Considering how much it costs us, and considering that our children and grandchildren spend so much time at it, one would think that we adults would give more thought to it. Even worse, despite all of the contemporary (and constant) talk about "reforming" education, the basic components have not changed.

The politicians of today, and the typical educator, make it sound like education is so complex that regular citizens would find it hopeless to try to comprehend it. However, a quick review of your family dictionary will bring you a pleasant surprise. One common dictionary says simply:

"Education -- The process of training and developing the knowledge, mind, character, etc., especially by formal schooling."

Notice, please, that the definition of "education" will naturally lead you to think of some common synonyms. My thesaurus reads:

"Education -- edification, instruction, study, schooling, direction, tutelage, training."

From cradle to kindergarten there are many graphic illustrations of our little ones being "educated." They are continually "discovering" new things. Each "discovery" can lead to more advanced "discoveries" as the child learns about himself, his family, neighborhood, church -- his whole world. Those same principles continue throughout childhood and youth. Some "discovering" is totally informal, but the experiences of attending school are usually more structured. The totality of this "discovering" is the heart of the teaching/learning experiences that we call education.

One should notice that the definition of education has three key words. The dictionary says:

"Process -- a continuing development involving many changes."

"Train -- to guide or control the mental, moral, etc. development of; bring up; rear."

"Develop -- to cause to grow gradually in some way; cause to become gradually fuller, larger, better, etc."

These three words tell us that education, by its very nature, is more involved than at first appearance. To the conscientious Christian family, the process, training, and development must be "just right." (Caution! It is natural for parents to seek what they deem as a "perfect" education for their children. No such situation exists. We will find it only in Heaven.)

Parents are responsible to God for the education of their children. Unless a family lives on an otherwise uninhabited island, every family chooses other individuals to assist in aspects of education, be they a teacher, coach, principal, baby-sitter, tutor, or pastor. But while some may assist, the God-given responsibility cannot be given away.

Education takes work -- hard work. It is a sobering responsibility. Upon examination, there are four basic components of education, of schooling, of directing. These have not changed from century to century. Look at this listing and a brief summary of each component.

1. Development Of Intelligence. Remember that the definition of education includes "knowledge" and "mind." This would probably be the first idea that enters the minds of parents. However, on deeper reflection, the development of intelligence includes three major components. Incidentally, illustrations of all three can be found in the Holy Scriptures.

1. Develop A Knowledge Base. This is often referred to as a student gaining a "basic education." It includes learning the core curriculum (reading, writing, arithmetic, spelling, etc.) at the elementary level and learning content in "academic" courses as one proceeds into and through the secondary grades.

2. Develop An Ability To Reason And Think. From a child's earliest years, every parent should be helping that child develop the skills needed to conquer new situations and experiences. It is impossible to "teach" everything. All of us, and every child, need to gain skill in taking what we know and applying it to a previously unknown situation. All adults that work with children should realize that they seek to develop these skills within the children in everyday experiences. In formal education, we do the same things in an organized fashion. We integrate activities into the classroom so as to bring opportunities for reasoning and thinking skills development into the schooling experiences of every child. Two formal terms that might be familiar to all parents are "inductive reasoning" and "deductive reasoning." Other aspects include teaching a child to use his knowledge base to confirm what is right or wrong.

3. Develop The Talents And Abilities Of Each Student. Historically, it is noted that every child needs a knowledge base and that every child needs reasoning and thinking skills. But it is also acknowledged that every child is unique in the areas of talents and abilities. We that educate are charged with developing those uniquenesses as part of the schooling experience.

2. Development Of Character. A key component of education is the development of an inner system of "rights and wrongs," an inner system of how to conduct one's life. Lest it surprise you to have this listed as part of "education," please look at the dictionary definition. Every child is educated in this arena. Every school is distinctive. The difference is only in what kind of character system is implemented in the child. It could be based on conservative ideas, relativism/situation ethics, a Judeo-Christian ethic, humanism, strict Bible teaching, or whatever. But it is impossible to educate without character, and it is impossible to have character without it being transmitted through education.

3. Development Of Livelihood Skills. There comes a time when a typical student ceases a life with books, teachers, and classrooms, even a time when he wants an independent life with prospects of spouse, family, job, house and car, managing time and money and responsibilities, etc. Again, every school teaches these skills, but the philosophy at each school will vary greatly.

4. Development To Fit In One's Culture. In this sense, education is the current generation of adults passing their common thinking on to the next generation. Education typically defines this role as "passing on" a culture, usually with thought of "improving it," from generation to generation. Like each other part of education, there is a core of material to which all can agree. We should be passing on our language, an understanding of our coinage and geography, and certainly the knowledge of what side of the road to drive a car! However, there is wide diversity among schools, and teachers, as to other aspects of culture. Contemporary illustrations could include how a school addresses "alternate lifestyles," alcoholic beverages, use of spare time, family living, religion, sports, and money. Some system of thought, and action, will be taught.

Those are the four distinct components of education, of schooling. Having listed and summarized them, it is wise to make a number of practical observations.

• Parents who are not concerned about spiritual things have little focus about education beyond what education will do for their children now -- in this life. For them, a good education may bring a desired job with good pay or opportunity for promotion. A good education may bring opportunity for advancement in academia. A good education may bring pleasure through fitting into the modern culture, and even greater social standing.

• Parents who have been born again spiritually and saved by the blood of Christ shed on Calvary's cross already know they have nothing to fear from the White Throne Judgment. But they will be facing the Judge at the Judgment Seat of Christ. These parents are concerned about a good education for now -- and for eternity. These parents are wise to be students of the Scriptures, discovering what God says is acceptable to Him. What principles pertaining to child rearing and education can be found in the Scriptures? For example, what principles can be learned from these three passages -- Matthew 5:29-30; 6:25-34; and 16:24-26?

• Every aspect of education can be shaped to accomplish godly or ungodly purposes. An individual fact will never change. But when facts are placed together to form a subject or academic discipline, the perspective and philosophy of the teaching adult(s) and the institution that they represent (likely some school) will shape the education.

• Every word that describes something in education can be subverted so as to mean something different from the traditional definition. This is a common practice with modern educators who look for opportunity to persuade parents and citizens that they are worthy to be entrusted with the children. Educators are expending millions of dollars with public relations firms to "sell" their product. Naturally, they will use as many conservative, traditional words as possible, and the subverting of the old definitions occurs in all aspects of education. The wise parent must look beyond the surface words to look at the essence of what is really included in an education. Here are practical examples. One can refer to reading programs as containing phonics when they are not old-line intensive phonic. One can talk about developing reasoning when he is really teaching decision-making apart from parental authority. One can talk about standardized tests when the published materials are not testing academic achievement, but values and attitudes. One can have his student take a course in history only to find that "history" has been rewritten to conform to the philosophical presuppositions of the presenter. Words are important, but one must not be taken in by a charade.

• There is no such thing as an amoral education. That is an oxymoron. One cannot have an education that is free from values and attitudes. They are interwoven into the curriculum -- always. They cannot be removed. A parent must guide that the type of education is in agreement with his philosophy of life and his wishes.

• There is no such thing as an academic education that leaves out the other three components of education. Again, that is an oxymoron. Yes, many parents are protesting OBE and similar modern educational ideas in their state schools. But, no, a state school cannot be created that teaches only cognitive education. Some philosophy of character, livelihood skills, and a view of culture will be part of all education.

• It is possible to have a strong academic education that is devoid of spiritual virtue. There are many who are smart but who are spiritual fools. However, a truly Biblical education cannot be devoid of strength in all four components of education.

• Of the four components of education, it is easiest for parents to compensate for weaknesses in the intellectual development area than in any other area. There are many ways this can be done. (Start by limiting the TV, frequenting the library, planning family activities that will challenge and stimulate toward discovery, and place education on a higher level than things like entertainment, sports, and teenage jobs.)

• To the conscientious Christian family seeking to implement their values into their children and youth, the most dangerous parts of education are not the printed curriculum. Yes, some texts contain materials graphically violating Biblical standards. But at least a parent can see the offensive materials. However, no one can observe every word, every gesture, every non-verbal communication that teachers might use in a day, let alone in a year, of school activities. Yet every one of these is educating the student. (It should be obvious that a good Christian school will use both Christian texts and have a staff that uses Christian methods, communications, and role modeling.)

• For the most effective education, all three prongs, the home, the church, and the school, must be united in purpose. A Bible-centered, local church-oriented Christian school with a professionally trained staff is the best alternative that a family can choose in most situations. However, choosing that alternative does not free the parent from the responsibility to regularly and fervently pray for the salvation and spiritual growth of the child and to work at building a strong three-pronged effort to educate the child to be acceptable in God's sight.

Yash Bhatt Education is a Key to Success Education gives me knowledge of the world around me, while opening doors to brilliant career opportunities. Education builds confidence to make decisions, to face life, and to accept successes and failures. The best way to reach career success is to map out a strategy and set goals. College is a choice, it is the beginning of a life long journey that will shape and determine future choices, decisions and purposes. Education will provide me with skills, knowledge and will lead me to a productive lifestyle. Tidewater Community College is really a stepping-stone towards success. The reason why I am attending TCC is because, it fits my budget, and it was easy for me to get in by doing the placement test. It is also close to my home so I find it very convenient this way I save on gas, and stay with my parents so I do not have to pay for living. My career goal is to transfer to a four year university and finish my degree in Mechanical Engineering.

Why a good education is the key to success

Education is the key to a successful future and the key element in helping men and women developing to their full potentials.  Learning opens doors of opportunity that are only available to those who seek it out and put their hearts and souls into it.  Through education and becoming exposed to added knowledge and experiences, people can find for themselves what they are best suited or most interested in doing for the rest of their lives.  Success is defined differently by every individual person and education is an important tool in both creating a personal definition of success and eventually making it reality.

Making the decision to take advantage of all educational opportunities that are available is not something that is necessarily easy, oftentimes it takes effort to seek out those opportunities that could potentially help to further develop talents and abilities that we may already possess.

Education is not limited to school buildings and institutions.  While a great deal of learning can come from teachers, professors, books, and classrooms, these are not the only avenues of education and should not be seen that way.  Any way a person can educate themselves or learn more about the world around them is key in establishing a successful career and future.  It's rarely the knowledge and facts that you know that carry you up the career ladder and into the realms of success but rather than connections you make with others and how fast you can think on your feet and solve problems and generate new ideas.  Those who can work independently and can be counted on in the toughest and most trying situations are those that will be most sought out by the professional world, whether that profession happens to be carpentry, engineering, teaching, medicine, or anything else. 

Simply getting by and passing classes in school is not enough.  In order to get a good education, we have to put a great deal of effort into it and make the most of it.  We have to be willing to learn new ideas, try new concepts, and experiment with what we are unfamiliar.  Education is the key to success because everything involved in the process of education involves the intake of new knowledge, the application of new techniques, and the connection of new information with what we already know or have experienced.  When we allow ourselves to be exposed to new knowledge and experiences, we then empower ourselves to fully live up to our own definition of success and contribute to the world around us to our fullest potential.

G R E A T B R I T A I N

	General Education	Menu
		General Information Visa Requirement Living Conditions General Education

Education in Great Britain is compulsory and free for all children between the ages of 5 and 16. At the age of 16 about 2/3 of pupils leave school and get jobs. About 1/3 stay at school until the age of 18. There are about 30,000 state schools with 2,000 private fee-paying schools. PRIMARY SCHOOLS Children attend a primary school for 6 years, from 5 to 11. Primary school may be housed in a single building with two departments: Infant and Junior or in separate schools, Infants (5 to 7) and Junior (7 to 11). SECONDARY SCHOOLS A comprehensive school offers 5-year courses to pupils of all levels of ability. Promotion to a higher class every year does not depend upon examination results, it is almost automatic. Pupils never repeat the year. THE NATIONAL CURRICULUM One of the most important changes in education brought the Education Reform Act in 1988. It was the introduction of a National Curriculum for children aged 5 to 16 in all state schools. It consists of 10 subjects which all children must study at school. They are: Foundation subjects: English, Math, Science, a modern foreign language (for 11-16 year olds), Technology and Design, History, Geography, Music, Art and Physical Education. Religious Education is required for pupils as part of the basic curriculum, although parents have a right to withdraw their children from religious classes. Pupils progress in subjects is measured by written and practical tests. EXAMNATIONS GCSEs and A-levels (Advanced level examinations). GCSEs stands for the General Certificate of Secondary Education. Pupils sit for the GCSEs exams at the end of 5-year course. They usually take as many subjects as possible. Weak students may only sit for three or four subjects. Better students will take five or six. More ambitious pupils continue with 6th form. They remain at school for two more years and take their A-level exams. THE SIXTH FORM Most secondary schools have 6th-form departments providing one- or two-year courses. Some pupils, however go to a special 6th-form college, where the atmosphere is less like at school and where they are treated as adults. At the 6th-form stage students are highly specialised in three or four subjects which will prepare students either for entry to University, Polytechnic or College of Further education, or for direct entry into employment in industry or commerce.

Higher Education

    There are about 90 universities, including the Open University, Oxford, and Cambridge, that were established in the 13th Century. The 15 city technology colleges in England teach the national curriculum but with an emphasis on science, technology, and mathematics. Applying to a Higher Education Institution If you are a student of any nationality applying from a non-EU country, your application will be processed and copies sent to the universities and colleges you have chosen at any time between 1 September 2001 and 30 June 2002 for entry in the year 2002. The closing date for Oxford and Cambridge, and for applications to medicine, dentistry and veterinary science/medicine was 15 October 2001. To have a good chance of getting a place you must apply before 30 June. The guarantee for a good spot lessens after 15 January 2002. You should check the deadline for individual universities and colleges. If you apply early, this will give you enough time to make immigration, travel and accommodation arrangements. Apply as early as possible. If you are a student from a non-EU country wishing to apply to one choice only, and you already have the necessary qualifications, you may apply at any time in the applications cycle. However, before completing an application form you should contact your chosen university or college for advice. Reference Information

The reference on your application form should be completed by someone who knows you well enough to write about you but is not: *a member of your family *a relative *a friend It needs to be a full written reference and to include more than just the name and address of your referee. If you are at school or college, or you have left recently, you should ask your head teacher, principal, teacher or tutor. If you are a mature student ask a responsible person who knows you to be you referee for example, an employer, careers officer, teacher, or a senior colleague in employment or voluntary work. If you are engaged in military service you may wish to ask your unit commander. Writing the reference? Please pass this information to your referee. Please write in English. If the first language of the applicant is not English, please comment on the applicant's ability to write and speak in English and indicate whether any studies were taught in English. Please explain any breaks in education and also explain how the student compares with others in his or her class. Check the applicant has completed the form correctly and has attached the completed and stamped acknowledgement card, international reply coupons (if appropriate) and the correct fee. Please use black ballpoint pen or type the reference. The type size must be 12 point or larger. Do not separate the two halves of the form. If you are using a word-processor, you can order a stick-on version of the reference page to use in your printer (email: distribution@ucas.ac.uk). Please write as clearly as possible as the application form will be reduced in size during processing. At the top of the page, in the spaces provided, give your name, how you know the applicant (for example, employee) and the name and address of your school, college, company or organization. After the applicant's name, please give the reference. Do not repeat the information that the applicant has given, unless you want to comment on it. To help the universities and colleges, try to comment on the applicant as follows: ·    academic achievement and potential, including predicted results or performance ·    suitability for the courses/subjects applied for ·    any factors that could influence, or could have influenced performance ·    personal qualities, such as motivation, powers of analysis, communication skills, independence of thought. ·    career plans ·    any health or personal circumstances that affect the application ·    other interests or activities ·    English Language courses Most universities and colleges provide English language courses and other forms of support to help you with your studies. The British Council also provides information about English language support. You may want to have English classes when you arrive in the UK. Do not make any firm bookings without talking to your university or college first. Most universities and colleges offer specialist English support for their students. If you want to find out about other English classes in the UK, information is available from The Association of Recognized English Language Services (ARELS) web site: www.arels.org.uk, or The British Association of State English Language Teaching (BASELT) web site: www.baselt.org.uk. Studying part-time You can study part-time in any of the following: first degrees, postgraduate courses, short courses and diplomas. Ask the university of your choice about their part-time courses. Part-time courses start at any time and run for different lengths. Applications for Open Universitys can be made at any time and usually start in February. Visa Extensions When you want to stay longer than your visa permits, you must extend your student visa. The Home Office can take a long time to process applications and you are advised to allow plenty of time. Your university's international office will help you with this but here are some basic tips: ·    Your application should be made before the date your permission to stay expires. ·    You can apply to extend your visa one month before the expiration date. ·    You can apply in person or by post. You will need these formal documents: ·    bank statements ·    building society passbook ·    or wage slip, relating to the last three months. Keep your bank statements. It would cost you to ask a bank to reprint your statements. By post Your completed application form and any necessary documents can be sent to the following address: Immigration and Nationality Directorate