IT technology becoming the basis of every employment Essay

IT technology becoming the basis of every employment - Essay Example Lifelong learning is seen as a solution to long-standing social and economic problems, despite criticism of adult education colonisation unleashing libratory forces, scholars pointing out bifurcation of labour market, and the ever-existing criticism of political shift towards neoliberalvalue. The article deals with the tussle between the viewpoints of UNESCO and OECD. Lifelong learning, initially thought to be an answer to societal and economic crises, was launched by OECD in 1948 to help Western Europe's economic revival under Marshall Plan and it was referred to as Vocational Training. unprecedented enrolment in 1960s due to economic growth caused stir and resulted in oversupply of graduates who could not be fully absorbed and said that recurrent education should be distributed along lifespan, with work, leisure and retirement. Later it adopted the concept as a long-term strategy and created two axes, vertical, to integrate educational opportunities against disrupted childhood lear ning and a horizontal, for further education according to requirements of labour, research and opportunities. Behind the belief of additional opportunities, economic stability, knowledge, satisfaction, there exist pragmatic issues like non-achievement of equality and opportunity. Due to 1968 student revolt, UNESCO realised that education export from First World to Third failed to meet latter's need. Faure commission was set up to meet the educational challenge and for growth of scientific mind by promoting lifelong modern learning. Although starting point approach was overlapping, there are fundamental differences in later approach. While OECD is unable to connect education with labour potential, UNESCO stops short at educational modernisation. If oecd's aim is to bring non-traditional students into the educated cluster, unesco's goal is to make education basis of democratic process. While first is focussed on industrialised nations, second has global outlook. While first approaches from technical updating point of view, second sees it as a tool of equality and wants a learning world society. It wants to provide the educational facility at any point with a worldwide dimension. There is a suggestion of classless society in the concept and seventies onwards, li felong learning has figured in the national policy of many nations. With globalisation, capitalism has erupted and oecd stressed on education as need of changing society and its reports links education with economy. Second generation of human capital theory questioned the relevance of initial approaches and firmly placed the lifelong educators in labour market/unemployment. Both EC and oecd concentrated more on learning, than on education and human resources became more important now. CRITICISM Article also says that by then unesco had lost its importance on educational issues. The new Commission reported the tension between global, national, regional and local vested interests, tension between individual and universal, tradition v. modernity, long-term v. short-term, spiritual v. material etc. Even from outside, they are regarded differently. Unesco has humanistic tradition and intellectual role while oecd is regarded as capitalistic. While presenting the two paradigms connected to two world views, the article has

Mahatma Gandhi Essay Example | Topics and Well Written Essays - 1500 words

Mahatma Gandhi - Essay Example It is true that Imam Hussein adhered to his righteous denial to submit to the unjust authority of Yazeed Ibn Muyawia and sacrificed his own and his people’s lives for what he thought to be right, he never excluded the option of using arms against Yazeed’s army. Here, Gandhi’s leadership significantly differs from that of Imam Hussein. There are other differences too. Gandhi had been able to establish the model of his goal and successfully shared his vision with the Indians. This success further enabled him to challenge his own model in numerous sociopolitical movements, and subsequently to bring some minor changes in his way. Thus, taking lessons from those challenges, he had been able to encourage others to act effectively against the sociopolitical evils. But the question is whether Hussein himself used this tactics and traits of effective leadership successfully. In fact, a critical analysis of Hussein’s and Gandhi’s leaderships will necessarily reveal that Gandhi took the only lesson of adhering to one’s righteous claim nonviolently from the example of Imam Hussein’s martyrdom. In other cases, Hussein was not a successful leader at all. If he were a successful leader, he would possess all of the characteristics of effective leadership. Necessarily, he could convince more people and take them with him to the Battle Field of Karbala. In that case, he might not have faced such a tragic end. Mohandas K. Gandhi was one of the most influential sociopolitical leaders of modern history. He is famous for his contribution to the fate of Modern India, a country which is, to a great extent, indebted to him for her freedom in 1947. In fact, this association of Gandhi with the emergence of India made him a political figure. He passed a considerable part of his life as a political campaigner in the Congress, a political party of India under the British rule. Even if Gandhi was an active political activist, his activities in volved innumerous social and political reformations in his country. It successfully brought him the landslide popularity among common Indians. Indeed the question whether he was primarily a political figure or a social will continue to engender debate till one fails to pursue the true Gandhian nationalist zeal. The son of a senior British Government clerk, Gandhi adamantly believed in the soul of democracy and the formal democratic politics.1 Once he was a devout British patriot who motivated the Indians’ to support the British Army against Zulu Kingdom in 1906. Anticipating the Indians’ weakness to confront the British Empire militarily, he chose to play the game of dissenting against the British tyranny within the British-induced political system in order to avoid the path of bloodshed and wanted to provoke his nation to be aware politically and then to oppose it from within.2 In this regard, his early experience of successful civil-disobedience or non-violent protes t against the segregation Act of the Transvaal Government in 1906 helped him a lot to developed and adopt the ‘Satyagraha’ as an effective nonviolent demonstration against the British while causing mass sociopolitical awarneness among the Indians.3 Indeed Gandhi’s political insight and experience urged him to assume the role of a social reformer. His stance as a social reformer helped him greatly to attain his political goal of uniting the Indians to turn into a strong political force. Indeed Gandhi was a