We must explore the factors that have caused the loss of confidence on the mainstream educational system. Firstly, right or wrong there is a perception especially among the public that the National-based schools are too "religious" or "mono-culture-based" in orientation and there is a suppression of other cultures. Minority groups feel that they are neglected or ignored or that the dominant culture and religion of the majority is too over powering. Secondly, there is the perception that the educational standard is low due to the lowering of standards and the quality of teaching. This is why some say there is an increase in tuition centres, which are providing complementary services to enable students to catch up and make up due to the deficiencies in the school system. Thirdly, National-based schools have major discipline problems namely in the ways these schools are being managed. If we compare the present to days in the past there was definitely a better discipline system. Today some claim the Police are brought in to assist. Fourthly, most of the teachers and head masters/principals today are from one race and not multi racial. Whether perception is right or wrong these views impact ordinary people. In a market oriented society people are in search for options. With the greater involvement of the private sector in education there are increased and affordable options at the pre-school, primary and secondary school levels of education. Many of the rich and affluent sent their children to private school, the lower income groups are sending to either vernacular or religious schools. Therefore roots concerns must be addressed head on with real solutions and not just with political rhetoric. Firstly, the issue of standards must be addressed. We must foster a culture of excellence and ensure high quality. At the heart of this is the quality of teaching by which we must ensure that it is holistic in focus rather than just exam orientation. Teacher recruitment must ensure that teachers are real role models and have a love for teaching. They should not take up teaching if they do not have an interest or jump in as a last resort occupation. When I was in school I really enjoyed both my primary and secondary school life. We had very good teachers, a very strict but friendly Head Masters. They were very good role models. Even today when I meet them I am grateful for what they did for me. Secondly, schools must ensure that it truly multi racial, cultural and religious in orientation. The heads and teachers must be sensitive to minorities. They must display a deeper appreciation of people of other cultures. This experience can cultivate better human beings Most parents from the minority groups do not trust the education department in the introduction of vernacular languages due to their experience with People Own Language (POL) system or the teaching of people’s own language. Introduction of minorities' mother-tongue languages could be options even for children of another lingual group. It is also necessary to ensure that District/Regional level education officers are a multi racial team. Ensuring adequate intake of other races into the teaching profession, as well as ensuring sizable numbers is promoted is necessary to win the confidence of their communities. I am a firm believer that this approach is in the best interest of majority community. All students will benefit from very excellent multi-racial teachers or heads. The majority group will be better prepared to face the competitive world outside nationally and globally. Mono cultural exposure for kids would put them at a disadvantageous position. This is why the demise of mission schools in Malaysia has had the negative impact on the total educational system. Who have lost out in this process? I believe it is ordinary public who cannot afford private education. In contrast India retained the mission schools and they have done better in preparing students with competencies to face the challenges in the global world, especially one which requires k- workers.

Education is the single most important aspect in my life. In Malaysia, many young people have gained better employment (and of course, good pay/salary) due to their achievement in their education. I will never complaint on the education policies and its aims but many at times i wonder on its implementations, passing the batons of educational responsibilities from schools right to universities. i believe many will agree that education and also trainings in various skills should be incalculated when one is still young. it must be part of the culture; ones country's culture or the "in thing".what i meant here is there should be some introduction of skills in primary schools. The education system and the syllabus should be made into practical and fun learning experiences. it should not be seen as merely a "ticket" to gain employment. how about young people who are no so fortunate to pursue higher education after their secondary schools? those who are unable to enter college/university? they should be identified channeled into skills trainings (soft and hard skills) and together with the efforts of ngos and governmental agencies, entrepreneurial must be introduced for them to enter the business world at least with some modest capital and free trainings on business setup. this is also enother form of education (more accuirately, training). schools/colleges/universities should incalculate more hours on "student learning time" - a area whereby students have to spent some hours outside their lecture sessions to engage in continuous learning experiences outside the 4 walls of their school/colleges/universities.

In the schools in my country Computer Science isn't a core subject and I'm sure that it's not only in my country but the informatic is a big piece of the puzzle called Economy. Even though lot of youngs and teenagers have computers at home, most of those only know how to surf some pages in the internet, maybe upload pictures and chat with friends but if they'd have computer science as a core subject in high schools the development and update of this society would be much faster. This also happens with the english. Does it happen in your countries guys?

What you mean by "involving any state"?

clear here in Panama also introduced good systems of the USSR who came here but it all changed as of the same people that the USSR was given the opportunity to study in their countries have been ordered to erase those fine principles that were learned there But ask him if anyone cares? nobody cares, these are things that Us as in development countries do not value, without defending or involve any state! las cosas buenas las desperdiciamos y agradecemos politicas de paises que solo quieren la destrucción de noisotros y neustros hijos!

Comenzar, yes, you have the point. :) Also I can give examples about USSR reality and education, which had to support governing bodies, as marxism and leninism were integrated in all study programes. Even now, because of history writing/re-writing it is a high topic. Lithuanians still have some argues with Russia, Poland. And it keeps people out from the real discussion, because it is just disagreement. With Poland we (Lithuanians) have improved situation a bit. But there is still a tense of World War II end and it results for Baltic states and Russia - in first ones it is a start of occupation, it the last one - symbol of victory and power.

Lina you always say the right words =). In my country governments "need" of lack of education in order to get elected. I mean, in a country with high levels of poverty, ignorance is common and they use poverty in order to get votes. It's part of their corruption so people let them do whatever they want because they don't know any better. I think it's crucial to raise awareness and improve primary, secondary and higher education.

Interesting attitude, of Alessandro towards New World Order. In geopolitical terms it is still not clear if it is the one with USA hegemony which started after USSR collapse, or new one has started after 11 of September. As it is not clear who is realy responsible for that, it is not clear if order has changed. About the knowledge - I agree, that yes - primary, secondary and higher education is crucial for society and it's developement. But on the other hand, in a country without freedom of word, variety of the oppinions, education is usually used for indoctrination and creating a "patriotic" or "socialistic" attitude and a "good" electorat. This usually makes conflicts between races, religions, countries - endless. So not only, education is a need, but not ideologically corrupted education, with aim of critical thinking is in a corestone of peacful co-existance.

Una prima ipotesi di collaborazione globale per la progettazione europea arriva da EUROPAID. Con un gruppo di associazioni stiamo preparandoci a partecipare a questo progetto europeo. Chi vuole farne parte attiva scriva a info@istitutopegaso.eu Programma: Cooperazione Europeaid - COOPERAZIONE EUROPEAID Scadenze: •25/02/2010 Descrizione: Il presente invito a presentare proposte si suddivide in : · Obiettivo 1: Sostegno alle azioni di sviluppo attuate da attori non statali (in stretta collaborazione con le comunità locali e i gruppi di popolazione più vulnerabili, per promuovere la costituzione di una società incentrata sui principi di integrazione e di autonomia nei paesi partner; · Obiettivo 2: sostegno ad azioni dell'UE e dei paesi in via di adesione per la sensibilizzazione del pubblico sui problemi dello sviluppo, promuovere l'educazione allo sviluppo, mobilitare un sostegno più ampio per l'azione contro la povertà e promuovere relazioni più eque tra paesi sviluppati e paesi in via di sviluppo; · Obiettivo 3: sostegno agli sforzi per garantire una cooperazione più efficace, stimolando sinergie e facilitare un dialogo strutturato nello sviluppo di reti di società civile e le associazioni degli enti locali nell'Unione europea e nei paesi aderenti al livello delle loro organizzazioni e con le istituzioni dell'Unione europea. Obiettivi: Obiettivo 1 - Azioni nei paesi partner mira a sostenere le azioni presentate dagli enti locali per la creazione di imprese che si concentrino sui principi di integrazione e autonomia in paesi partner. Obiettivo 2 - sensibilizzazione e educazione allo sviluppo in Europa; mira a sostenere le azioni di sensibilizzazione del pubblico per la promozione dell' educazione allo sviluppo in seno all'Unione europea. Per ancorare la politica di sviluppo nelle società europee, per mobilitare più pubblico in generale per l'azione contro la povertà e stabilire relazioni più eque tra paesi sviluppati e paesi in via di sviluppo e, infine, a cambiare atteggiamento nei confronti dei problemi e delle difficoltà incontrate dai paesi in via di sviluppo e dalle loro popolazioni. Obiettivo 3 - Coordinamento e messa in rete in Europa; mira a sostenere le azioni per conseguire una cooperazione più efficace nel rafforzare le sinergie e facilitare un dialogo strutturato in materia di sviluppo tra reti di enti locali (o associazioni di enti locali), della UE, sia tra di loro sia con gli attori non statali e con le istituzioni dell'Unione europea. Attività: Obiettivo 1) azioni volte a rafforzare le reti e le piattaforme per le autorità locali (AL), compresi la loro capacità di creare alleanze e di diffondere le migliori prassi in materia di sviluppo; Obiettivo 2) azioni volte ad aumentare il numero di partenariati multi-stakeholder e rafforzare il commercio tra i diversi tipi di reti di non-attori statali e gli enti locali, sia tra di loro che con istituzioni dell'Unione europea; Obiettivo 3) rafforzare la capacità delle piattaforme di AL nei nuovi Stati membri, al fine di svolgere un ruolo attivo nel proprio paese e a livello UE, compresa l'integrazione nelle politiche europee di sviluppo dell'UE. Importo disponibile: €. 27.300.000 Modalità di partecipazione: Obiettivo 1 - Azioni nei paesi partner dotazione finanziaria: €.18 900 000. Obiettivo 2 - sensibilizzazione e educazione allo sviluppo in Europa Dotazione finanziaria indicativa: €.7 000 000 Obiettivo 3 - Coordinamento e collegamento in rete Ripartizione finanziaria indicativa: 1 400 000 Obiettivo 1: La durata iniziale prevista di un' azione per non può essere inferiore a 24 mesi né superiore a 60 mesi. Obiettivi 2 e 3: La durata iniziale prevista di un' azione non può essere inferiore a 12 mesi né superiore a 36 mesi Obiettivo 1 Le azioni devono svolgersi in almeno due paesi partner ammissibili ai sensi del presente programma Eccezionalmente le attività di progetto possono aver luogo in altri paesi, in particolare gli Stati membri della UE, in particolare a scambi transnazionali per la rete / coordinamento. Obiettivi 2 e 3 Le azioni devono essere realizzate in uno o più Stati membri dell'Unione europea. Per casi debitamente motivati, alcune attività di progetto possono essere svolte in altri paesi, in particolare nei paesi in via di sviluppo

EXACTO A UN ESTUDIANTE NO SE LE PUEDE EXIGIR MÁS ALLA DEL APOYO QUE NO RECIBE, NO LE PODEMOS METER EN LA MENTE A UN NIÑO QUE NO DIGA PALABRA SUCIA CUANDO EN SU CASA LOS PADRES "QUE SON PRODUCTO DE LA PECIMA EDUCACIÓN DEL PAIS" DICEN PALABRAS SUCIAS, Y EL SISTEMA TE PRIVA DE TODA ASPIRACIÓN DE CAMBIO, PORQUE LOS LIDERES POLITICOS ASI FUERON CREADOS BAJO POLITICAS ESTARTEGICAS QUE VAYAN EN CONTRA DEL CRECIMIENTO DEL PROLETARIADO!