Free Essays on A Midsummer Night’s Dream: The Comedy :: Midsummer Nights Dream

Comedy in A Midsummer Night's Dream "why do they run away? This is a knavery of them to make me afeard."(3.1.99) This is a quote from the Shakespearean play "A Midsummer Night's Dream." In this quote, the speaker, Bottom, is wondering why everyone is afraid of him. He doesn't realize that as a practical joke, a trickster Puck, has put an ass head on his shoulders. This makes all of his companions afraid of him so that they run away. This is an example of the comedy involved in this play. This essay will show you that A Midsummer Night's Dream is a play that is mainly composed of comedy. The funniest part of this play seems to be when Puck, the trickster, keeps mixing up the people who he is assigned to put the love juice on. Even when he did put the love juice into the right people's eyes, they still fell in love with the wrong people sometimes. The first example of this mistake of Puck's is where he puts the love juice in Lysander's eyes, mistaking him for Demetrius. Oberon tells Puck to put the love juice in the eyes of an Athenian man, Demetrius, and to make sure that the first thing he sees after this is the woman whom he hates, but who loves him so much, Helena. Puck ends up finding Lysander and Hermia, lovers, sleeping on the forest floor. He puts the love juice in Lysander's eyes and leaves. Then along come Helena and Demetrius to this spot. They are still arguing and Demetrius leaves her with the sleeping Lysander and Hermia. Helena notices them there and tries to wake Lysander. Lysander wakes and the first thing he sees is Helena. "And run through fire for thy sweat sake. Transparent Helena! Nature shows art, That through thy bosom makes me see thy heart."(2.2.103). This is what Demetrius says to Helena when he sees her. He has fallen in love with her. This is where the comedy of this love mix up begins. Now Helena is confused and thinks that Lysander is playing a trick on her so she runs away. This is a most particularly funny part of the play and these mix ups with whom loves who seem to be the funniest pieces of the play. Another funny section in this play is where Puck puts an ass head on the shoulders of Bottom.

Essay --

Behavioural Biases of Individuals/Analyst Traditional finance perspective theorist believes that individuals who have will to venture into investment activities does not allow their emotions to be guided by how investment information is presented to them. However, the same cannot be said for the behavioural finance perspective. Through psychological studies, researchers of behavioural finance have come to the understanding of how human behaviour and behavioural finance connected. This connection can create behavioural biases which can positively or negatively impact on the growth of investment opportunities. This research is on behavioural biases is categorized into two specific groups, cognitive errors and emotional biases. Cognitive Errors Cognitive errors are seen as basic statistical information processing, or memory errors that cause the decision to deviate from rationality. This may involve incorrectly updating or overlooking the prospects of investment information, which can be pertinent to growth of an investment. Additional, Cognitive errors are separated into two classifications types; Belief Perseverance and Information Processing Biases. Belief perseverance, with is relative to cognitive dissonance, is the mental discomfort that humans experience when recent information can contradict the previously held one. Information processing biases are considered as processing errors that are used irrationally in financial or investment decision making. Belief perseverance is spread across five sections; conservatism, confirmation, representation, illusion of control and hindsight. Conservatism is when individuals fail to incorporate new information as it becomes available, and continues to maintain their existing fore cast. Inve... ...s doing nothing to make positive changes to an outcome. This occurs when person are accustom to the way situations are. The endowment bias is where individuals place a greater value on an asset that they own than one that they do not own. This is, an individual may want to purchase a valuable item for less than it is being offered for, however, if they receive the purchase they will value it higher than the original asking price. The avoidance of decision making due to the fear of unfavourable decision outcomes is called regret-aversion. This consists of two types; error of commission and error of omission. Error of commission is when there is fear of taking an action whereas; error of omission is the fear from not taking an action. Here investments tend to be over conservatively made and there in more comfort in doing what the other players in the market are doing.

Effective Communication in the Workplace

As a baby, you learn that if you cry and fuss, Mom and Dad will rush over to comfort you; however, as you mature, you realize that there are better ways of communicating. I will present my message here today on â€Å"Effective communication in the work place. † Communication in the work place is essential because first, communication skills prepare you to perform specific duties in the work place making you a better employee. Second, communication skills in the work place prepare you to exercise flexibility. Last, communication skills form better relationships and understanding amongst other employees and managers. Body I. Communication skills prepare you to perform specific duties in the workplace making you a better employee A. Good communication passes information along and if you can effectively communicate, then people understand you much better, and information you are trying to tell or receive will get across without being misunderstood. 1. Marsha Ludden states in a book he had written that, â€Å"if you can communicate effectively what you need or want, you are more likely to be successful in getting it. An example will be a bigger salary. 2. Effective communication also helps you to convince others to agree with you in a persuasive setting. B. Good communication helps you to think better which are essential to make you perform well when performing duties in the workplace. 1. In order to communicate effectively, you have to think ahead and organize your thoughts. 2. When performing job duties this teaches you not only how to learn how to organize, but how to plan ahead. II. Communication skills in the work place prepare you to exercise flexibility A. Communication in the workplace reflects key personality traits, as well as key competencies for success. Show yourself, your staff or your employer you have the necessary intellectual, creative and behavioral flexibility to handle what each work day brings. 1. Studies show to suggest positive aspects of a challenging situation. Examine how a change in a supplier, for instance, can improve a product you manufacture or a service your company provides. Resist insisting that a change cannot work, advises the University of Bradford, Career Development Services office. 2. Have a scheduled time with each department in your company. Add to your skills set to enable you to better understand new issues that may arise in each department. B. Find the secret of effective, easy performance to get more equip with difference task including other workers. 1. Implement team problem-solving measures. Meet with key staff members when changes arise. 2. Get brief insight and solutions from your team if, for example, a valued client decides not to interact in certain situations. III. Communication skills form better relationships and understanding amongst other employees and managers A. Good communication passes information along and if you can effectively communicate, then other employees understand you much better, and information you are trying to tell them will get across without being misunderstood. 1. This prevents arguments, especially between co-workers, explain your thoughts and feelings, and then you won't misunderstand each other. 2. If you can effectively communicate, then you can get along better with other employers. Most arguments are caused by people not communicating effectively and not being able to negotiate with each other. B. Being respectful and using manners in the work place sets a great tone in the environment and forms better relationships with managers 1. Good listening skills are part of good communication; you need to understand what you’re manager is saying to you as well as to say what you want. 2. Communication often includes non-verbal clues such as tone of voice, facial expression, gestures, and body posture. Good communicati on includes being observant and focusing on the other person. Conclusion I. There is always room for improvement when it comes to communication skills. The more you practice by interacting with others, the better you will be. In addition, you will be better able to tell when you are getting your ideas across effectively, and how to improve if you are not. The better you are at communicating, the easier it will be to do your job and work with others- making the workplace more enjoyable, and making you a more successful employee. II. In the words of Tony Robbins, â€Å"To effectively communicate, we must realize that we are all different in the way we perceive the world and use this understanding as a guide to our communication with others. †

Good communication skill are essential

The most comprehensive note taking system requires attention on your part to enhance understanding. Effective note taking is an important practice to master at university. When you think of written sources you need to keep in mind that not all of the text is relevant to you. You need to build your skill of thinking and organising ideas by using main ideas and supporting ideas.Note taking can be used in abbreviations and you can create your own abbreviation as long as you are the erson who knows what these abbreviations means as we use many strategies for listening note taking, we can also take notes while we are reading. The good way of note taking in reading is that you can write all the references of the text to make it easier for you when you are reviewing your information later on. One way of being an active reader is by using skimming and scanning. They force you to work with a text anticipating, shaping and predicting the text before and during your eading† (Grellier and Goerke, 2010, p. 14). Another way to improve your reading and extend your understanding by developing a systematic form of annotating that way make you to be more active as a reader also to help you find the information easily when you reviewing the text In order to understand and consider the early childhood current interests, development and learning you need to take notes.As teachers can use these notes to create a complete developmental picture of young children. It can also offer important information for parent/teacher conferences. By developing a system and keeping them objective.

Education in India Essay

Takshasila was the earliest recorded centre of higher learning in India from at least 5th century BCE and it is debatable whether it could be regarded a university or not. The Nalanda University was the oldest university-system of education in the world in the modern sense of university. [2] Western education became ingrained into Indian society with the establishment of the British Raj. Overall System Education in India is provided by the public sector as well as the private sector, with control and funding coming from three levels: central,state, and local. Education in India falls under the control of both the Union Government and the State Governments, with some responsibilities lying with the Union and the states having autonomy for others. The various articles of the Indian Constitution provide for education as a fundamental right. Most universities in India are controlled by the Union or the State Government. The National Policy on Education (NPE) is a policy formulated by the Government of India to promote education amongst India’s people. The policy covers elementary education to colleges in both rural and urban India. The first NEP was promulgated in 1968 by the government of Prime Minister Indira Gandhi, and the second by Prime Minister Rajiv Gandhi in 1986. It emphasizes three aspects in relation to elementary education: * universal access and enrolment, * universal retention of children up to 14 years of age, and * a substantial improvement in the quality of education to enable all children to achieve * Revival of Sanskrit and other classical languages for contemporary use. Today education system in India can be divided into many stages. * Pre- Primary – It consists of children of 3-5 years of age studying in nursery, lower kindergarten and upper kindergarten. At this stage student is given knowledge about school life and is taught to read and write some basic words. * Primary – It includes the age group of children of 6-11 years studying in classes from first to fifth. * Middle – It consists of children studying in classes from sixth to eighth. * Secondary – it includes students studying in classes ninth and tenth. * Higher Secondary – Includes students studying in eleventh and twelfth classes. * Undergraduate – Here, a student goes through higher education, which is completed in college. This course may vary according to the subject pursued by the student. For medical student this stage is of four and a half years plus one year of compulsory internship, while a simple graduate degree can be attained in three years. * Postgraduate – After completing graduation a student may opt for post graduation to further add to his qualifications. 10+2+3 pattern [. * The central and most state boards uniformly follows the â€Å"10+2+3† pattern of education. [11]:3 In this pattern, 10 years of primary and secondary education is followed by 2 years of higher secondary (usually in schools having the higher secondary facility, or in colleges),[11]:44 and then 3 years of college education for bachelor’s degree. [12] Distant Education * National Open University (IGNOU), New Delhi is one of the mega open universities in the world and caters to around 1 million students around the world. Vocational Education. Vocational Education at Certificate level are offered by 1500 vocational institutions in the country in the areas of agriculture, business, commerce, health and para-medical, home science and humanities in addition to engineering trades. Primary Education in India The World Education Forum, held in 2000 set an ambitious goal: universal primary education by the year 2015. Schooling all children until they reach young adulthood is recognized as important because it leads to many substantial positive effects: better family health, lower birth rate, higher productivity, higher earnings, and improved economics of the country as a whole. Globally, however, more than 115 million children of primary school age do not attend school. The Indian government lays emphasis on primary education up to the age of fourteen years, referred to as elementary education in India. [14] The Indian government has also banned child labour in order to ensure that the children do not enter unsafe working conditions. Further, education has been made free[14] for children for 6 to 14 years of age or up to class VIII under the Right of Children to Free and Compulsory Education Act 2009. [18] Current status of primary education in IndiaAbout 20% of Indian children between the ages of six and 14 are not enrolled in school. Even among enrolled children, attendance rates are low and 26% of pupils enrolled in primary school drop out before Grade 5. The situation is worse in certain sectors of the population Despite a vibrant emerging economy and a string of excellent colleges that produce high caliber professionals, India has not made the grade yet on primary education. Hurdles in primary education (double it as general problems as well) Shortage of resources and lack of political will. High pupil to teacher ratios,(shortage of teachers –one teacher schools) Shortage of infrastructure and poor levels of teacher training. (toilet for girls etc. ) The National Curriculum Framework for Teacher Education of 2009 recommended longer preparation for teachers, but the B. Ed curriculum structure continued to be for a single year. There is also a lack of enough skilled trainers and preparation to develop skills, abilities and attitudes to teach students. Poverty and illiteracy of the parent Gender Issues(girls cannot study). Social Issues like caste system (some castes are not allowed) Several efforts to enhance quality made by the government. (primary education) The District Education Revitalization Programme (DERP) was launched in 1994 with an aim to universalize primary education in India by reforming and vitalizing the existing primary education system. [19] 85% of the DERP was funded by the central government and the remaining 15 percent was funded by the states. [19] The DERP, which had opened 160000 new schools including 84000 alternative education schools delivering alternative education to approximately 3. 5 million children, was also supported by UNICEF and other international programmes. [19] . [19] Significant improvement in staffing and enrollment of girls has also been made as a part of this scheme. [19] The current scheme for universalization of Education for All is the Sarva Shiksha Abhiyan which is one of the largest education initiatives in the world. Enrollment has been enhanced, but the levels of quality HERE first Write to improve all the above negative issues. Sarva Shiksha Abhiyan (SSA)/Right to Education (RTE). Sarva Shiksha Abhiyan (Education for All Movement) is a programme by the Government of India aimed at the universalization of elementary education â€Å"in a time bound manner†, as mandated by the 86th amendment to the Constitution of India making free education to children aged 6–14 (estimated to be 205 million in number in 2001) a fundamental right. The programme was pioneered by Atal Bihari Vajpayee. SSA is being implemented in partnership with State Governments to cover the entire country and address the needs of 192 million children in 1. 1 million habitations. In FY 2009-10,60% of SSA funds came from GOI. This has now been revised to 65%. The programme is looking to open new schools in those habitations without schooling facilities and to strengthen existing school infrastructure through provision of additional class rooms, toilets, drinking water, maintenance grant and school improvement grants. SSA is now the primary vehicle for implementing the Right to Free and Compulsory Education Act (RTE). National Programme for Education of Girls at Elementary Level (NPEGEL) The National Programme for Education of Girls at Elementary Level (NPEGEL), is a focused intervention of Government of India, to reach the â€Å"Hardest to Reach† girls, especially those not in school. Launched in July 2003, it is an important component of SSA, which provides additional support for enhancing girl’s education over and above the investments for girl’s education through normal SSA interventions. The programme provides for development of a â€Å"model school† in every cluster with more intense community mobilization and supervision of girls enrolment in schools. Gender sensitization of teachers, development of gender-sensitive learning materials, and provision of need-based incentives like escorts, stationery, workbooks and uniforms are some of the endeavors under the programme. The future of primary education in India The importance of universal primary education has now been widely recognized by everyone involved. Policies and pledges are easy to make but implementation can be difficult and goals hard to achieve, especially in a vast and populous country such as India. International agencies, the government of India, and the numerous NGOs will have to work together with will, wisdom and tremendous energy to make their desire for universal primary education by 2015 a reality in India. Secondary education. For several decades, it has been argued in the literature that secondary education needs to be expanded both as a response to increased social demand and as a feeder cadre for higher education, giving little emphasis to its other important functions. It is also argued that investment in secondary education yields considerable social and economic returns, making it crucial for national development India is following a service-led growth model and striving hard to survive the global competition, in these conditions it is being increasingly recognised that secondary education, is the most critical segment of the education chain. Apart from the bottom-up pressure (i. e. arising from the growth of primary schooling) and the top-down pressure (as the source of potential intakes for higher education) for its expansion, there is a need to pay greater attention to secondary education as it caters to the needs of the most important segment of the population – adolescents and youth, the source of the future human and social capital of a nation. Secondary education covers children 14–18 which covers 88. 5 million children according to the Census, 2001. Features * A significant feature of India’s secondary school system is the emphasis on inclusion of the disadvantaged sections of the society. * Professionals from established institutes are often called to support in vocational training. * Another feature of India’s secondary school system is its emphasis on profession based vocational training to help students attain skills for finding a vocation of his/her choosing. [27] * A significant new feature has been the extension of SSA to secondary education in the form of the Madhyamik Shiksha Abhiyan[28] Integrated Education for Disabled Children (IEDC) programme was started in 1974 with a focus on primary education. [7] but which was converted into Inclusive Education at Secondary Stage[29] The government started the Kendriya Vidyalaya project in 1965 for the employees of the central government of India to provide uniform education in institutions following the same syllabus at the same pace regardless of the location to which the employee’s family has been transferred. [7] Policy Initiatives in secondary education After independence, the first step towards improving policy planning for development of secondary education was the setting up of the Secondary Education Commission in 1952(also known as the Mudaliar Commission). The primary objective of the Commission was todiagnose the growth pattern and suggest measures for reorganisation and improvement ofsecondary education. The commission’s major recommendation was to develop a 3-yearnational system of secondary education after 8-years of elementary education (8 + 3 systemof school education) to make it a complete stage. The commission also recommended thereconstruction of the syllabus to provide a wider and more balanced course and adopt mother tongue as the medium of instruction (Kabir, 1955). Nearly one-and-a-half decades after the Mudaliar Commission, the Kothari Commission(1964-66), while articulating goals and objectives at all stages of education in the context ofnational development priorities, recommended for a 4-year secondary education system anddiscontinuing the practice of ‘streaming’ up to Grade X. It may be noted that, ten years afterthe commission submitted its report; education was placed in the Concurrent List States and the centre responsible for its development. This changed the policy context fordevelopment of secondary education. The National Policy on Education (NPE), of 1986 subsequently reiterated the views of the Education Commission to implement a 4-year secondary education system across the states and UTs. 23 The NPE emphasised improving equitable access to secondary education and the enrolment of girls, SCs and STs, particularly in science, commerce and vocational streams (Para 5. 13 of the NPE, 1986). The NPE and the Programme of Action (POA), 1992 while recognising secondary education as a critical instrument for social change, called for its planned expansion. The NPE, (as modified in 1992) specifically laid emphasis again on increasing access to secondary education with particular focus on participation of girls, SCs and STs; increased autonomy of Boards ofSecondary Education to enhance their ability to improve quality; introduction of ICT inschool curriculum for coping with globalisation; renewed emphasis on work ethos and valuesof a humane and  composite culture in the curricula; And vocationalisation through specialisedinstitutions or through the refashioning of secondary education to meet the manpower requirements of the growing Indian economy Rashtriya Madhyamik Shiksha Abhiyan (RMSA) This scheme was launched in March, 2009 with the objective to enhance access to secondary education and to improve its quality. The implementation of the scheme started from 2009-10. It is envisaged to achieve an enrolment rate of 75% from 52. 26% in 2005-06 at secondary stage within 5 years of implementation of the scheme by providing a secondary school within a reasonable distance of any habitation. The other objectives include improving quality of education imparted at secondary level through making all secondary schools conform to prescribed norms, removing gender, socio-economic and disability barriers, providing universal access to secondary level education by 2017, i. e. , by the end of 12th Five Year Plan and achieving universal retention by 2020. Inclusive Education for the Disabled at Secondary Stage (IEDSS) The Scheme of Inclusive Education for Disabled at Secondary Stage (IEDSS) has been launched from the year 2009-10. This Scheme replaces the earlier scheme of Integrated Education for Disabled Children (IEDC) and would provide assistance for the inclusive education of the disabled children in classes IX-XIITo enable all students with disabilities, after completing eight years of elementary schooling, to pursue further four years of secondary schooling in an inclusive and enabling environment. Higher education India’s higher education system is the third largest in the world, after China and the United States. [32] The main governing body at the tertiary level is the University Grants Commission (India), which enforces its standards, advises the government, and helps coordinate between the centre and the state. [33] Accreditation for higher learning is overseen by 12 autonomous institutions established by the University Grants Commission. [34] In India, education system is reformed. In future, India will be one of the largest education hub. After passing the Higher Secondary Examination (the grade 12 examination), students may enroll in general degree programmes such as bachelor’s degreein arts, commerce or science, or professional degree programmes such as engineering, law or medicine. [31] As of 2009, India has 20 central universities, 215 state universities, 100 deemed universities, 5 institutions established and functioning under the State Act, and 33 institutes which are of national importance. [33] Other institutions include 16,000 colleges, including 1,800 exclusive women’s colleges, functioning under these universities and institutions. [33] The emphasis in the tertiary level of education lies on science and technology. [35] Indian educational institutions by 2004 consisted of a large number of technology institutes. [36] Distance learning is also a feature of the Indian higher education system. [36] Indian Institutes of Technology (IITs), have been globally acclaimed for their standard of undergraduate education in engineering. [36] The IITs enroll about 10,000 students annually and the alumni have contributed to both the growth of the private sector and the public sectors of India. [37] Several other institutes of fundamental research such as the Indian Association for the Cultivation of Science (IACS), Indian Institute of Science IISC), Tata Institute of Fundamental Research (TIFR), Harishchandra Research Institute (HRI), are acclaimed for their standard of research in basic sciences and mathematics. Government programs on Education Rashtriya Uchattar Shiksha Abhiyan[. The Rashtriya Uchattar Shiksha Abhiyan is a centrally sponsored flagship umbrella scheme aimed at providing strategic funding to State higher and technical institutions. States will develop comprehensive state higher education plans that utilize an interconnected strategy to address issues of expansion, equity and excellence together. Central funding will be linked to academic, administrative and financial reforms of state higher education. The Rashtriya Uchattar Shiksha Abhiyan proposes to put a ceiling of maximum number of colleges to be affiliated to any university at two hundred . [17] Higher Education and Eleventh Plan (2007-2012) With the objectives and proposals of the Plan as the basis, the report mentions that the private sector has played an instrumental role in the growth of the sector. Private institutions now account for 64% of the total number of institutions and 59% of enrollment in the country, as compared to 43% and 33%, respectively, a decade ago. The Government has also given the required thrust to the sector in its Five Year Plans. During the Eleventh Plan period (2007–2012), India achieved a Gross Enrollment Ratio (GER) of 17. 9%, up from 12. 3% at the beginning of the Plan period. India’s higher education system faces challenges on three fronts: Expansion:India’s GER of16% was much below the world average of 27%, as well as that of other emerging countries such as China (26%) and Brazil (36%) in 2010. Excellence:Faculty shortage – there is 40% and 35% shortage of faculty in state and central universities, respectively. Accredited institutions – 62% of universities and 90% of colleges were average or below average in 2010, on the basis of their NAAC accreditation. Low citation impact – India’s relative citation impact is half the world average. Equity – There is wide disparity in the GER of higher education across states and the Gross Attendance Ratio (GAR) in urban and rural areas, and gender- and community-wise Drawbacks of Indian Higher Education System * Besides top rated universities which provide highly competitive world class education to their pupils, India is also home to many universities which have been founded with the sole objective of making easy money. * Regulatory authorities like UGC and AICTE have been trying very hard to extirpate the menace of private universities which are running courses without any affiliation or recognition. Indian Government has failed to check on these education shops, which are run by big businessmen & politicians. * Many private colleges and universities do not fulfill the required criterion by the Government and central bodies (UGC, AICTE, MCI, BCI etc. ) and take students for a ride. * Quality assurance mechanism has failed to stop misrepresentations and malpractices in higher education. At the same time regulatory bodies have been accused of corruption, specifically in the case of deemed-universities. [39] Road Ahead in Higher Education * Merit-based student financing: This should ensure admissions to meritorious students independent of financial background * Internationalization of education: This would entail aligning different aspects of education (curriculum, faculty, etc) to international standards * Enabling a research environment. This would involve creating adequate means of research funding and practical application of research * High quality faculty: The need of the hour is to create a conducive environment and provide incentives to attract and retain high quality faculty. * Improved technology for education delivery: Leveraging technology for enhancing the teaching-learning experience will ensure better outcomes * Employability: Making education-industry relevant and practical would be the right way to ensure a highly employable talent pool India’s higher education system can be expected to be better aligned to industry and global practices, and be more transparent and inclusive by the end of Twelfth Plan period, provided the Government is able to create an enabling regulatory environment and put in place robust implementation, monitoring and quality assurance mechanisms. * Legislative support. One of the most talked about bill is Foreign Universities Bill, which is supposed to facilitate entry of foreign universities to establish campuses in India. * Private Sector-The private sector can be expected to play an instrumental role in the achievement of these outcomes through the creation of knowledge networks, research and innovation centers, corporate-backed institutions, and support for faculty development. Saakshar Bharat (Saakshar Bharat)/Adult Education. The Prime Minister of India launched Saakshar Bharat, a centrally sponsored scheme of Department of School Education and Literacy (DSEL), Ministry of Human Resource Development (MHRD), Government of India (GOI), on the International Literacy Day, 8th September, 2009. It aims to further promote and strengthen Adult Education, specially of women, Education Governing Bodies he Central Board of Secondary Education (CBSE): This is the main governing body of education system in India. It has control over the central education system. It conducts exam and looks after the functioning of schools accredited to central education system. * The Council of Indian School Certificate Examination (CISCE): It is a board for Anglo Indian Studies in India. It conducts two examinations ‘Indian Certificate of Secondary Education’ and ‘Indian School Certificate’. Indian Certificate of secondary education is a k-10 examination for those Indian students who have just completed class 10th and Indian school certificate is a k-12 public examination conducted for those studying in class 12th. * The State Government Boards: Apart from CBSE and CISCE each state in India has its own State Board of education, which looks after the educational issues. * The National Open School: It is also known as National Institute of Open Schooling. It was established by the Government Of India in 1989. It is a ray of hope for those students who cannot attend formal schools. * The International School: It controls the schools, which are accredited to curriculum of international standard. * Classification of Colleges. Colleges in India come under four different categories. This categorization is done on the basis of the kind of courses offered by them (professional/ vocational) / their ownership status( Private/ Government) or their relationship with the university (affiliated/university owned). University Colleges These colleges are managed by the university itself and situated mostly in the university campus. Government Colleges The government colleges are few, only about 15-20 percent of the total. They are managed by state governments. As in case of other colleges, the university to which these colleges are affiliated, conducts their examination, lays down the courses of studies and awards the degrees. Professional Colleges The professional colleges are mostly in the disciplines of medicine, engineering and management. There are few for other disciplines too. They are sponsored and managed either by the government or by private initiative. Privately Managed colleges About 70% of the colleges are founded by the privately owned trusts or societies. But these institutes are also governed by the rules and regulations of the university they are affiliated to. Though initially started up as a private initiative, the state government also funds these college Private Education What is it? What is the need for it ? What are benefits? What are problems with it? What can be done to streamline it? India saw the largest increase in literacy rate in the decadeof 1991–2001 — from about 52 per cent to 65 per cent. From 2001 to 2011, the literacy rate increased by 9 per cent to 74 per cent (Planning Commission 2011). The 13 per cent increase in 1991–2001 has been the largest for any 10-year period in the history of the country. Private investments and the emergence of budget private schools was the main cause for this.! As parents began to earn more in the post-reform era, they began to invest in their children. As better employment opportunities arose, the value of education became more apparent to parents. This increased demand for education was met by a rapid expansion of budget private schools The biggest success story of literacy in India has been written withprivate initiative — parents’ willingness to pay and the edupreneur innovation of an aff ordable school. In post-liberalisation India, the importance of the private sector in economic growth is well understood and appreciated. For economic growth, the state’s role is primarily to enable the private sector as a facilitator, prudent regulator, impartial enforcer of contracts, and at times as a financier Incentives for efficiency are also weak. Government employees have little incentive to minimise costs, fi nd and correct mistakes, innovate, and acquire necessary information about resources and consumer demand. The high teacher absenteeism in government schools is just one indicator of poor incentives. . High prices in terms of tuition fees, donations andlong queues for admissions are signs of the shortage of quality educational institutions. The same paucity of supply existed for consumer goods before the 1991 liberalisation. The license-permit-quota raj still exists in our education system. Schools and colleges need to be made accountable not to education bureaucrats (licensors) but to parents and students (customers). The government policy should be to increase choice and competition in education as it has been done in many areas of the economy — facilitate, not control. The core competency of the private and public sectors should be combined. The private sector should be allowed to produce education — manage schools and colleges — and provide it to all who can aff ord to pay. For those who cannot aff ord to pay, the government should finance their education through scholarships, education vouchers and loans. Instead of focusing on the inputs to education, the government ensures the output — meaningful, high quality learning. This approach combines the efficiency and accountability of the private sector with the equity and independent supervision of the public sector. . Governments and Non-Governmental Organisations (NGOs) should evaluate schools and colleges and publish the results so that parents can make informed decisions. One key goal of global reformers is to increase the accountability of schools towards parents — restructure the system so that schools are at least as much accountable to parents as they are to the education offi cials. There are many ways to achieve this goal: put parents on school boards or district education councils, give powers to parent-teacher associations, create something like our village education committees . One new idea in this bucket is that of school vouchers. Several countries have undertaken pilot projects. The voucher is a tool to change the way governments finance education, particularly of the poor. It is a coupon off ered by the government that covers full or partial cost of education at the school of the student’s choice. The schools collect vouchers from the students, deposit them in their bank accounts and the banks then credit the school accounts with equivalent money while debiting the account of the government. Section 12 of the RTE requires private unaided schools to reserve 25 per cent seats in the entry-level class (nursery or Class I) for socially disadvantaged and economically weaker sections. The government would provide private schools with reimbursements equal to their fees or the per student cost in government schools, whichever is lower. EDUCATION REFORM Just as in economic reforms, the list of education reform ideas could be quite long. This paper suggests that two principles should be the focus of reforms in the education ecosystem — effi cient use of public funds and the promotion of equity and quality through choice and competition. Achieve Efficient Use of Public Funds. (a) Fund students, not schools (school vouchers, charter schools, conditional cash transfers); (b) Convert state funding to per student basis and link it to performance; (d) Give poorly performing state schools to private parties on learning outcome contracts; (e) Hire teachers at the school level, not at the state level; Promote Equity and Quality through Choice and Competition: (i) Apply the same standards to both private as well as government schools; (ii) Annual independent learning outcome assessment across all schools; (iii) Decentralise and depoliticise syllabi and textbooks; (iv) Open Central Board of Secondary Education (CBSE) and state board exams to all students, not only for students who study in CBSE or state board affiliated schools.

Criticisms of IMF

â€Å"The fund believes it is fulfilling the tasks assigned to it: promoting global stability, helping developing countries in transition achieve not only stability but also growth. † â€Å"I believe, however, that it has failed in its mission, that the failures are not just accidental but the consequences of how it has understood its mission. † This is what Stiglitz states in his book, and is also his platform on how he feels about the International Monetary Fund. He believes that the IMF has a narrow view stating that â€Å"what the financial community views as good for the global economy is good for the global economy and should be done†.Stiglitz criticizes that the IMF has done great damage to the countries wherein they prescribe economic policies that must be followed in order to qualify for an IMF loan, or for loans from banks and other private-sector lenders that look to the IMF to indicate whether a borrower is creditworthy. Stiglitz argues that the Inter national Monetary Fund and its officials have ignored the ramifications of having incomplete information, inadequate markets, and unworkable situations, all of which are particularly present characteristics of newly developing countries.Stiglitz states that the International Monetary Fund called for policies that conform to logical textbook economics, however, they do not make sense to the country that the policies are going towards to provide relief. â€Å"Stiglitz seeks to show that the consequences of these misguided policies have been disastrous, not just according to abstract statistical measures but in real human suffering, in the countries that have followed the. † (Stiglitz, 2003).The most traditional and perhaps best-known IMF policy recommendation is for a country to cut government spending or raise taxes. Either one of these actions, or both would be used to balance a country’s budget and eliminate the need for government borrowing. Most people believe that a lot of government spending is wasteful anyway. Stiglitz accuses the IMF for reverting to Herbert Hoover's economics in imposing these policies on countries during deep recessions.The deficit, at this time, is mostly the result of a stimulated decline in revenues. Stiglitz argues that cuts in spending or tax hikes only make the downturn worse. He also emphasizes the social cost of cutting back on various kinds of government programs, such as eliminating food subsidies for the poor, which Indonesia did at the IMF's request in 1998, only to be engulfed by food riots. Another standard IMF recommendation is high interest rates, which make deposits and other assets denominated in the currency more attractive to hold.Most countries go to the IMF because they find themselves having trouble maintaining the exchange value of their currencies. Stiglitz argues that the high interest rates imposed on many countries by the IMF have made their economic downward spirals even worse. Countries are intended to battle inflation that was not a serious problem to begin with. â€Å"Stiglitz repeatedly claims that the IMF's policies stem not from economic analysis and observation but from ideology—specifically, an ideological commitment to free markets and a concomitant antipathy to government.† In part, Stiglitz complaint is that the International Monetary Fund did not understand or even try to understand, his and other economists' theoretical work depicting that markets that are pretty much unregulated do not necessarily deliver positive results when information or market structures are incomplete (Stiglitz, 2003). A country that currently has loans from the International Monetary Fund is the country of Venezuela. Venezuela first negotiated an economic program with the International Monetary Fund in the year of 1989. In the mid 1970s, oil prices soared and seemed unstoppable.Venezuela is a country very rich in oil, so at this time, they accumulated a lot of money fr om oil revenues, but also from loans from international banks. The government then used this money to expand state-owned industries, however, the government ended up supporting the least efficient enterprises, which came to rely on government credits and direct subsidies. Government investments were fruitless from 1974 – 1989. As government expenses continued to increase, the gross domestic product grew very little as a ratio of the government expenditures.The excess amount of money supply, created by government spending, raised the price index by a factor of 15, interest rates 3. 7 times and the devaluation of the national currency by a factor of 10, all happening during the same period. In addition to all of this, Venezuela’s foreign debt increased to a record level of $33 billion and their payments could not be honored. Venezuela undertook negotiations with the IMF when they were under all of this pressure from the decreasing oil prices and the rapidly rising intere st rates on their immense foreign debt.They had tried to borrow money to finance some of their debt; however, the international markets had been apprehensive for Venezuela had refused to work with the IMF. Venezuela had first turned to American banks for proposed financing because it did not want to agree with an economic program with the International Monetary Fund. The International Monetary Fund cleared a loan of about $453 million to the country of Venezuela. Officials declared the loan as a first installment of what is expected to be a credit package that may total as much as $4.6 billion from the international agency to support Venezuela’s economic reform program over the next three years. They believe that Venezuela’s economic adjustment program should â€Å"encourage a substantial reflow of private capital† to the South American country. The planned economic reforms were aimed at freeing and unifying Venezuela’s foreign exchange rates, deregulatin g interest rates and opening the country’s economy to foreign trade by removing quotas and tariffs. The austerity program is the price that Venezuela had to pay for the aid in financing from the IMF.Domestic interest rates were allowed to rise substantially and the government had cut several important subsidies as part of a proposed economic program with the IMF. Since Venezuela agreed on an economic program with the IMF, commercial bankers seem a lot more ready to compromise with them. The IMF reform program included many policies. As a result â€Å"The per capita gross domestic product fell almost 8% from 1989 to 1993; the inflation index rose almost 10 fold; the outstanding foreign debt increased by $5 billion and the banking crisis that burst out in 1994 erased 10% of the GNP and $6 billion of the country’s international reserves.† What the Venezuelan government basically did was sign an agreement that led to a transfer of money from private sectors to the à ¢â‚¬Å"pockets of the wasteful government†. The government attempted to balance its accounts through its citizens, by increasing the taxes and increasing the interest rates. Little attention was given to increasing the productive capacity of the nation, but was all focused on the fiscal demands of the state. In recent years, Venezuela's economy has gone from bad to worse. Its deterioration corresponded with the implementation of policies recommended by the International Monetary Fund.Venezuela has gone through two IMF aid packages beginning in 1989. Since the implementation of the most recent package in 1996, Venezuela’s interest rates have more than doubled to 68 percent annually. The national currency, the Bolivar, has been devalued by 94 percent, accumulated inflation has reached 218 percent and production output has stalled. Capital flight has exhausted more than $2 billion from Venezuela’s international reserves, which are much lower now, than they were befor e the International Monetary Fund package was signed.The fiscal deficit has been declared unmanageable and Venezuela’s stock market is down more than 50 percent. This downward spiral was the result of the tax increases, devaluation, few privatizations and public service rate hikes in the 1996 IMF package. The repeated devaluations have increased costs to the private sector and ignited inflation. The IMF also allowed the government to delay reforms of ineffectual state hospitals and public schools. In the case of the country of Venezuela, Stiglitz’s criticisms of the IMF do apply.The IMF’s policies do not take into account the economic and social circumstances that currently exist in the country where it is applied to. As per usual, the International Monetary Fund used its traditional methods on Venezuela. Increase taxes, and have higher interest rates. The positive effects of any loan obtained from the IMF or other financial institutes are useless because of the collection of interest and the rising interest rates. For developing countries such as Venezuela, the benefits from an agreement with the IMF cannot be seen for the large burden of clearing away their large foreign debt blocks their view.The IMF did not take into consideration the social implications that would be caused when such harsh adjustment measures are put into operation. The poor are always the most affected. Their frustration was seen in Venezuela, as outbreaks of violence. The Venezuelan currency kept being devalued constantly therefore workers had to pay more for their essential needs, as their wages began to decline. The unemployment rate would then rise and that is why it is no surprise to why the people of Venezuela turned to violence. When bitterness and despair take hold, sometimes violence may be the only way to be heard.It becomes imperative in times like this to have concrete negotiations on a debt plan to achieve a substantial reduction in debt and in interest payments. While losing many of its systemic functions, the Fund’s operations during the 1980s became dominated by dealing with the debt difficulties faced by a relatively small group of highly indebted developing countries. All the Fund’s lending was to developing countries, and the majority of it was to the highly indebted countries, even though the majority of programmes remained with low-income countries.The Fund frequently became depicted as a development agency offering concessional assistance to developing countries. Even some of its staff bemoaned what they saw as the loss of its monetary characteristics and consequently much of its financial reputation (Finch, 1988). The least subtle criticisms of this type tended to use the phrase ‘development agency’ almost as a term of abuse. What the Fund was doing was perceived as being bad in and of itself. The more subtle criticism was that the Fund had largely been pushed by political pressure into lowering its own financial standards.The criticism here was not so much that development assistance is inappropriate, but rather that the IMF is an inappropriate institution through which to give it. This argument sees it as important to retain the revolving character of Fund resources, as well as the Fund’s short-term monetary perspective—features, so it is claimed, that will be lost if the Fund is forced to lend over the long term on the basis of unviable programmes and unachievable targets. The plea has been strongly articulated to ‘let the IMF be the IMF’ (Finch, 1988).An extension of this argument is that unsuccessful programmes will damage the reputation and credibility of the Fund and adversely affect its catalytic role. The claim that financial standards have been sacrificed is intimately related to the debt crisis. In essence, it is that the governments of countries where the private banks are located, and in particular the United States, encouraged the F und to lend to the highly indebted countries in order to reduce the probability of default. In the early years of the debt crisis, the argument could be made that such action was sustaining the stability of the international banking system.But as the banks themselves adjusted to the crisis by reducing their exposure, strengthening their capital adequacy, provisioning, and expanding other lines of business, this systemic argument for lending by the IMF disappeared. Even critics who approach the issue from a rather different angle, having more in common with the ‘traditional’ criticisms of Fund conditionality, have concluded that the main beneficiaries of Fund lending to highly indebted developing countries during the 1980s were the international banks.Simply put, the claim is that it was positive net transfers from the Fund that financed negative net transfers with the banks. This is a claim that is at least superficially consistent with the evidence at aggregate level, but it is not an interpretation that finds ready acceptance—publicly at least—inside the Fund, where the accusation that it had bailed out the banks has been, often staunchly, rejected. Yet the criticism that the Fund failed in its dealings with the highly indebted countries during the 1980s has more dimensions to it than this.First, there is the argument that, along with others, the Fund misinterpreted the very nature of the debt crisis by treating it either as a liquidity crisis or as one of short-term internal adjustment rather than as a more deep-seated problem of structural adjustment which required important supply-side responses as well as the appropriate management of demand. This meant that the Fund opted to support new financing which assisted countries in meeting their outstanding debt-servicing obligations but which did little to restore medium-term viability to their balance of payments.The nature of the programmes supported by the Fund has, in relation to this, been criticized for an overemphasis on devaluation resulting from a desire to strengthen the tradable sector of the economy and thereby to facilitate debt servicing, and an over-ambitious attempt to achieve stabilization and liberalization simultaneously. A long-standing worry associated with the use of devaluation is that a shift in the nominal exchange rate will fail to alter the real exchange rate because of the inflation it generates.Devaluation is seen as destroying the ‘nominal anchor’, or to use the older jargon ‘reserve discipline’, that a fixed exchange rate provides. Is this not a particular worry in highly indebted countries where the inflation record is frequently very poor and where the reputation of governments as inflation fighters is often weak? Just as the counter-inflationary merits of fixed exchange rates were being acknowledged and accentuated in the context of the European Monetary System, were they not being neglected by the IMF ?Critics of the Fund’s approach to conditionality within the highly indebted countries have argued that, whereas devaluation may certainly be appropriate in some circumstances it may be inappropriate where the fiscal deficit is under control and where the income redistributive effects, particularly in terms of lowering the urban real wage, spark off political unrest and measures to restore real wages. In these circumstances, the price of non-tradeables may also rise, with the result that the relative price effect of devaluation on the internal terms of trade is lost.The dangers of a vicious circle, whereby inflation leads to devaluation which then leads to further inflation, have long been acknowledged in Latin American economies where there is a legacy of rapid inflation and a low degree of money illusion. Indeed, in the context of forward-looking models of economic policy which emphasise the importance of the government’s reputation, the vicious circle can take on an additional twist.Here the use of devaluation damages a government’s anti-inflation credentials; private agents anticipate devaluation and mark up prices ahead of it; the inflation thereby caused itself forces the government to devalue. Expectations become self-fulfilling and generate their own internal dynamics. The Fund has also been seen as being over-ambitious. Its stabilisation and liberalisation objectives have been interpreted as paying inadequate regard to the potential inconsistencies that may exist between them.Within developing countries, in particular, revenue from tariffs may be an important element in total government income. Tariff reduction can therefore exert a significant adverse impact on the fiscal balance unless this source of revenue is replenished by other tax changes. Evidence suggesting a falling rate of success in achieving programme targets is cited as supporting the claim that Fund-supported programmes in highly indebted countries have been unreali stic.In the case of intermediate targets, relating, for example, to aspects of credit creation, such a record reflects an increasing problem of non-compliance. Countries have often simply not complied with strategic elements in Fund-supported programmes. Some authors have again sought to explain this phenomenon in terms of the specifics of the debt problems with which highly indebted countries have been faced, the argument being that Fund-supported programmes have offered little domestic rate of return. The principal beneficiaries have instead been private foreign creditors.The distribution of the costs and benefits of the programmes has established a set of incentives that is antagonistic towards a high degree of compliance. The debt overhang has had the effect of weakening Fund conditionality through acting as a tax on necessary reforms, with one implication being that it has become increasingly difficult to muster the necessary domestic political support for such reforms (Sachs, 1989; Krugman, 1988). In this context it is claimed that debt relief is needed to create the necessary incentive structure to adjust.The Fund has been criticised for failing to recognise this. Indeed, its policy of ‘assured financing’, whereby IMF support was predicated on countries continuing to meet their outstanding obligations to the banks, has been interpreted as systemically discouraging the provision of debt relief by the banks and thereby impeding the resolution of the debt crisis. At the beginning of the crisis the Fund had some success in encouraging new commercial money inflows by making these a precondition of its support, but this insistence faltered as the banks’ reluctance to lend became more pronounced.Moreover, it is argued that the Fund’s inappropriate approach to the debt problem was reflected by its apparent neglect of the distinction between new financing and debt reduction—a distinction which was being accentuated in the academ ic literature as the 1980s progressed (Krugman, 1988). Critics suggested that this neglect again showed the Fund as being primarily concerned with cash flow rather than medium and longer-term problems.Yet, even in a short-run context, the different expectational responses to new money and debt reduction can cause different effects, with new money leading to further indebtedness and therefore the prospects of additional domestic fiscal and monetary problems. Statements emanating from the Fund about its own perception of its role in the debt crisis tended to side-step these analytical issues and stick with broader organizational ones, which emphasized its strategic importance as an ‘honest broker’ or catalyst (Nowzad, 1999).The Fund described its objective as that of normalising creditor-debtor relations and restoring country access to sustainable flows and spontaneous lending. The means to this end were to be vigorous and sustained adjustment efforts by the debtors, and a co-operative concerted approach involving creditors, the Paris Club, commercial banks and the export credit agencies. While recognising that progress had been uneven and vulnerable, by the mid-1980s the Fund was interpreting its overall record on the debt problem as ‘encouraging’ (Nowzad, 1999).At the same time, however, critics were assessing that, ‘the IMF’s recent record in the debtor countries is one of failure’ (Sachs, 1989a). Such disagreement persists because there is no universally accepted set of criteria by which the Fund may be judged. Apart from anything else, there is always the basic problem of the counterfactual: what would have happened if the Fund had done things differently?Accepting this difficulty, a superficial review of the empirical evidence suggests that the Fund’s record in terms of dealing with the debt problem of the 1980s was, at best, mixed. Certainly it managed to help avoid a major systemic international financ ial failure and this was no small achievement. But, by other criteria, no substantial or sustained degree of success can be claimed. By the end of the decade, creditor-debtor relations had not been normalised, and access to spontaneous lending had not been restored.Indeed, the creditworthiness of the highly indebted countries, as represented by the secondary market price of their debt, had continued to fall; net transfers to highly indebted countries were still significantly negative; a concerted and co-operative approach to the debt problem had not emerged; most debt indicators failed to show any notable or sustained improvement; and macroeconomic performance in the highly indebted countries was poor and often deteriorating, with forward-looking indicators such as the investment ratio and import volume suggesting bleak prospects for the 1990s.Even IMF-specific indicators were discouraging, with declining programme compliance, rising arrears and the increasing use of waivers. Episod ic successes existed but the overall picture was not reassuring. During a decade in which open economy macroeconomics became more sophisticated, the accusation was increasingly made that the model underpinning the Fund’s operations had failed to be modified and that it was out of date and inappropriate. Research of an excellent academic standard conducted within the Fund’s own Research Department was, according to this view, no longer having a significant operational impact.Indeed, and again at a superficial level, the empirical evidence seemed to suggest that the conventional caricature of a Fund-supported programme involving a combination of exchange rate devaluation and the deflation of aggregate demand through credit control was more accurate during the 1980s than it had been before (Edwards, 1989). At the same time as Fund-supported programmes were being criticised for lacking intellectual sophistication, evidence as to their adverse social and human implications was also being more systematically collected and coherently presented (Cornia et al., 1997; Demery and Addison, 1997).Increasing infant mortality and morbidity, malnutrition and falling life expectancy were now being attributed, at least in part, to IMF-backed programmes. And the design of programmes which emphasised reduced government expenditure rather than increased tax revenue was being seen not only as endangering important welfare schemes in developing countries, but also as reflecting the dominant current politico-economic paradigm within the developed countries, where the role of the state was under stark review.This in turn highlighted another area—the sequencing of reform—in which the Fund came in for criticism. Merely designing an appropriate programme of policies was now seen as inadequate; more consideration needed to be given to the order and inter-temporal distribution of elements of an adjustment programme, particularly as even research conducted within the Fund itself was beginning to suggest that Fund-supported programmes could have a negative effect on output, at least in the short run (Khan et al., 1996; Vines, 1990).Earlier models, which formed the basis for financial programming within the Fund, most notoriously the Polak model, had basically assumed away such an effect by making output exogenous. Yet even the more outspoken critics of the Fund’s handling of the debt crisis suggest that its approach changed towards the end of the 1980s, particularly after Michel Camdessus took over as Managing Director in 1987.This change of approach found expression in terms of a softening attitude towards debt relief, a change in the treatment of arrears, with the Fund becoming prepared to make loans while countries were in arrears with the banks, and an increasing concern for the effects of Fund-supported programmes on income distribution and the related recognition that income distributive effects might be important in determining the political, and therefore practical, feasibility of programmes.Although criticisms still remained, for example that the Fund placed too much reliance on voluntary forms of debt reduction which, given the associated free rider problems, should instead be treated as a public good, they became slightly more muted. If the Fund was still not coming up with right answers, at least, according to some critics, it seemed to be asking more relevant questions. Moreover, some of the broader criticisms relating to the input of the Research Department were suspended awaiting the impact of the appointment of a new Managing Director.On top of this there appeared to be a growing acceptance that macroeconomic stability was a necessary precondition for sustained economic development, and this took some of the sting out of the old debate about IMF conditionality. At the beginning of the 1990s private capital began to return to some of the lightly indebted countries, to the extent that some commenta tors claimed that the Latin American debt crisis was over. This was not the case in Africa, and it is unclear as to how significant the Fund’s input was in generating capital inflows. References Cornia, G. A. , Jolly, R. and Stewart, F. (eds) (1997)Adjustment with a Human Face: Protecting the Vulnerable and Promoting Growth, Oxford: Oxford University Press. Demery, Lionel and Addison, Tony. 1997. The Alleviation of Poverty Under Structural Adjustment, Washington, DC: World Bank. Edwards, S. 1989. ‘The International Monetary Fund and the Developing Countries: A Critical Evaluation’, Carnegie Rochester Conference Series on Public Policy 31. Finch, David C. 1988. ‘Let the IMF be the IMF’, International Economy, January/February. Krugman, Paul. 1988. ‘Financing versus Forgiving a Debt Overhang’. Journal of Development Economics 29.Khan, Mohsin, Montiel, Peter and Ul Haque, Nadeem (1996) ‘Adjustment with Growth: Relating the Analytical Approaches of the World Bank and the IMF’, World Bank Discussion Paper, Washington, DC: World Bank. Nowzad, B. (1999) ‘The Debt Problem and the IMF’s Perspective’, in Graham Bird (ed. ), Third World Debt: The Search for a Solution, London: Edward Elgar. Sachs, Jeffrey D. 1989a. ‘Strengthening IMF Programmes in Highly Indebted Countries’, in C. Gwin and R. Feinberg (eds).The International Monetary Fund in a Multipolar World: Pulling Together, US-Third World Policy Perspectives No. 13, Washington, DC: Overseas Development Council. Sachs, Jeffrey D. 1989b. ‘Conditionality, Debt Relief, and the Developing Country Debt Crisis’, in Jeffrey D. Sachs (ed. ), Developing Country Debt and Economic Performance, Vol. 1. International Financial System, Chicago, IL: University of Chicago Press. Stiglitz, Joseph E. 2003. Globalization and its Discontents. New York: Norton. Vines, David. 1990. ‘Growth Oriented Adjustment Programmes; A Recons ideration’, London: Centre for Economic Policy Research Discussion Paper No. 406, March.

The List of All U.S. Colleges With a Modern Languages Major

If you are interested in learning another language and increasing your understanding of a foreign culture, a modern language major could be the track to a fulfilling college experience and an array of interesting career paths. Keep reading to learn the reasons for studying modern languages, gain insight on what it takes to get into a top program, and see a comprehensive list of all the U.S. colleges with a modern languages major. The simplest reason for studying modern languages in college is that you’re interested in learning more about the world in which you inhabit. Languages considered for a degree in modern language are French, Spanish, German, English, Russian, Chinese, Arabic, and Japanese. More than learning how to speak and write a language, modern language majors gain an understanding of language as a system and its function within a social context while also learning about the culture, media, and politics of the regions that speak it. Â   The ability to effectively communicate with people with a different language and cultural context is becoming an increasingly valuable skill in a more globalized world. Graduates with a degree in modern languages are natural fits for positions as interpreters and translators, consultants and relations specialists for international businesses and tech developers, and in education. The median annual income for interpreters and translators in 2018 was $49,930 according to the Bureau of Labor and Statistics (BLS), which is slightly higher than the average national salary. The BLS also projects an abundance of opportunities in the future for interpreters, as they anticipate 18% growth in the field—more than twice as fast as the national average. Another good reason to study a foreign language? A Wharton and LECG Europe study found that studying a second language is correlated with about 2% more in annual income. In addition to being equipped for a language-related job, students studying modern languages also graduate with a host of skills that easily transfer across industries. Modern language majors are adept at communicating, adaptable to different situations and people, and multi-taskers. Learning a new language also makes students more aware of the use of their native language—making them better writers, speakers, and conversationalists. The ability to speak a second language makes a student more employable by helping them stand out from a field of applicants—this is especially true in globalized industries. Only about 10% of the U.S. population is multilingual—for comparison, in Europe, 52.7% of the population is multilingual—meaning when applying for a job there is a strong chance you’ll be the only multilingual candidate. In fact, a study by The New American Economy shows that between 2010 and 2015, the demand for bilingual workers more than doubled—going from 240,000 jobs to 630,000. No different than students hoping to study engineering, chemistry, or history, students seeking admission into top schools to pursue modern languages will need a robust college profile. One of the best ways to attract the attention of admissions officers is to maintain a strong GPA, high class rank, and show a willingness to challenge yourself academically by taking advanced courses, particularly in language and the humanities. Another fantastic way to stand out amongst a crowded field of applicants is through your extracurricular activities. Participation in your high school’s foreign language club, volunteering in a community where English is a second language, and tutoring are all tremendous ways to demonstrate an interest in a foreign language outside of the classroom. But don’t forget to highlight any interests outside of language as well! Sports, music, art, and volunteering are just a few of the activities that help admissions officials get a more comprehensive understanding of a student apart from their GPA and standardized test scores. Our Early Advising Program is a great way for 9th and 10th graders to get a head start on the college applications process. Paired with successful students at top-30 schools, high schoolers are advised on everything from choosing classes to what extracurricular activities to participate in—learning from students who just successfully navigated the application process and were admitted to a top school. Our College Strategy Program is designed for students further along in the college application process, helping high school juniors create college lists, solidify their college profile, and maximize this critical time in the admissions process. Most importantly, this program assists students in gaining admission into their first-choice schools—73% of participants enrolled in our College Strategy Program are accepted to top-20 schools. Estimating your chance of getting into a college is not easy in today’s competitive environment. Thankfully, with our state-of-the-art software and data, we can analyze your academic and extracurricular profile and estimate your chances. Our profile analysis tool can also help you identify the improvement you need to make to enter your dream school. If you’re preparing to build your college list and are thinking about pursuing a modern language major, you’re in luck—we’ve taken the first step for you. Below is a list of all the colleges and universities in the U.S. that offer a modern language major. Anderson University (South Carolina) Arkansas State University | A–State Auburn University at Montgomery | AUM Austin Peay State University | APSU Bowling Green State University | BGSU California Baptist University | CBU California Lutheran University | CLU California Polytechnic State University | Cal Poly California State Polytechnic University, Pomona | Cal Poly Pomona California State University, Bakersfield | CSU Bakersfield California State University, Chico | CSU Chico California State University, Dominguez Hills | CSUDH California State University, East Bay | CSU East Bay California State University, Fresno | CSU Fresno California State University, Fullerton | CSU Fullerton California State University, Long Beach | Long Beach State California State University, Los Angeles | Cal State LA California State University, Monterey Bay | CSUMB California State University, Northridge | CSUN California State University, Sacramento | Sacramento State California State University, Stanislaus | Stanislaus State California State University Channel Islands | CSU Channel Islands California State University San Marcos | CSUSM Catholic University of America | CUA Central Washington University | CWU Charleston Southern University | CSU Christopher Newport University | CNU Coastal Carolina University | Coastal College of Mount Saint Vincent | CMSV College of Staten Island | CUNY CSI College of the Holy Cross | Holy Cross College of William & Mary | William & Mary Colorado State University–Pueblo | CSU Pueblo Concordia University Wisconsin | CUW Eastern New Mexico University | ENMU Eastern Washington University | EWU East Stroudsburg University of Pennsylvania | ESU East Tennessee State University | ETSU Fayetteville State University | FSU Florida International University | FIU Florida State College at Jacksonville | FSCJ Franciscan University of Steubenville Georgia Institute of Technology | Georgia Tech Grand Valley State University | GVSU Hobart and William Smith Colleges | HWS Indiana University Bloomington | Indiana Indiana University Northwest | IU Northwest Indiana University of Pennsylvania | IUP Indiana University – Purdue University Indianapolis | IUPUI Indiana University South Bend | IU South Bend Indiana University Southeast | IU Southeast Jacksonville State University | JSU Kutztown University of Pennsylvania | KU Lock Haven University of Pennsylvania | LHU Mansfield University of Pennsylvania Massachusetts Institute of Technology | MIT Metropolitan State University of Denver | MSU Denver Middle Tennessee State University | MTSU Millersville University of Pennsylvania | MU Minnesota State University Moorhead | MSUM New Jersey Institute of Technology | NJIT North Carolina A&T State University | N.C. A&T North Carolina Central University | NCCU North Carolina State University | NC State North Dakota State University | NDSU Northeastern Illinois University | NEIU Northeastern State University | NSU Northwest Missouri State University Notre Dame of Maryland University | NDMU Oklahoma State University–Oklahoma City | OSU–OKC Our Lady of the Lake University | OLLU Pennsylvania State University | PSU Point Loma Nazarene University | PLNU Queens College, City University of New York | CUNY QC Rochester Institute of Technology | RIT Rutgers University–New Brunswick | Rutgers Saginaw Valley State University | SVSU Saint Mary’s College of California | St. Mary’s Saint Mary’s University of Minnesota | SMU Sam Houston State University | SHSU Sewanee: The University of the South | Sewanee Slippery Rock University of Pennsylvania | SRU South Carolina State University | SCSU Southeastern Oklahoma State University | SOSU Southeast Missouri State University | SEMO Southern Connecticut State University | SCSU Southern Illinois University Carbondale | SIU Southern Methodist University | SMU Southwestern Christian College | SwCC Southwestern Oklahoma State University | SWOSU St. John’s College | SJC (New Mexico) St. Joseph’s College (New York) | SJC State University of New York at Cortland | SUNY Cortland State University of New York at Fredonia | SUNY Fredonia State University of New York at New Paltz | SUNY New Paltz State University of New York at Old Westbury | SUNY Old Westbury State University of New York at Oneonta | SUNY Oneonta State University of New York at Oswego | SUNY Oswego State University of New York at Plattsburgh | SUNY Plattsburgh State University of New York at Potsdam | SUNY Potsdam Stephen F. 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