Tag Archives: Education

Success and Education

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Success in simple terms is the absence of failure, though debated a lot, in almost all languages; social set ups, cultures and business establishments it is still undefined. Being undefined doesn’t mean you cannot figure out what actually success is but your view about success can be different to the one another individual or a group has.

The difference of the definition of success in all the concerns is due to the difference in nature of events and requirements. Definition, principles, and exposure of success differ from situation to situation and in fact time to time as well. The components of success, i.e. determination, confidence, knowledge, potential, expertise etc, are, however, same in all cases with the variation in the composition ratio.

This article aims to focus knowledge with special reference to success. And when knowledge is being discussed it’s crucial to have an overview of Education as knowledge and Education are closely related to each other. Role of Education in Success is same as the role of knowledge.

Defined as ‘the process of changing the behaviors in desired direction’, Education stands not only as a tool of success but a road towards it. Knowledge expands the vision that increases the probability of success, and education by changing the behaviors in desired directions (positive) provides a platform for that vision to get expanded, as a result of such one becomes able to outline the strategies in much better way.

Providing opportunities for minds to explore the arenas of different fields, Education brings up with the ultimate and updated knowledge that levels the ground for potentials to grow, determination to get stronger, confidence to get build and ways to get clear. And once all the components are arranged in an order the ultimate result is nothing other than success.

The important point to ponder here is that, whether ‘education’ means only and only ‘Academics [http://www.blogoxide.com/Academics/]’ in this regard? Certainly not! It can either be academic or non academic. It starts from knowing, and knowing can be about anything. Yes, knowing about the things, useful and related to day-to-day matter has close connection with success in day-to-day concerns, knowing about professional matters leads towards the success in profession, knowing about relations helps to be socially successful and so on. In a nut shell, Education itself is a ‘success’ as a whole.

So, start knowing about things rounds you, and if nothing is there read and explore, analyze and derive your unique principle of success out of your own knowledge. Make the education best companion of yours and succeed!

Charting a Curriculum For Educational Charity

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A common guess will show anyone what the curriculum for an educational charity programme should look like. But one thing is certain; the curriculum is different from conventional education curriculum for schools. So when we talk of the possible curriculum for the above concept of education, then there is need to be careful enough as to avoid misplacing the values that really constitute the heart of the concept.

The first point that must be noted down in determining what forms the curriculum reference points for the concept of educational charity is the fact that the kind of educational packages offered here moves beyond equipping the poor and the less privileged with the letters of the book only, but rather goes further to wholly empower them to be productively creative as a way of tackling their greatest problems; poverty, hunger and disease. Here education is not about acquiring formal certificate; rather it’s aimed at equipping the individual with the needed essential and life survival skills that will enable him or her to have unhindered access to minimum decent living. It is aimed at empowering the poor to break the chain of dependence perpetual on external intervention and charity as a way of alleviating the effects of poverty, hunger and disease on the poor. Educational charity centres on practical learning that gives the poor direct access to the immediate or remote labour market.

An appropriate understanding of both the setting and the target group of the above concept of education is also needed to be able to render an effective service of charity or intervention. For example the curriculum of a program that has rural farming women as its target will definitely differ from the curriculum of an educational intervention program aimed at empowering the rural youth economically through ICT and similar packages. In the same sense, an educational programme after such manner meant for the children within the poor circles of the world will definitely focus on basic education to achieve minimum literacy.

In whatever is the case a balanced curriculum for educational charity meant for the poor and the less privileged must definitely aim at two major objectives targeted at enlightening the poor towards literacy and empowering them towards productivity and self dependence.