emotion. A leader, who has a positive attitude, even in the most daring situations, exudes that emotion to his employees and one who doesn’t creates a negative and uptight environment. Goleman goes on to explain that emotions have no barriers when it comes to being contagious; it flows from manager to employee or employee to employee. The way a leader settles disputes should be done in manner that show cases employees’ best ability. In Goleman’s illustration about the three levels of team performance, he emphasizes that a group coming together with a positive mindset can outdo that one individual that has been tagged by the organization as the best. Goleman describes this kind of team as a superlative team. From the famous study at Stanford University, he points out that the emotional intelligence starts from a young age into adulthood. With this knowledge, children stand a better chance of emotional intelligence as they grow older. You can use what you have learned in childhood to create a positive impact on a negative pattern you come across in your adulthood. It does not happen automatically, it takes a conscious effort from the parties involved. Efforts have to be made and the willingness to achieve the goal they have set is essential. Before sky scrapers and office buildings around the world, people earned a living from home and people were more in tune with their emotions. Wherever you are, your emotions are with you. Goleman concluded with the notion that leaders should be willing to take out time to teach employees to channel their emotions in positive directions. This will lead to exceptional development for the employees and also for the organization. Summary 2 McCrimmon, M. (2005, January) Thought leadership: a radical departure from traditional, positional leadership. Management Decision, 43 (7/8), 1064-1070 McCrimmon (2005) in this article proposes to convey his take on the best form of leadership. The successes of organizations are from thought leadership and he goes ahead to compare it with shared leadership with a concentration on their differences and not their similarities. His explanation of thought leadership boils down to how much leverage we have over the ideas that we think of on a daily basis. Basically, your position doesn’t make you a leader. He illustrates thought leadership by using examples in several different organizations and life styles. There is no one way of becoming a leader and you don’t need a superior to tell you how much of a leader you can be. From his examples, these individuals had skills that they did not know they had till they were able to share that skill with someone else or a group of people. This isn’t always the case, he points out. There are situations where thought leadership has been turned down within organizations but those ideas where useful outside of that organization. In his key characteristics of thought leadership, there is no process to how it should come about. An associate can let a vice president know that she has thought of a new idea to better the development of an organization. This might either work in or against her favor. Once the idea has been shared, she either stands a chance of moving up within that company or handing the baton to someone higher in rank. There is no structure for thought leadership. An individual working in ‘Company A’ can be a thought leader for ‘Company B’ without ‘Company B’ having inkling as to who the idea came from. McCrimmon gives a true example using internet developers. We use information off the web, not considering who created it, or where the information was derived. He mentions Martin Luther King and Churchill, both of whom, even after death have effects on society and the decisions that are made today. Thought leadership is not about team members in a board room, it’s a global group of people/organizations. Emotional intelligence, he says, is not necessary for thought leadership. You do not have to be a people person but are able to come up with genius ideas. In the long run, it’s the idea you can come up with that counts, not how long you can hold a conversation. Traditional leaders learn their way of leadership, whereas thought leaders come up with their own original ideas and when it boils down to it; classroom thought leadership stands no chance against thought leadership. Thought leadership cannot be coached or forced on anyone. Rewards are granted to people who are in compliance with what they have been told to do, on the other hand, you cannot tell a thought leader what to do or how to change her thoughts. McCrimmon goes on to conclude that though leadership is the back bone of organizations with innovative ideas, unlike shared leadership. Discussion I found the Goleman article an interesting read. He had so many real life situations that I can personally relate to. I truly believe our emotions play a big part in our everyday lives, especially when it comes to our jobs. I always hear, â€Å"leave your personal problems outside of the work place; we have a business to run here. † How about an employee who just lost a family member, how is she supposed to work with that? Leaders in so many organizations these days are so involved with themselves and how they are going to make that bonus. I worked for a manager who did not care about the feelings of his employees. He would yell all day and when the job was done, he would not recognize the effort that was made. Goleman describes this as having a lack of empathy. There was no willingness from any member of my team to keep doing better because there was no encouragement whatsoever. While every leader may claim to have the basic understanding of how to lead a team, not everyone knows how to do so emotionally. Training or coaching without emotion will not lead to an excellent sales or service team. Goleman states that emotionally intelligent leaders have huge opportunities to make n impact in the life of their employees. The digital world is causing less interaction amongst people. I have an opportunity to call and speak with another associate or better still, ask a question but I always find myself sending an email, avoiding the interaction. He mentions parents as well and that is so true. I consciously turn off my phone as soon as I come home and anyone that has to reach me know they can by calling my home phone. I don’t want to be so involved with checking my email when I should be playing with my son and spending time with my family. I enjoyed the part of the article about emotional intelligence. I am working on that and definitely sharing with my colleagues. After reading the McCrimmon article, my take away is that thought leadership is definitely any organization that wants to keep growing should strive to encourage harness and personal development. The revolutionary nature of thought leadership is what pushes us beyond our comfort zone or status quo; it’s that concept that says there is always room for improvement and that we should always challenge ourselves to continue to come up with better and efficient ways to do things. Most firms or organizations often encourage their people to come up with better ways of doing things, it’s usually top down, take marching orders and execute without questions, do not challenge the authority. I know that I have been in those kinds of organizations where I tried to recommend positive changes but I was told to concentrate on my job the way I was trained. The article pointed out that thought leadership could come from different levels in the organization or even outside the organization. And usually the ideas or the products that comes out of thought leadership are compelling and its easy for other to the value in it, and may will quickly adopt doing things the same way. Thought leadership should not be confused with management style or system. It’s simply based on the power of ideas to transform the way we think ideas for new product, new ways of delivering better services and better ways for organizations to prosper.