Van Is a Good Essay Essay Example for Free

Van Is a Good Essay Essay Pie Chart Showing the Occupational Expectation of the Trainees: Government Institutions Pie Chart Showing the Occupational Expectation of the Trainees: Private Training Schools Pie Chart Showing the Total Occupational Expectation of the Trainees: Total 2 2 3 4 5 6 C HAPTER I INTRODUCTION This paper reports the results of a small tracer study and discusses how tracer studies can be used as a planning tool to assist education and manpower planning. To make education institutions more efficient, we need to know what happen to graduates. One way is to conduct tracer studies. Such studies are useful for assessing the labour market performance of graduates and school leavers. Uses of Tracer Studies Tracer studies can be used to achieve the following: †¢ To collect information on how well the graduates are doing in the labour market †¢ To get feedback from the graduates to modify and upgrade the education institutions †¢ To meet the needs of the employers †¢ To make tracer studies as part of labour market information system †¢ To make use of the labour market information to assist policy planners. C HAPTERll METIlODOLOGY AND SURVEY DESIGN. The tracer study questionnaires used include items such as employment status, income, basic demography, waiting time for employment, job changes, attitude to jobs and qualitative feedback on courses and programmes of training institutions. Samples of fresh graduates from Yangon Institute of Technology (YIT), Civil, Government Technical Institute (GTI), Mandalay, Machine Tools, Agriculture High School, Myittha, during the three academic years 1984/85, 1985/86, 1986/87, were first chosen at random and then efforts were made to establish contact with those graduates included in the sample. Next, a few individuals who received training in specific skills like Computer Operations, Tailoring and Auto-repairs run by private establishments were also chosen at random and interviewed. Table 1 Training Institutions Run by the Government No. Training Institutions 1984/85 3 1986/87 Yangon Institute of Technology (Civil Eng. ) Government Technical Institutes (Machine Tools) Agriculture High School (Myittha) 203(10) 244(10) 274(10) 30 17(5) 48(5) 44(5) 15 66(5) 50(5) 24(5) 15 Total 2 Academic Year 1985/86 Sample Size 286(20) 342(2) 315(20) 60 Note: Sample sizes are given within parenthesis. Table 2  Skill Training Course Run By Private Establishments No. Training Institutions 1988 1 2 3 Computing and Typing Tailoring Auto-Workshop Total 5 3 2 Intended Interview 1989 1990 5 3 2 5 3 2 Total 15 9 6 30 Interviewers were sent all over the country to contact the graduates selected for interviewing through local administrative bodies. More than one visit was needed in tracing some 3 respondents for shifts in their places of residents. It is important to note that the sample sizes for private skill-training courses were fixed in advance for the sake of convenience. Table 3 Response Rate by Type of Graduates/Skills Sample Response. Response Rate % B. E (Civil) GTI (Machine Tools) (Mandalay) AHS (Myittha) Computing and Typing Tailoring Auto-workshop 30 15 27 15 90. 0 100. 0 15 15 9 15 15 9 6 6 100. 0 100. 0 100. 0 100. 0 Total 90 87 97. 0 No. Graduates/ Type of Skills 1. 2. 3. 4. 5. 6. C HAPfERill PLACEMENT OF GRADUATES Relationship Between Type of Diplomas/Degrees and Type of Work In our study of graduates from some training institutions, both in the formal and non-formal sectors, we see that some are employed in jobs which are related to their educational training, but a great majority found their jobs do not match with their training or acquired skills. For example, a graduate of Yangon Institute of Technology is found to take up the profession of a primary assistant teacher and another as a self-employed shop-keeper. Also a graduate of an Agricultural High School (AHS), took up the post of a Primary Assistant Teacher (PAT). A tracer study on the graduates of computer centres reveal that most of them take up the course because of the challenge of a new subject and also because the universities are closed for the time being. A currently employed PAT attending the course of computer said that her training and her work does not relate. She has a bachelor degree with physics major and has the feeling that she should be employed in a field in which her training might prove to be useful. Our study reveals that training systems such as computer schools, secretarial, typing schools are currently very popular and heavily attended in the sense that trainees perceived that the new market oriented economic policy would create job opportunities for them. Currently it is seen that such level of employment has not been reached yet. To those who took up computer training a few are fortunate enough to find employment in the same institution. Most of the trainees of typing school usually take it as a pre-course for computer training. Some attended such courses to while away before the university opens. Such reasons clearly bring out the fact that ultimately employers are the ones who decide on employment. Since employers have great influence over labour market the most obvious solution is to place training under the control of a board in which employers receive higher representation. Table 4 Match Between Training and Employment No. Institute (or) Training 1. Institute of Technology Government Technical Institutes Agricultural High School. Computer Training Tailoring Short Hand and Typing Auto-workshop 2. 3. 4. 5. 6. 7. Related 16 Not Related 4 8 11 1 1 2 5 1 1 1 5 Employment and Unemployment Situation of the Graduates The tracer study brought into view that among the 87 respondent, 38 per cent are not employed. Graduates of higher education face unemployment more often than lower education level graduates after completing their studies. A research was conducted in 1977 to find out the prospect that graduates have in securing jobs, the types of occupation where graduates are placed and how graduates have to wait to find jobs. Ten per cent of the graduates from Yangon Arts and Science University, Yangon Institute of Technology, the Institute of Economics, the Institute of Education, the Institute of Animal Husbandry and Veterinary Science. the Institute of Agriculture, under the Department of Higher Education and the Institute of Medicine and the Institute of Dental Science under the Ministry of Health were surveyed. The total response was 41 per cent within two months. Based on a survey regarding the number of applications submitted for jobs, the highest was found among the B. E (Engineering) degree holders and the lowest among the B. Sc degree holders. Six per cent of the graduates who were offered the jobs they had applied for, did not accept the job. The main reasons for this was that either the place of the job was too far out, or there were problems related with the family or the salary was low. Out of the 259 respondents 70 per cent were employed and 30 per cent were not yet employed. B. E. graduates and B. Sc graduates were found to be the largest in number among those not yet employed. In the recent survey in 1990, it was found that more than 59 per cent of the YIT and 53 per cent of the GTI graduates had found employment. For the AHS graduates the extent of employment was about 80 per cent. Among graduates of Computing Typing only 40 per cent and among Tailoring 22 per cent were able to find employment. Auto-workshop trainees are employed cent per cent. This is so because the nature of the job is arduous and young people are not willing take on this type of training highly. Table 5 Type of Training and Extent Employment (Per cent) No. Type of Institution 1. 2. 3. 4. 5. YIT GTI AHS Computing Typing Tailoring Employed Unemployed 59. 0 53. 0 80. 0 40. 0 100. 0 41. 0 47. 0 20. 0 60. 0 0. 0 Occupational Expectation of the GraduatGs The external efficiency of an education system involves relationships between general and vocational education and between schools and work opportunities, what schools and teachers can be expected to do in preparing for future occupations and what may be expected from a combination of learning in and out of school. The relationships are intricate and diverse and can be summarized as follows. 6. First to promote economic growth, it is essential to have a trained labour force equipped to handle technical and managerial problems. This presents a more severe problem for developing countries, where skilled manpower is scarce and enterprises that could provide opportunities both for training and employment is lacking. Secondly the problem of unemployment in the modern sector among graduates and others leaving school. In other words, labour supply versus labour demand. Thirdly policy makers, employers as well as individual tend to consider formal education as passport to jobs in the modern sector. To increase their chances for employment with higher wage, students tend to remain in school as long as possible, sometimes for more years than required by the available jobs. Table 6 Occupational Expectation of the Trainees No. Training Schools 1. 2. AHS No. /1) Industrial Training Centre Government Private JVC 2 3 10 I. /1 +2) 3. 4. 5. Tailoring Computing and Typing Auto-workshop 11. /3+4+5) 9 30% 108 ° 19 69% 22]0 4 7% 25 ° Ill. Total /1 +2+3+4+5) 22 49% 176 ° 19 42% 151  ° 4 9% 33 ° 2 14% 50 ° 13 86% 310 ° 3 6 7 7 2 5 Co-op 7 Figure 1 Pie Chart Showing the Occupational Expectation of the Trainees. Government Institutions J. V. C (15. 7%) Private (0. 0%) Private Training Schools 8 Total Government (49. 0%) Private (42. 0%) In our study on trainees from various institutions, we find that 49 per cent of the trainees wanted to join government departments, 42 per cent the private sector and 9 per cent tlie JVCs. It was found that no one wanted to join the cooperative sector. Among the trainees interviewed, two large groups were identified: those attending government training schools and those attending private and non-formal training schools. It was found that among those attending government training schools 86 per cent wanted to join government departments and 14 per cent preferred the JVCs. Most of the trainees taking private or non-formal training desired to join the private sector and to get government jobs as well. A tracer study of 1976177 graduates also point out that 67 per cent of the ograduates wanted to work with state enterprises or departments; less than 1 per cent the cooperative sector and the private sector and the remaining wanted to take up any type of work or set up their own businesses. This is understandable, for the state had been the major employer prior to the adoption of the market oriented economic policy, but after the adoption of the new economic policy, trainees actually look forward to join the private sector for work. This fact reflected the need for studying the labour market conditions placing more emphasis on employment effectiveness of the private sector. Income is also one of the main factors in the occupational expectation of the graduates. Our study is concerned with the income generation of graduates. Most begin their work with very low pay. For the YIT graduates, the majority had to start work with a monthly income ranging from K 400 K 750. For technical schools it is much lower, between K 200 K 450. Most of them start to work on a flat-payor daily wages basis. Graduates from the non-formal education sector such as auto-workshop workers, typists were found to earn more than university graduates. This is a natural flow of blue collar job workers earning more than white collar job workers in the initial period. The nature of the work is different although there is less wage differential. C HAYfER IV ISSUES AND RECOMMENDATIONS Methodology. Tracer studies are usually ad-hoc exercises covering only a few institutions or types of graduates. To use tracer studies as an aid to education/manpower policy making, graduates from all the institutions or programmes run by the Ministry of Education and other ministries should be analyzed. To encompass all the institutions and programmes, a sample will need to be selected. To be precise, the question should be asked of what size of sample is necessary to reflect the market demand for specific types of educated manpower. Another issue in methodology is formulating questions. At the centre of a tracer study is the questionnaire. In designing questions it should be borne in mind that much of the resulting analysis will be statistical and therefore the answers will need to be in a form where by they can be aggregated. Another important consideration in designing questions is to ensure that their meaning is clear and unambiguous. There are some factors to take into account in the wording of questions. All wording should be simple, direct and familiar. Each question should have a single issue. Operation The result of tracer studies can be useful to and fed into the work of several ministries, particularly Education, Labour and Planning. There should be a permanent tracer study unit in one of the above ministries. The advantage of setting up a permanent tracer study unit is that it can integrate information from tracer studies to national planning purposes. The setting of a permanent tracer study could develop a series of tracer studies right across to education/training system. To improve policy decision on education and manpower, tracer studies need to be organized as part and parcel of the activities of the institution and the information they generate should regularly be fed into the policy-making process. Recommendations. To get up-to date information on the labour market performance of graduates, Tracer Studies should be made regularly. To train more-people who will be in charge of the tracer studies. The person in charge should have, as a minimum, practical experiences of survey work including coding and analyzing cross tabulation. C HAPrER V CONCLUSION As this paper reports the results of a small tracer study and discusses tracer studies as a method of obtaining regular feed-back on the labour market performance of graduates, it can be used as a tool to assist education and manpower planning. Tracer studies provide information on the demand for educated workers. Besides this it has other advantages. First, the surveys are simple to conduct. Secondly, the typical questionnaire used is short and uncomplicated, and can easily be completed by respondents. The third is that almost all of them can be conducted by mail. They are therefore inexpensive to carry out. The survey can be conducted when graduates return for their graduation ceremony. Fourthly the data collected by tracer studies can be easily analyzed and understood by non-economists. Like all techniques to aid policy-making, tracer studies have shortcomings. Some of those shortcomings concern data reliability while others stem from the assumptions that underline tracer studies. I L IST OF WORKING PAPER SERIES 1. Education Data Review and Analysis 1 . 1 1 . 2 Performance Indicators in Higher Education by U Thein Htay (DHE). 1. 3 Performance Indicators in Technical, Agricultural and Vocational Education by U Myat Naing (MERB) and U Nyunt Maung (DTAVE). 1 . 4 Quantitative Review of Education Staff by U Tun Hla and U Myint Thein (DBE). 1. 5 2. Performance Indicators in Basic Education  by U Saw Win (Institute of Economics). Population Projections (1983-2013) by U Nyan Myint (Institute of Economics). The Quality of Education 2. 1 2. 2 Pedagogy by Oaw Nu Nu Win (Institute of Education). 2. 3 Curriculum by U Myint Han (MERB). 2. 4 Student Evaluation by Dr. Khin Saw Naing (Institute of Medicine 2). 2. 5 3. Teacher Quality by Daw 00 Khin Hla (Institute of Education). Student Characteristics by U Maung Maung Myint (DBE). Education and Employment 3. 1 Manpower Demand and Employment Patterns in a Changing Economy by Dr. Thet Lwin (Institute of Economics). 3. 2. A Tracer Study of Recent Graduates: Implications for Education and Manpower Planning by U Kyaw Kyaw (Department of Labour). 3. 3 Linkages between Training Institutions and Employers by U Tun Aye (Ministry of NO. 1 Industry), Daw Myint Myint Yi (Institute of Economics) and U Van Naing (DBE). 3. 4 Education and Work Performance (A Survey of Employers Perceptions) by Daw Hla Myint (Institute of Economics). 3. 5 Non-Formal Education in Myanmar by Daw Win Win Myint (Institute of Economics) and Daw Lai lai Yu (MERB). 3. 6 Labour Market Institutions in Myanmar by U Kyaw Kyaw (Department of Labour). 4. Costs and Financing of Education 4. 1 4. 2 Government Expenditure on Education by Oaw Soe Soe Aung (Institute of Economics) . 4. 3 5. Management and Administration of the Education Budget by Or. Khin Ohn Thant (Ministry of Planning and Finance). Non-Government Expenditure on Education by U Saw Gibson (Yangon University). Education Infrastructure 5. 1 5. 2 A Comprehensive Survey of Education Facilities by U Sein Myint (OBE), U Nyi Hla Nge (Yangon Institute of Technology), Oaw Win Win Myint (Institute of Economics), Oaw Naw Joy Loo (Institute of Medicine 1), U Saw Wynn (OBE) and Oaw Win Win Maw (In.stitute of Medicine 1). 5. 3 The Provision of Infrastructure by U Nyi Hla Nge (Yangon Institute of Technology), U Nyunt Hlaing (Ministry of No. 1 Industry), U Tet Tun (Ministry of Construction) and U Sein Myint (OBE). 5. 4 6. The Construction Sector by U Tet Tun (Ministry of Construction), U Nyi Hla Nge (Yangon Institute of Technology), Oaw Naw Joy Loo (Institute of Medicine 1) and Oaw Win Win Maw (Institute of Medicine 1). Norms and Standards for Education Facilities by U Nyi Hla Nge (Yangon Institute of Technology), Oaw Win Win Maw (Institute of Medicine 1), and U Tet Tun (Ministry of Construction). Organization and Management of the Education System 6. 1 6. 2 The Cluster System for Primary Schools by U Myint Han (MERB). 6. 3 7. Organization and Management of Basic Education by Oaw Hla Kyu (OBE) and U Myint Thein (OBE). Organization and Management of Universities and Colleges by U Saw Gibson (Yangon University) and U Thein Htay (OHE). Special Studies 7. 1 Economics and Business Education by Oaw Cho Cho Thein (OBE). 7. 2 The Teaching of Science and Technology by U Khin Maung Kyi (OBE). 7. 3 The Teaching of English by Or. Myo Myint (Yangon University). 7. 4 Higher Education by U Myo Nyunt (Institute of Education).

World War One and The Middle East Essay -- International Conflict

Introduction Over the course of human history, wars have always created, destroyed or enveloped nations, states or empires. Examples of these include the Final War of the Roman Republic, which culminated with the Battle of Actium in 31 BCE, to the Franco-Prussian War of 1871 which created a unified German state. However, World War One is known to have had the greatest impact on human civilization. It dragged in almost every continent into the conflict, halted global trade, led to the demolition of four empires, and gave nationalism everywhere a boost. One interesting factor about the First World War is the extent to which it had a tremendous impact on the Middle East. Many westerners today would only remember it by reading Erich Maria Remarque's All Quiet on the Western Front or attending an Armistice Day parade in Central London. Most would not even contemplate the fact that World War One had everything to do with the current events in the Middle East today such as the so-called Arab Spring, the Palestinian conflict, et cetera. With all being said, the argument presented is that even though the First World War was important in shaping the destiny of the modern Middle East, the long term unintended results were definitely more important. In addition, the war was mainly a catalyst for the continuation of defensive developmentalism in the Middle East. Now emphasis must be laid why World War One affected the Middle East. Narrative On the 28th of June 1914, a Serbian nationalist assassinated Archduke Franz Ferdinand in Sarajevo. An interesting question must be asked about why the assassination of the heir to the Austro-Hungarian throne has anything to do with the future of the Middle East. Ansary notes that the war seemed ... ... to wield an iron fist ranging from Mustafa Kemal to Hosni Mubarak to various monarchs that rule the numerous kingdoms around the in and around the Arabian Peninsula in order to exact development. The defensive developmentalists of the nineteenth century were secular leaders just as the various Middle Eastern leaders are today. In acknowledging its significance, there is no doubt that the First World War did have a tremendous impact on the Middle East but it must be said that the string of problems that exists there today started prior to the war and the war itself served as a catalyst for stronger nationalism and defensive developmentalism. Works Cited Ansary, Tamim. Destiny Disrupted: A History of the World through Islamic Eyes. New York: PublicAffairs, 2009. Gelvin, James L. The Modern Middle East: A History. New York: Oxford University Press, 2011.

Psychoanalysis on Great Gatsby Essay

The unconscious is important in determining behaviour. A lot of desires, motivations & conflicts are below the level of consciousness. People are driven by: animalistic, instinctual urges, especially lust and aggression Tom choices in his life prove that he’s is driven by lust & aggression& like an animal on cares for his survival. Gatsby is a bootlegger because he was unhappy about his past about being lower class, & wants daisy back, which drives him to become wealthy. Daisy is unconscious that the way tom treats her makes her think women are fools, she starts to thing thinks she’s nothing of herself & allows tom to cheat on her Structure of Mind: separate motivations: Id (irrational and emotional part of the mind); the Ego (rational part); Superego (the moral part). Gatsby is driven by his desire for Daisy on the id level, reinvents his image to a â€Å"big shot† on the ego level develops a conflicting personality on the super-ego level, moral and immoral at the same time. Nick is mainly acting as Gatsby’s super-ego giving judgments and warnings to him; he also ends his relationship back home before starting a new one with Jordan. Tom is on the id level, cheating on daisy, punches myrtle, and he’s racist and sexist. Daisy is on the id level, she’s only cares about money, and allows Gatsby to take the blame for her killing Myrtle. Defence Mechanisms: life is essentially too painful for the human being to endure consciously, much of the pain and conflict is diverted via defence mechanisms and kept within the unconscious. Denial: Gatsby is unable to see his affair with daisy for what it really is, he also represses his past & creates jay. George refuses to believe his wife is having an affair. Daisy tells tom she’s loves Gatsby, but tom acts like she didn’t say anything important. Fear of intimacy: Every character goes through great measures to avoid being in a deep relationship Example: Gatsby goes after daisy although he knows he could probably never have her as she’s married, and is in a higher class than him. Family relationships: Oedipal fixation/ complex Gatsby sees daisy as the women his mother never was; rich, luxurious, graceful, etc. Tom and daisy were likely very distant from their parents, which could be the reason why are emotionally detached from Pammy and as well as never mention her until later on in the book. Psychic determinism; everything that happens is for a specific identifiable reason. Myrtles’ death: Myrtles’ death is caused by Daisy’s carelessness who drive drunk, as well as her own for running out to the middle of the road when cars are driving Gatsby’s death: Gatsby dies because of carelessness, toms is careless and lies about the affair and since George is careless also he does not find out for sure if Gatsby was the one who actually had the affair he murders him. But it was also Gatsby’s carelessness of allowing daisy to drive drunk in his car and taking the blame for hitting myrtle is a factor in his death. â€Å"They were careless people, Tom and Daisy- they smashed up things and creatures and then retreated back into their money or their vast carelessness or whatever it was that kept them together, and let other people clean up the mess they had made. †- Nick Carraway

Academic Self Efficacy Beliefs And Quality Of Experience

Review of an article on learning theory: Academic Self-Efficacy Beliefs and Quality of Experience In Learning INTRODUCTION Learning Theory In education and psychology, learning is generally defined as a practice that collectively brings together emotional, cognitive and environmental influences as well as earlier experiences for obtaining, improving, or even making changes in someone s knowledge, values, skills and also world views (Fisher, 2005). Learning is a process that mostly focuses on what occurs when learning happens. The explanation of what happens is distinctively illustrated in the learning theories. A learning theory is formulated as an attempt to describe how human beings and animals learn. This helps to understand the fundamentally complex process of learning. These learning theories comprise of two important values (Fisher, 2005). The first one is in providing terms and a conceptual outline for deducing the examples of learning that are observed. The other value is important when suggesting where and how to look for solutions for practical problems. The theories may not give the desired solutions, but the y direct people’s attention to the variables that are essential when finding solutions, (Hergenhahn, 2005). Learning theory is therefore, an abstract framework telling how information is absorbed in the brain, how it is processed and retained during learning activities. It involves cognitive, environmental, emotional influences and prior experiences are allShow MoreRelatedNo Child Left Behind Act1615 Words   |  7 PagesNo Child Left Behind Act (NCLB) was established to close student achievement gaps in academics by providing all children with equal or significant opportunities to obtain a high quality of education (Education, 2008). Under the NCLB Act, school administrators and teachers are required to meet adequate yearly progress goals (AYP) on the standardized state and national tests. These goals compare student achievement on standardized test from year to year. All students are expected to show improvementRead MoreThe Human Learning Discusses Motivation And Affect1457 Words   |  6 Pagesconsistency) these traits with the aims of training they had, have a major role in the ir professional success (Akyol, 2016). While there are many traits and qualities candidate teachers must have, professional self-efficacy and motivation incorporated into training programs are the most important ones. Bandura (2001) defines self-efficacy concept as individuals being aware of qualifications they have related to actions and performances they are expected and required to perform in a specificRead MoreAcademic Articles About Women s Leadership1387 Words   |  6 Pages10/23/2014 â€Æ' This assignment will briefly summarize two academic articles about women in leadership. The first article described â€Å"women leaders and spirituality,† while the second one reflected the importance of â€Å"women’s self-efficacy on the success of leadership†. The main theme of both articles characterizes the key components that shape a successful woman leader. The purpose of the first article is to research women s leadership experiences in relation to spirituality. Qualitative research methodsRead MoreTransactional Strategies At New York University933 Words   |  4 PagesKey Points The topic of Wade Boykin speech at New York University was academic success for all students, but more specifically students of color. He discussed the documentation and evidence that explains the achievement gap between students of color and their white counterparts. Boykin also believes the evidence for why the gap exists should be the guide for implementing strategies, inventions and programs to raise achievement. The evidence and research suggest that to raise achievement the interventionRead MoreExplain the Importance of Resilience in Children and Young People885 Words   |  4 PagesThere are, however, many other qualities associated with resilience which develop through children’s life experiences — the main ones can be summarised as follows: Good self esteem derives from being accepted by people whose relationship one values and from accomplishment in tasks one values. Praise, on its own, will not improve self-esteem; the child him or herself has also to ascribe value to the achievement. A belief in one’s own self-efficacy means having the qualities of optimism; ‘stickability’Read MoreChild Poverty And Academic Achievement1448 Words   |  6 Pages Child Poverty and Academic Achievement Francesca Diona University of San Francisco According to the National Center for Children in Poverty, over 16 million children (22%) in the United States live below the federal poverty level, which is $23,550 per year for a family of four. Research has shown that a family requires an income of about twice that amount just to cover basic needs and expenses. Using these statistics, 45% of children in the US live in low-incomeRead MoreProcrastination Is A Behavior Or An Act Of Delaying Starting Essay1509 Words   |  7 Pagesdelaying starting or performing a task that was supposed or anticipated to be done within a definite time limit. It is a phenomenon that has been extensively researched upon especially in academic settings. Several studies have explored its causes, form and effects. Findings have suggested how it is detrimental to academic achievement, long term health, financial standing, well-being, etc. (Sepehrian Lotf, 2011; Tice Baumeister, 1997; McCown Johnson 1989; Steel, 2007). Despite the unfavorable connotation sRead MoreAnnotated Bibliography On Personalized Learning1000 Words   |  4 PagesResearch has demonstrated that motivated students demonstrate higher degrees of academic performance and are more likely to graduate from high school (Froiland Oros, 2014; Niehaus, Rudasill, Rakes, 2012). The idea that engaged, inspired students are more successful students is a driving force behind Personalized Learning initiatives, practices by which students realize their full potential through learning experiences that take into account their unique strengths, needs, interests and goals. PersonalizedRead MoreRelationship Between Curriculum and Self-efficacy Essay1826 Words   |  8 Pagesby Yeditepe University and teacher candidates’ self-efficacy regarding the developing educational software. In Today, computers and other electronic tools has become a crucial part of education with the contribution of huge developments in technological area. Using technology to teach an educational su bject or including any kind of technological tools into the learning process has several benefits on students’ academic achievement, motivation, self-concept and engagement (Godzicki, Godzicki, KrofelRead MoreA Gap Between Test Scores Of High And Low Income Students1541 Words   |  7 Pagesschools to one belief or the other, or a mixture both. School systems should revamp their current methods with a few basic points from each approach that can be easily assimilated into their schools’ models, create an atmosphere of motivation, engagement, and self-efficacy, as well as giving students alternative options than the standard college path. One of the points that could easily be blended into the school system is the No Excuses Approach’s to concentration of boosting academic performance