Education TBC

THE MODERN DAY BRAZILIAN EDUCATION SYSTEM ***

Long criticised as being comparatively inferior (particularly for the lower demographic of society) to other developing countries, Brazil has a long way to go before its compulsory education system is where it needs to be in terms of both improving the competitive intelligence of future generations and reducing poverty. The Instituto de Pesquisa Econmica Aplicada indicated that the average 25-year-old in modern day Brazil has only nine years of education; 10 percent of the population is illiterate and one-in-five students are in the wrong grade for their age because they have had to repeat a year of studies.

Nevertheless, Brazil does has positive educational results for the last thirty years and quantitative studies at the elementary level have demonstrated that standards are improving (albeit slowly). Research by the Instituto Brasileiro de Geographia e Estatstica (IBGE) indicated that the issue of poor educational levels is mainly symptomatic in rural areas: statistics published in late 2007 stated that the rural population over 15 years has a mean 4.3 years of schooling while the urban mean is 7.7 years. The illiteracy rate in the rural sector is 30 percent for those over the age of 15 and only 27 percent of the 15-17 rural age group are choosing to remain in secondary education.

Conversely, World Bank data in late 2008 demonstrated that the most progress in elementary schooling between 1992 and 2001 was within the poorer part of the population (enrolment in primary education rose from 97 to 99 for the richest 20 per cent of Brazil and from 75 to 94 percent for the poorest 20 percent). The same study pointed to the fact that; because illiteracy ranges from 2.7 percent for the population aged 15-19 to 30 percent for those between 65-69; the educational imbalances of the population look set to change over time.

The number young Brazilians going to university has also increased (enrolments were 1.7 million in 1994 rising to 4.9 million 2008) – however, this statistic remains lower than other countries in South American such as Argentina and Chile.

*** THE FUTURE OF THE BRAZILIAN EDUCATION SYSTEM ***

Whilst Goldman Sachs was the one of the first international investment banks to promote Brazil as a future economic superpower, it has been keen to stress that improvements in education are fundamental for the country to be able to maximise its future potential. It is widely thought that the average standards are not meeting the increasingly important relevance the country is having on a global scale. In the medium to long term, it is imperative that Brazil’s welfare state decreases and the knowledge and skills base of the country moves the other direction.

One positive step has been to encourage more teachers to enter the profession which, in the past, has been under supplied. The setting of the salary floor at $BRL 950 per month received criticism for being too broad based and not tailored to individual municipalities (although was generally seen as a step in the right direction). Other progressive measures include funds such as FUNDEF (a sub-national grant scheme aimed at assisting primary and lower secondary education) and FUNDEB (which, by 2007, had granted more than BRL$ 30 billion for basic public education benefiting nearly 50 million students). Furthermore, in order to be eligible for the Bolsa Famlia grant, children aged between seven and fifteen must be enrolled in school and not miss more than 15 per cent of classes (due to the early stages of the programmes development, statistics on its effectiveness are too hard to predict, but it is claimed to have had a positive impact on school attendance levels).

At the two year anniversary of the vast oil findings off the south coast of Brazil, President Lula was seen issuing congressional bills with the intention of diverting a significant portion of the country’s oil wealth towards improving education systems (amongst other welfare provisions). The ever popular national lottery in Brazil continues to donate over 5 percent of its profits to the Ministry of Education. There have also been a number of the country’s leading companies (including Embraer, Petrobras, Randon and Vale) developing their own educational establishments to improve skills shortage gaps.

From ages we have been emphasizing on the fact that education for women is important and all the girls of the country needs to be educated. Rules have been made but how far have we succeeding in matching the ratio of educated men to that of educated women. The government has taken steps towards the improvement of women education in the country, but it totally depends on the citizens to implement the same. In fact India has many colleges for women, which are dedicated to provide education only to women. Other schools and colleges also have reserved seats for the girls, which in a way is also a motivating step towards the accomplishment of the mission of women education in India.

The number of girl students enrolling themselves for graduation as well post graduation colleges in India, are mainly contributed by the urban part of the country. The developed and the metropolitan cities of the country are basically responsible for adding on to the number of educated girls in the country. This is because of the fact that the people belonging to urban areas are very well aware of the advantages of being educated. The urban population is in fact seen motivating their girl child for taking admission in the schools and colleges in India.

Though, girls have already proved their power by reaching on the top of every field, but still there are many people who consider women as the person with the lowest potential. One can see women topping the charts of every field, even the president of India, is also women herself. Looking at the present scenario of women education in India, one can say that lot much needs to be done in this respect. The girls are required to be motivated to enroll themselves for school and college education in India. There are many girls colleges in India, which has always been involved in the task of promoting girl education in the country. Some of the women colleges in India are:

Engineering College for Women, Delhi

Arts and Science College for Women, Hyderabad

Sri Kanniga Parameswari Arts and Science Colelge for Women

Indraprastha College for Women, Delhi

Mata Sundari College for Women, Delhi

MIT Women Engineering College, Maharashtra

Kasturba Gnadhi Degree and PG College for Women, Secunderabad

Govt. Degree College for Women, (present in almost all states)

Lady Sri Ram College for Women, New Delhi

Mehr Chand Mahajan D.A.V College for women, Chandigarh

NKT National College of Education for Women, Chennai

The education for girls is provided in every field of education. There is no field, where girls are lacking. The women of India, has achieved degrees in all the fields, whether its teaching or engineering, medicine or being a pilot. The women power of India has proved its existence in almost all the arenas of the work industry. But the rural India and women from this part of the country needs to realize their value and how much valuable is their existence for the smooth functioning of the society. With the passing of women education bill in India, the hopes for an increase in the number of educated women in the country have grown to a large extent. The government of India is doing its bit, by passing bills in the favour of women education and opening government schools and colleges in India for women. But, the citizens of the country also need to realize their responsibilities and should send their girl child to schools and colleges for obtaining education. Also the urban and educated citizens are also required to motivate and inspire the rural men, to make their girls educated and attain them degrees in the subjects of their interests.

Being a Technical Analyst has many advantages and disadvantages at the same time. As the name of the profession suggests, most of the work they would cater to would be technicalities about the stock market. If you want to become one or you have the passion to be, learn some of these tips first about technical analysis for dummies or beginners before you rush into things.

The term technical analysis refers to the method in which a price, volume, and value of stocks in forex market are analyzed. From its past records to the present, each certain targeted stocks are recorded in a chart to see its pattern of activity. Thus assuming a repeat growth in value of the stock in the future from this records.

The job is done by analyst. Since most traders tend to lose their money because of news, gossip, or just guessing what stocks would gain value, this is where analysis helps. Mostly, they use different kinds of methods in predicting or calculating the data they get, but their main formula most of the time is that a great market perception with added basic principles would determine the market value of a stock.

Being an analyst, there are also many indicators or tools used for the charts. Most of these are the volatility indicators, which measures the movement of prices in a given and specific time. Another one is the momentum oscillators which gives perceptions for future prices from the up and down momentum between set limitations and over a center line.

Remember that before you use any of this indicators, it should match the current trends of stocks that are gaining. Each of these can work well on different kinds of situations and it’s up to the analyst to decide here. You must also confirm the groupings first before you rely on these indicators.

As an analyst, your main job is to capture all trends that are able to stay in the long run, whatever type of indicators you chose to use. Studying what stocks would traders probably buy in the future should also be considered. So a little psychology is said to be used on this field besides the technical aspects.

For a successful investment in stock market, may people and traders tend to seek out different methods and ideas to make their stocks prosper. Technical analysis is one of these methods that can be a big help, since it involves a little study of probable and potential gainers. Remember though that it’s still a prediction and doesn’t guarantee to win always. After all, investing in forex is a gamble in the first place.

Project Managers who aspire to take the PMP exam need to have 35 hours of documented training in the area of project management. However, there is some level of misunderstanding around just how they can achieve this. Many believe they must take specialized and expensive courses, and some are not aware that some of the training and education they already have may qualify. Others think they need to acquire a single 35 hour certificate. Here is a survey of the ways PMP aspirants can satisfy that requirement.

The Requirement
In the Project Management Professional (PMP) Credential Handbook, it states that the candidate must “Document 35 contact hours of project management education.” This requirement applies to all applicants, regardless of degree or project management experience level. So, just what must the candidate do to satisfy those “Contact Hours of Project Management Education”, where at least 35 contact hours of specific instruction addressed learning objectives in project
management?

Documenting Project Management Training and Education
The first step is to document all education hours regardless of when they were accrued. PM education hours for these purposes do not expire and do not need to be within any recent time frame. However, before submitting the application, the course work must already be completed. PMP Prep coursework does qualify, as it is project management oriented, but it would need to occur before the candidate actually submits the application. Note that “one contact hour is equivalent to one actual hour (60 minutes) of training or instruction received”, as per the PMI.

After documenting all hours, PMP candidates need “classify” content of the courses according to the PMBOK knowledge areas, including project quality, project scope, project schedule, project budget, project communications, project risk, project procurement, and project integration management. If all hours add up to 35 or more, the candidate has already satisfied the requirements. In many cases, the candidate will have either no hours or less than 35 hours of PM training, and they will need to fill that gap with additional project management training.

What Qualifies?
These educational requirements can be met by demonstrating the successful completion of courses, workshops, and training sessions offered by one or more of the following types of education providers:

A. PMI Registered Education Providers (R.E.P.s) – Pre-approved courses offered by PMI R.E.P.s. These can be classroom instruction, live instructor-lead training online, or pure online packaged courses that are available 24×7.

B. PMI Component organizations – PMI chapters, specific interest groups, colleges, or the PMI.

C. Employer/company-sponsored programs – as long as content can be logically mapped to the knowledge areas.

D. Training companies or consultants – as long as content can be logically mapped to the knowledge areas.

E. Distance-learning companies, including an end-of-course assessment – can include live instructor-lead training online, or pure online packaged courses that are available 24×7, as long as content can be logically mapped to the knowledge areas.

F. University/college academic and continuing education programs, as long as content can be logically mapped to the knowledge areas.

Note that one hour of classroom instruction equals one contact hour. Non-classroom instruction, such as online training, also must comply with the rule that one hour of classroom instruction equals one contact hour. Project Management podcasts can also satisfy all or a portion of the requirement. The important thing is to be able to provide complete and authoritative documentation of the training and education, such as certificates, tests, syllabus, course descriptions, and transcript to properly support your claim.

Here are some scenarios of what should qualify:

1. Completion of a 15 week university or college course on project management that met for three hours per week would qualify for 45 contact hours.

2. Completion of a university or college course that was approximately 50% on the subject of project management that met for two hours per week for 15 weeks would qualify for 50% x 30 contact hours, or 15 contact hours. The additional 20 contact hours could be earned with an 8 hour REP classroom training, and 12 hours of REP 24×7 online training.

3. Completion of a single REP classroom or online, 24×7 set of courses that add up to 35 hours or more.

4. Completion of some combination non-REP classroom project management training, live instructor-lead online project management training, online 24×7 project management training courses, or project management podcasts, as long as they are clearly documentable.

What does not satisfy the PMP Educational Requirements?
The following do not satisfy the education requirements:

1. PMI chapter meetings, unless spent conducting a learning activity

2. Self-study (e.g., reading books)

3. Degree program, such as MBA, in its entirety, but many of the classes within the program will apply and must be documented individually

Conclusion
There are many ways to satisfy the PMI requirement of 35 hours of project management training. Any training must be in the areas of project quality, project scope, project schedule, project budget, project communications, project risk, project procurement, and project integration management. The PMI rule is that one hour of training equals one of these contact hours. Applicants must be able to clearly document the training with proper proof. The final authority is the PMI, and the authoritative document is the Project Management Professional (PMP) Credential Handbook, which can be found at http://www.pmi.org/PDF/pdc_pmphandbook.pdf. Applicants should contact the PMI directly with any questions or concerns.

What causes an individual to take all the social, psychological, and financial risks involved in starting a new venture? at first there was limited research on this aspect of entrepreneurship, but since 1995 there has been an increased interest in entrepreneurial careers and education. This increased interest has been fostered by such factors as the recognition that small forms play a major role in job creation and innovation; an increase in media coverage of entrepreneurs; the awareness that there are more entrepreneurs than those heralded in the media, as thousands upon thousands of small cottage companies are formed; the view that most large organizational structures do not provide an environment for self-actualization; the shift in employment, as women become increasingly more active in the workforce and the number of families earning two incomes growls and the formation of new ventures by female entrepreneurs at three times the rate of their male counterparts.

In spite of this increase, many people, still, do not consider entrepreneurship as a career. A conceptual model for understanding entrepreneurial careers, views the career stages as dynamic ones, with each stage reflecting and interacting with other stages and events in the individual’s life – past, present, and future. This life cycle approach conceptualizes entrepreneurial careers in nine major categories; educational environment, the individual’s personality, childhood family environment, employment history, adult development history, adult non work history, current work situation, the individual’s current perspective, and the current family situation.

Although there exists a common perception that entrepreneurs are less educated than the general population, this opinion has proved to be more myth than reality. Studies have found entrepreneurs overall, and female entrepreneurs in particular, to be far more educated than the general populace. However, the types and quality of the education received sometimes do not develop the specific skills needed in the venture creation and management process. For example, some female entrepreneurs are at more of a disadvantage than their male counterparts in this respect, as they frequently do not take significant business or engineering courses.

Childhood influences have also been explored, particularly in terms of values and the individual’s personality. The most frequently researched personality traits are the need for achievement, focus of control, risk taking, and gender identity.

The research on the childhood family environment of the entrepreneur has had more definitive results. Entrepreneurs tend to have self-employed fathers, many of whom are also entrepreneurs. Many also have entrepreneurial mothers. The family, particularly the father or mother, plays an important role in establishing the desirability and credibility of entrepreneurship as a career path. As one entrepreneur said: “My Father and mother always encouraged me to try new things and do everything very professionally. They wanted me to be the vary best and have the freedom and independence of being my own boss.”

Employment history also has an impact on entrepreneurial careers, in both a positive and a negative sense. On the positive side, entrepreneurs tend to have a higher probability of success when the venture created is in their field of work experience. This increased success rate makes the providers of risk capital particularly concerned when this work experience is not present. Negative displacement (such as dissatisfaction with various aspects of one’s job. being fired or demoted, being transferred to an undesirable location, or having one’s spouse take a new position in a new geographic area) encourages entrepreneurship and new venture formation.

Although no definitive research has been done on the adult development history of entrepreneurs, it appears to also affect entrepreneurial careers. Development history has somewhat more of an impact on women, since they tend to start businesses at a later stage in life than men, usually after having experienced significantly more job frustration. There is a similar lack of data on adult family/ non work history. Although there is some information on entrepreneurs’ marital and family situations, the available data add little to our understanding of entrepreneurial career paths.