Changing National Curriculum For Physical Education Education Essay

Changing National Curriculum For Physical Education Education Essay Abstract: This essay will embody a critical analysis on the contrasting themes across the differentiated DfEE/QCA 1999 National Curriculum and the newly enforced 2007 published documents, in relation to the subject of physical education. The essay will be formatted and based around discussion on three key curricular themes; creativity, flexibility, and inclusion; ending discussion with a select few more obvious additions to the new National Curriculum for Physical Education (NCPE) To begin it is important to briefly define a general view of physical education within our country; the aim of Physical Education is to develop physical competence so that all children are able to move efficiently, effectively and safely and understand what they our doing. The outcome physical literacy- is as important to childrens overall development as literacy and numeracy. Declaration on Physical Education (2005) The Education Reform Act (1998) outlined the entitlement for all state education pupils to have Physical Education (PE) included as an integral part of the core curriculum. The National Curriculum for Physical Education (NCPE) was introduced for pupils aged between 5-16 years in 1992 and was modified in 1995 (DfC 1995); since revised for schools in England and became fully operational in September 2001, with the New Curriculum being enforced in 2007, meaning the DfEE/QCA 1999 NC is still in place for years 9, 10, 11 and primary schools. Due to the limited word count only the three stated area of discussion will be discussed in explicit detail, but before initiating discussion on these areas, it is important to explain to you the reader the major changes between the two documents; which will bear reference throughout the essay. Firstly the starting point for all the changing in the secondary curriculum is the introduction of the three statutory aims; which give focus for curriculum design, which have never previously existed. Secondly the DfEE/QCA 1999 NCPE has four strands of programme of study, whereas the New NC 2007 has been developed into 5 key processes. The section, key processes most resemble the previous programme of study meaning teaching will be broadly familiar with it. The addition of developing physical and mental capacity recognises the importance of physical qualities and mental determination to the final outcome. The key concepts (competence, performance, creativity, and healthy active lifestyles) ho listically combine what is at the heart of PE giving the learner ideas on what is needed to be physically educated. The breath of study in the DfEE/QCA 1999 NCPE, has been developed further in the 2007 NCPE into a more flexible range and content, focusing the curriculum around pupils developing different ways of thinking that underpin success in a much more flexible array of activities; there is also statutory requirements for pupils to be offered opportunities that engage them with real audiences and real purpose, enabling PE beyond the school context. The first main area of discussion will be based around creativity in the two stated NCPE. Creativity is a diverse slippery concept that is very hard to define; it has variously been described as imaginativeness or ingenuity manifested in any valued pursuit (Elliot 1975: 139); a function of intelligence (Robinson, 2001), or going beyond the conventional agreed (Craft 2000). In relation to an educational context Lavin (2008) notes how the National Curriculum for Physical Education (NCPE) has never taken emphasis towards a creative approach; neither in terms of learning or teaching creatively. Pupils established in the DfEE/QCA 1999 NCPE, have previously been asked to acquire and develop skills, select and apply skills, compositional ideas and tactics; evaluate and improve performance; and have knowledge and understanding of health and fitness. On analyse the only real areas that previously explored the realness of creativity were with dance, games and gymnastic dimensions of the curric ulum. Outdoor and Adventure activities also bared no influence requirement to develop a creative approach; pupils were just expected to enhance problem solving skills which are a very different cognitive process. The National Advisory Committee on Creative and Cultural Education (NACCCE) recognise this by stating that, Creativity and problem solving are not the same thing. Not all problems call for creative solutions or original thinking. Some can be solved routinely and logically. NACCCE (1999:24) Pioneering research like this encouraged an onslaught of new specific initiatives. Over the past few years the notion of creativity has been developed as a constant feature in educational initiatives. In 2003 the Office for Standards in Education (Ofsted) underwent a survey to examine and identify schools good practice in the promotion of creativity. Their report, Expect the Unexpected: Developing Creativity in primary and secondary school, found that there was generally high quality crea tive work. Whats more the Qualifications and Curriculum Authoritys (QCA) creativity project, Creativity find it, promote it (2004) developed a vital resource to encourage the implementation of this concept; by providing practical materials and examples of developing creativity in a school setting. In extension of these initiatives, Roberts (2006) report, Nurturing Creativity in Young People, set out a clear framework to influence the further development of creative approaches to be enforced in the 2007 NCPE. With the launch of the revised Key Stage 3 NC in July 2007, the importance of creative approaches was finally recognised and established. The chief executive of the QCA (2007) quotes; by mixing tradition with more creative approaches to the curriculum, we will achieve our objective of providing successful learners, confident individuals and responsible citizens. As opposed from the DfEE/QCA 1999 NC, one of the five concepts in the new secondary NCPE at Key Stage 3 being creativity. It highlights how pupils need to understand the concept of creativity in order to: Use imaginative ways to express and communicate ideas, solve problems, and overcome challenges. Explore and experiment with techniques, tactics and compositional ideas to produce efficient and effective outcomes. National Curriculum (2007) The Association for Physical Education (Afpe) (2007) state how the importance of creativity within this new curriculum is paramount; being one of the underpinning key concepts of the subject. Young people need opportunity to fire up their imaginations, overcome challenges, explore and experiment with techniques, tactics and compositional ideas, and to be able to express and communicate freely, all to produce efficient and effective outcomes. Kirk, MacDonald and OSullivan (2006) state how creative learners are guided to discover knowledge themselves and to create their own understanding of the subject matter. Which interrelates to the new Personal Learning and Thinking Skills (PLTS) initiative bough in by the government in 2004. This encourages learners personalisation within the curriculum, encouraging them to learn to learn. As a concluding statement for this section of discussion the Afpe (2007) further highlight the much needed government support in association with this educational movement; quoting how the government clearly feel that the nations future in terms of development of a more flexible, dynamic economy, is best served by developing more creativity in our young people. To initiative discussion on curricular flexibility DfE 1995 NCPE, formatted its physical activities through a schedule of units and half units; the 1995 NC stated that; Pupils should be taught Games, at least one other full area of activity (Units A+B), and at least two additional half areas of activity (Unit A) taken from different areas of activity. At least one half area of activity (Unit A) must be either Gymnastics Activity or Dance. (DfE 1995:6) This formatted take of activities made the curriculum very regimented and structured, prohibiting any chance of curriculum change and flexibility of bringing in new activities. Capel and Piotrowski (2000) state how the content in physical education, can be viewed as the passing of traditional culture, meeting the needs of the individual and preparing pupils for life after school. In regards to the creation of a broad balanced content across curricular history; the 1992 NCPE haled considerable bias towards games; whats more in the 1995 DfE NCPE, emphasis on each of the six areas of activity was not equal; games again prevailed as the dominant area. The balance in the DfEE/QCA 1999 NCPE was somewhat re-addressed most notable because games where not compulsory at Key Stage 4. In critical analysis, basing the DfEE/QCA 1999 NCPE on the notion of providing, a broad and balanced curriculum, has featured in many heated discussions about the pragmatic flexibility of the six areas of activity; dance, games, gymnastics, swimming and water safety, athletics, and outdoor and adventures activities. There have been politically based comparisons involving inclusion rates of some of these regimented areas, based on pupils and teachers flexibility and choice. Begging the question, is enough time given to other breath of study areas for pupils to establish a good skill level? It seems not as, Ofsted (2002) alerts us that, time allocated to team games is sometimes between three and five times that for gymnastics, dance and other aspects of the PE curriculum, Ofsted (2002:4) thus completely contradicting the preliminary term; broad and balanced. White (2004) supports this argument further by questioning the appropriateness of the DfEE/QCA 1999 NCPE categories in regards to being institutionalized within our modern culture, as the dominant sports like netball and football, which bare small relevance to modern recreational activities like cycling, jogging and yoga. White (2004) furth er exclaims the non-apparent link to activities pursued in our contemporary youth culture such as skateboarding and BMX biking. The Qcda (2008), bring to light how the new curriculum enforced offers schools greater flexibility and coherence to aid tailor made specific learning to individual learner needs, with less prescribed subject content; although pupils will still be taught the general subject knowledge that was so prevalent in the DfEE/QCA 1999 NC. Crichton Casbon, curriculum adviser for PE at the QCA, divulges how the proposed changes offer teachers more flexibility to be creative; quoting We will know were winning when schools will be designing their own curriculums to suit the needs of their own particular youngsters. Pe and Sport Today (2007:1) The new curriculums range and content aids focus around pupils developing alternative ways of thinking that underlie achievement in altering activities, inhibiting greater flexibility and choice for the pupils and teachers to select alternative activities that engage them with the concept and processes, thus fulfilling aspirations, preferences and needs set. These can include (at least four): outwitting opponents accurate replication of actions, phrases and sequences exploring and communicating ideas, concepts and emotions performing at maximum levels identifying and solving problems exercising safely and effectively. (New Secondary Curriculum 2007) Crichton illustrates this with the example of swimming. If you play water polo you are outwitting opponents, with synchronized swimming you will be replicating movements, in lane swimming youll be performing to your maximum speed, in life saving you are focused on problem solving, while in aqua aerobics you will be exercising to improve fitness, Pe and Sport Today (2007:2) this demonstrates how each activity requires you to swim but also focuses on a different outcome, demonstrating increased activity flexibility, which produces a framework to maintain pupil interest. Jim Knight the labour party policy MP supported in his speech (2008), that the new curriculum will intend to provide greater flexibility, with more opportunity for young people to shape their own learning route, enabling them to make the most of their specific talents and follow a working style that suits them, and as Hayes and Stidder (2003) discuss, any curriculum that captures pupils personal interests and enthusiasm is going to be more effective than one that does not. Greater flexibility will also give teachers more time to help pupils who have fallen behind to catch up, and those eager pupils who our awaiting further challenges. The Qcda (2009) highlight how flexibility in the curriculum gives schools more opportunity to adapt the NCPE to make the most of their local environment, resources and circumstance, to better meet pupils interests. An example could be; if a school was in a town like Newquay who have a fantastic sea-side resource, there is no reason that surfing or body boarding couldnt be established as an activity in the curriculum. The Governments introduction of the National Activities Week will also support time implications to arranging diverse, innovative activities such as this. To conclude this area of discussion the overall impact of this flexibility development to the learner is that it provides them with the support and challenge they need, whilst better meeting their interests and aspirations. As a result this will lead to further engagement with learning, to prohibit better progress and higher standards. Aiding a smoother development progress; and overall enjoyment of the school experience. To bring about discussion on the final area, Inclusion; the revision of the NCPE DfEE/QCA 1999 for England featured for the first time a detailed, statutory statement in inclusion. Penny (2002) states that in doing so re-emphasized the centrality of, inclusion, and inclusive practices in government policy related to education in PE. In broad terms the inclusion statement ensured all pupils were enabled to participate as fully and effectively as possible within the NC and the statutory assessment arrangements, (DfEE/QCA 1999:33) regardless of pupil background, circumstance and potential barriers to their learning. This required teachers to plan the NC with mandatory regard to three principles of inclusion: 1. Setting suitable learning challenges. 2. Responding to pupils diverse learning needs; 3. overcoming barriers to learning and assessment for individuals and groups of pupils. (DfEE/QCA 1999:28) Whilst teachers were expected to employ differentiated strategies to adhere to these principles, teacher understandings and conceptualizations of inclusion were still very much in its infancy. Hayes and Stidder (2003) highlight discussion on how the DfEE/QCA 1999 NCPE needed dramatic re-shaping for inclusivity to be activated; they saw that the organization of learning would have to be infinitely more flexible, with central relevance being based on differentiated practices; which is previously been discussed a prevalent theme in the new NCPE. The new NC has taken inclusivity to the next level, by wearing together previous inclusion programs of study together with the 10 high quality outcomes, the PESSCL work strands and the embedment of the Every Child Matters agenda; into a cohesive curriculum. Every Child Matters is a new approach to the well-being of children and young people from birth to age 19. The Governments aim is for every child, whatever their background or their circumsta nces, to have the support they need to: be healthy stay safe enjoy and achieve make a positive contribution achieve economic well-being. Every Child Matters (2003:6) In aid of inclusion the Youth Sports Trust (YST) and Sport England play a central role in the DCSF and DCMS in the delivery of PE and Sport for young people; aiming to encouraging young people to adopt healthier lifestyles, enjoying sport in a safe environment and striving to achieve success, all of which are key aims of the Every Child Matters agenda. The DfEE/QCA 1999 NCPE permitted pupils to achieve that of two hours of physical activity a week, including the NC for physical education and extra-curricular activities. With a percentage increase of young people doing at least two hours of high quality PE and sport each week raising from, 25% in 2002 to 90% in 2008, (PE and Sport Survey 2008:4) demonstrating how significant developments in inclusion where already prevalent. In the production of the new NCPE, the established links with governing bodies like YST and Sport England where progressed in the development of their first outcome, Guide to Delivering the Five Hour Offer. The a im of this commitment is to enable every young person aged 5-16 to have access to five hours of PE and Sport each week. It is expected that schools will provide three of the five hours; two hours through high quality PE within the curriculum and at least one hour a week of sport for all young people beyond the curriculum. Community and club providers will seek to ensure that an additional two hours a week are available. PE and Sport Survey (2008:6) YST further support specialist sports Colleges and the infrastructure of the school sport partnerships in the implementation of the secondary curriculum. As a brief side note this is where the introduction of School Sports Coordinators (SSCO) within the new NC has become so vital; because as Flintoff (2003) states the essence of a SSCO is to organize and encourage the school and community sport partnerships, freeing up time for PE teachers to develop innovative activities. The five hour offer forms a realization on the fact that young peo ple all have different needs and preferences which continuously change, but still need to be catered for; this supports the flexible ethos of the new NCPE, and links in support to the 2007 NC, Curriculum Opportunities section, 4.d, Following Pathways to other activities beyond school. (2007:195) The main discussion has been based around personal preferences to which are the most changed areas; but there are other more obvious differences that will now be discussed briefly, to end discussion and develop holistic understanding further. The initial obvious difference is the introduction of an Importance Statement that is something that has never existed in a NCPE before; its purpose is to holistically establish a general knowledge to the new NC brief, reading rather like a mission statement for the subject. It describes what PE is really all about; by outlining why PE is important and how it can contribute to the curriculum aims. Thus showing the types of outcomes you would hope to see from a good PE department making an excellent starting point for planning. The differing structure of the NCs is also initially something that strikes you, as the DfEE/QCA 1999 NC is an A4 document, bearing very explicit detailed guidelines; on contrast the 2007 NC is formatted in a small slimed down less prescriptive booklet with short concise instructions, with explanatory notes alongside to aid simple reading, similar to the slimmer DfE 1995 NC. Lastly; cross-curricular dimensions bear major relevance in the 2007 NCPE. These promote coherence between subjects to help learners make effective links in their learning. The Planning Guide for Schools (2009) state how the cross-curricular dimensions are unifying areas of learning that span the curriculum and help young people make sense of the world. They are not curriculum subjects, but are crucial aspects of learning that should permeate the curriculum and the life of a school. In conclusion this essay should demonstrate how important it is to remember how investigation of the past will help aid us see the way forward for the future. Holistically the essay has bought discussion upon how the prevalent contributions the new curriculum has to ensure better coherence. It has further highlights how it presents the curriculum as much more than just a set of content to cover; whilst still maintaining the best of the past yet offering, increased opportunity to design learning that develops the wider skills for life and learning as well as making links to the major ideas and challenges that face society and have significance for individuals. QCDA (2008) However after researching this topic their our areas of concern regarding questioning of the new curriculum being effectively institutionalize within schools; so following discussion in this essay the next area of analysis should be focused around the questions that, once the new innovative curriculum is fully enforc ed through all key stages, can physical education staff actually enforced it effectively, truly following the specific guidelines, can they handle the extra work load, are they to stuck in their old ways for change to actually take place? References: A Planning Guide for Schools: Cross-Curricular Dimensions (2009) London: QCA Association for Physical Education (2007). Physical Education Matters. Official Journal of the Association for Physical Education. Vol.2 No.4 Capel, S and Piotrowski, S (2003) Issues in Physical Education. Oxon: Routledge Falmer. Craft, A. (2000) Creativity across the Primary Curriculum: Framing and Developing Practice. London: Routledge. Declaration on Physical Education (2005). National Summit, London (www.afpe.org.uk) Department of Education and Science (DES) (1992) Physical Education in the National Curriculum.London: HMSO. DfE (Department for Education) (1995) Physical Education in the National Curriculum, London: HMSO DfEE/QCA (Department for Education and Employment/Qualifications and Curriculum Authority) (1999) Physical Education: The National Curriculum for England, London: HMSO Elliot, R. K. (1975) Imagination, a kind of Magical Faculty, Inaugural lecture, University of Birmingham, 1975. Every Child Matters Agenda (2003) Presented by Parliament: TSO; Norwich. Flintoff, A (2003) The School Sport Co-ordinator Programme: Changing the Role of Physical Education Teacher. Journal of Sport, Education and Society; Vol 8, No. 2, pp, 231-250 Hayes, S and Stidder, G. (2003) Equity and Inclusion in Physical Education and Sport. Oxon: Routledge. NationalCurriculum2007-http://curriculum.qcda.gov.uk/uploads/QCA-07-3342-p_PE_KS3_tcm8-407.pdf?return=/key-stages-3-and-4/subjects/physical-education/keystage3/index.aspx%3Freturn%3D/key-stages-3-and-4/subjects/physical-education/index.aspx%23page3_p (Date Accessed 31/10/09) Jim Knight (2008) http://www.jimknightmp.com/ (Date Accessed 11/11/09) Lavin, J. (2008) Creative Approaches to Teaching Physical Education: Helping Children Achieve Their True Potential. London: Routledge. National Advisory Committee on Creative and Cultural Education (NACCCE) (1999) All Our Futures: Creativity, Culture and Education. Suffolk: DfEE. New Secondary Curriculum- http://www.newsecondarycurriculum.org (Date Accessed 6/11/09) Office for Standards in Education (Ofsted) (2003). Expecting the Unexpected: Developing creativity in primary and secondary schools, London: Ofsted. Office for Standards in Education (Ofsted) (2002). Secondary subject reports 2000/1: Physical Education, London, HMSE. PE and Sport Today (2007) http://www.teachingexpertise.com/articles/key-concepts-the-new-secondary-pe-curriculum-2437 (Date Accessed 15/11/09) Penney, D. (2002) Equality, equity, and inclusion in Physical Education and School Sport, in A. Laker (ed.) The Sociology of Sport and Physical Education. An Introductory Reader. London: Routledge Farmer. Qualifications and Curriculum Authority (QCA) (2008) A big picture of the curriculum. London: CCEA Qualifications and Curriculum Authority (QCA) (2004). Creativity, find it, promote it. London: QCA Qualifications and Curriculum Authority (QCA) (2007) http://www.qca_12195.aspx (Date Accessed 13/11/09) Qualifications ND Curricular Developments (Qcda) (2009) The 11-19 Curriculum: From Implementation to Development. London: www.qcda.gov.uk (Date Accessed 7/11/09) Roberts, P. (2006) Nurturing Creativity in YOUNG People, London: DCMS DfES Robinson, K. [2001] Out of Our Minds: Learning To Be Creative. Oxford. Capstone The PE and Sport Strategy for Young People (2009) A Guide to Delivering the Five Hour Offer. Sport England, Youth Sport

Literary Analysis of American Literature Essay

As Elinor Ostrom explains, â€Å"To a great degree, his stories speak for those who are disenfranchised, cheated, abused, or ignored because of race or class. † Hughes’s stories speak of the downtrodden African-Americans neglected and overlooked by a prejudiced society. The recurring theme of powerlessness is exemplified in his narration â€Å"Let America Be America again†, â€Å"Harlem† and â€Å"The Negro Speaks of Rivers†. Hughes uses rhyme to draw attention to the poetic element of his narration â€Å"Let America Be America Again†. Words such as â€Å"be† and â€Å"free†, â€Å"dreamed and â€Å"schemed†, â€Å"wreathe† and â€Å"breathe† etc. all demonstrate rhyming. The central theme is that the author feels left out of the American Dream. Hughes is writing a poem of someone who feels that America is a land that lives up to begin to add up to that. The tone is angry and resentful. In this poem he is not representing the point of view of one particular group. Hughes conveys that there are many people who’ve come here with hopes and dreams and they’re being let down. He’s also saying that there is an economic disparity between people. In essence the rich get richer, and the poor get poorer, because there is no equal opportunity. That idea is something that is not real for many people because of their race, economic situation, and come up. The reader is immediately introduced to the fact that the author does not believe that America is all it can be due to the fact that the word again is used. He wants America to be â€Å"the dream it used to be. † But the powerful line is #5 which reads â€Å"America was never America. † This enhances what many people feel, that Americas ideals of equality, liberty, and land of the free don’t seem real. In a sense there is a positive tone because there is a hope that America can be a â€Å"great strong land of love,† O, let my land be a land where liberty Is crowned with no false patriotic wreath, But opportunity is real, and life is free, Equality is in the air we breathe. Liberty, which is another word for freedom is important in the dream America holds so preciously. The central message here is one of greed. Money is at the center of what America has become. Hughes feels that â€Å"power, gain† and owning property is the focus. It’s all about money. He says in line #32 to what America has become in his views. â€Å"Of owning everything for one’s own greed! † At the later stage of the poem, Hughes is coming back and saying sarcastically that he wouldn’t say there is freedom. He is speaking for the â€Å"millions† of people who have been struggling, hoping, working, flying flags, â€Å"who have nothing† except for dreams that are â€Å"almost dead. † â€Å"Harlem† by Langston Hughes is a poem that talks about what happens when we postpone our dreams. The poem is made up of a series of similes and it ends with a metaphor. The objective of the poem is to get us to think about what happens to a dream that is put off, postponed; what happens when we create our very own shelve of dreams? The â€Å"dream† refers to a goal in life, not the dreams we have while sleeping, but our deepest desires. There are many ways to understand this poem; it varies from person to person. Someone like me may see this poem as talking about just dreams in general. Others may see it as African-American’s dreams. Although the meter of â€Å"Harlem† varies, the poem has a rhythmic, lyrical quality achieved through alliteration, rhyme, repetition of certain words, and carefully placed stressed syllables. People need to think twice before deferring their dreams. Langston Hughes says it best in his poem Harlem asking the question. What happens to a dream deferred Langston Hughes describes the outcome of the question as an altogether bad idea, saying that deferring your dream is â€Å"fester like a sore† or â€Å"it stinks like rotten meat†. By using imagery, he wants the reader to know what it is like to defer a dream and how bad it is. The first image in the poem proposes that the dream dries up like a raisin. This simile likens the original dream to a grape, which is round, juicy, green and fresh. Once the dream has lain neglected for too long, it dries up. Where the raisin image invokes the senses of taste and sight, the simile of the sore conveys a sense of touch and bodily impact. By comparing the dream to a sore on the body, Hughes suggests that unfulfilled dreams become part of us, like scars. In Langston Hughes’ poem â€Å"The Negro Speaks of Rivers,† Hughes makes use of some interesting poetic techniques. This poem is written in free verse, at first glance, seems to be unstructured. Hughes repeats words and lines, but does not make use of repeated sounds. Finally, some of his word choices near the end of the poem help to bring the message of the poem across more strongly. These poetic techniques contribute greatly to the quality of the poem. The textual details of the poem invoke strong imagery related to veins, rivers, and the roots of trees and give the reader a sense of the timelessness of these objects. In the short first stanza, the speaker in the poem by Langston Hughes states that he has â€Å"known rivers ancient as the world and older than the flow of human blood in human veins. † From this early point in the point in the poem, images of the canals of veins that run throughout the human body as well as similar images of rivers that wind around and are shaped like veins form our understanding that this poem is about more than blood or water, it is about roots and circuits. He has a very deep meaning about how people feel by debating that his soul is so much stubborn now at this point that no external source could change it. Hughes’ poems illustrate many of the problems that African Americans faced during the depression era, ranging from prejudice and discrete racism to a general air of hopelessness and despair. His poetry basically develops the idea of celebrating and idealizing the Negro life in America. He is not much like the other poets who just uses a single voice/entity, instead has a tendency to express the visualizations through a number of voices making it more realistic. His expression consists of renunciation and feelings of personal cruelty.

Illiteracy: Education and Others Essay

illiteracy is noun which mean unable to read and write or don’t have primary education. we know that reading and writing is only the source of learning education systematically. the aim of formal education is to tame a man morally ethically as well as provide him the skills that can be helpful for him to stand with the developing societies. if we talk about illiteracy in broader sense , it is clear that it is not a good aspect of any society. Pakistan is one of the developing countries. Pakistan is surviving for many problems included illiteracy. he problems started from an individual and collectively effects the whole society to where he belongs to. as we know that a society is an organization and persons in groups are the components of this organization , so if a large group of organization is unable then how can they proceed the society. the improvement of a society is actually is the improvement of persons. people hesitate to educated their children formally. There are many reasons 1. Poverty: the cost of formal and quality eduction is very high so a even middle class family cannot afford it. nd large number of our intelligent students cannot get education . normally people of Pakistan struggle to achieve the basic needs of life and ignore this even it is a also a necessity of life. govt should introduce programs and spend budgets for educational programs so that our country can also stand with the developed countries . 2. Gender discrimination : Pakistan is an Islamic republic . in Pakistan people even not educated religiously they don’t know the importance of knowledge that religion Islam defines them. so they don’t know the rights of others. uman beings can be divided into two catagories . male and female . male as the dominant kind , does not allow woman to get there rights in the society . the rights also include the right of getting education. the population is comprises of large numbers of females . women are the 49. 19% of the whole population. so due to gender inequality this class remains illiterate and causes the increasing rate of illiteracy . the literacy rate in Pakistan is 46% and this caused by the large no of females and engaged children with labor to support the family. 3. Nawareness: normally people does not support the education ,firstly they think that it is a waste of money and time . a child should be skilled in order to support the family economically. the other misconception is that the children specially the female children will get spoil if they go to school. some people think that the today’s educational system will spoil the religious concepts. this all misunderstandings are producing the illiterate generation. the public is under the pressure of economical and political disasters and cannot understand it though the only solution is literacy.

Essay The Minimum Wage For Restaurant Workers Must Be Raised

It is but equity...that they who feed, clothe and lodge the whole body of the people, should have such a share of the produce of their own labor as to be themselves tolerably well fed, clothed and lodged. -- Adam Smith, The Wealth of Nations, 1776 The restaurant server is one of the most popular jobs in the country and according to the National Restaurant Association, currently, 1 in 12 Americans work in the restaurant industry and about 50 percent of all adults have worked in the industry at some point during their lives. The industry is clearly very large with over 13 billion workers, but overall, workers in the industry do not get paid very well. According to the U.S. Department of Labor (DOL), the average annual salary for a†¦show more content†¦From about 11:30 AM to 1:30 PM, many customers come in for lunch and from 5:30 PM to about 8:00 PM, there is a dinner rush. During these periods, servers receive many tips due to the large volume of customers. But during the period between the lunch and dinner rushes and the period after the dinner rush, generally, restaurants receive a lot fewer customers, which is something I can attest to having worked in a restaurant this past summer. During these down periods, servers are not acquiring many tips, which means they do not have much to supplement their hourly wage. In addition, restaurant business is very dependent on the time of the year. While these seasonal fluctuations may not affect restaurants in major cities to a great extent, restaurants located in towns in touristy regions have a tourist season, in which restaurants are usually busy, but during the rest of the year, business declines. In terms of server wages at these restaurants, they are much higher during the tourist season, but servers often struggle to makes ends meet during the longer offseason. From a personal experience of working in a restaurant located in a touristy town, I found these fluctuations in business to be a reality. I worked in a restaurant in Williamstown, Massachusetts, which gets very busy in the summer due to a renowned theater festival. During the summer, the restaurant was completelyShow MoreRelatedShould The Miniumum Wage Be Increased? No?1477 Words   |  6 PagesShould the Miniumum Wage be Increased? No. In recent times, Congress has been spending a great deal of time advocating increasing the federal minimum wage from $7.25 to $10.10. Most democrats support the proposal; however, most republicans oppose it. The greatest reason republicans have to oppose a minimum wage increase is that the jobs lost from an increase outweigh the benefits of paying higher wages to workers who keep their jobs, and that a majority of those earning the wage are students who areRead MoreMinimum Wages During 21st Century America1649 Words   |  7 PagesMinimum Wages in 21st Century America In the United States the time has come for the next president to be elected and the political fervor has come early this year with an unconventional, surprisingly interesting primary race. With the coming of a new commander in chief the incessant grilling of the candidates has begun and issues, such as poverty in the United States, are being given the national spot light during debates. The issue of poverty has recently gained traction among citizens as wellRead MoreMinimum Wage Should Not Be Raised863 Words   |  4 Pagesthan triple the minimum wage. 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So essentially increasing the wage majorly does nothing except maybe lower the value of yourRead MoreShould The Minimum Wage Be Raised?1307 Words   |  6 PagesSHOULD THE CURRENT MINIMUM WAGE BE RAISED TO $15.00? Fred Wehmer Embry Riddle Aeronautical University Author Notes Fred W. Wehmer, Professional Aeronautics, Embry Riddle Aeronautical University Contact: wehmerf@my.erau.edu ABSTRACT Fred W. Wehmer Embry Riddle Aeronautical University Rolf Hemmerling /ECON 211 11 October 2015 This paper will explore the pros and cons of raising the current minimum wage to $15.00. It will start with the history and reasons for the minimum wage. It will cite theRead MoreMinimum Wage Is A Touchy Subject1454 Words   |  6 PagesMinimum wage is a touchy subject for most in this state of Michigan and in the nation as well. The fact that people who work jobs for menial pay, and are expected to survive on this limited budget is absurd. The prices for basic necessities have skyrocketed and has never ceased from creeping upward, and the largest expense for families is child care. Paying a living wage cuts down on absenteeism, decreases employee turnover, and saves on retraining costs. In a recent study of calculating expensesRead MoreIssue of Raising the Minimum Wage1527 Words   |  7 Pagesraise the minimum wage. The minimum wage is the lowest hourly salary an employer can pay an employee for their work. According to Williams (2013), â€Å"The minimum wage was signed into law by President Franklin Roosevelt in 1938†. The first minimum wage was 25 cents per hour. Since then, the minimum wage has been increasing as the last increase of Floridas minimum wage was an increase of 14 cents on Jan. 1, 2014. This federal increase makes it 68 cents higher than the federal minimum wage of $7.25.Read MoreMinimum Wage And The Wage Essay1204 Words   |  5 PagesThe minimum wage is one of the most controversial issues on our country, which is United States has been facing last ten years. There have been never ending debates over this issue until the government, company, and others party stand together, and raise the minimum wage throughout the nations. There are communiti es that believe raise the minimum wage has negative impact of every sector of the country. Other communities have different beliefs over the issue, raising the minimum wage helps the poorRead MoreRaising The Minimum Wage Increase Essay897 Words   |  4 PagesAnalysis of Policy There have been discussions about whether to raise the minimum wage to either $9.00, $10.10, or $15.00 per hour. The minimum wage increase is supposed to be the first step to solving the income inequality problem in America and a step towards economic growth in America, by helping to stimulate the economy. Research into the effects of the wage increase shows, to me, that a higher minimum wage does not cause a drastic change in unemployment. It does increase productivity, and willRead MoreThe Negative Effects Of The Minimum Wage1282 Words   |  6 PagesMinimum Wage Should the government raise minimum wage? Should the government lower or keep the current minimum wage? Minimum wage is a very controversial topic when it is discussed between all parties. For those arguing for minimum wage increase believe that it will bring people living below the poverty line above it. Former President Obama stated, â€Å" no one working forty hours deserves to be living in poverty.† For those arguing against the raise on minimum wage believe that it has more negative