Modernism And Its Impact On Art And Architecture - 1536 Words

†¢ Modernism in oxford dictionary is defined as â€Å"A style or movement in the arts that aims to depart significantly from classical and traditional forms.† While this explanation defines modernism in design and architecture very clearly, roots of modernism are deeper. The movement of modernism has affected arts and design forever. Modernism was a start for designers to move forward and start making necessary changes to their pieces. As discussed before during the module a design needs to be functional and futuristic this only started to become the center of the attention of artist as the modernism took place. Unnecessary details were removed and everything became more simplified and artists had a whole new aspect of design to work with and†¦show more content†¦In 1911 he joined the German labor league. The German labor league was founded to ally designers with machine production. Gropius believed that it was the designer s job to ‘’breathe a so ul into the dead product of the machine’’. During his lifetime, he designed many famous buildings such as the Bauhaus school building and faculty housing which was aimed at the design master teachers and himself to live in. The school was moved from Weimar to Dessau 1925 because of Nazis. Following the movement of the school Walter Gropius Designed a series of semi-detached houses which is known to be Bauhaus facility housing. Lyonel Feininger, Oskar Schlemmer, and Gropius himself lived in these houses which were built in a pine forest near the Bauhaus school. He also was the designer of Harvard University Graduate Center and the United States Embassy in Athens. He was against emulation. Therefore, he was able to break the boundaries and make the purpose of his designs to not be masked behind unnecessary details. He invented a purposeful futuristic way of design. Which has to this day been inspired by. †¢ Walter Gropius could not draw Therefore he hired someone to assist him for getting in his homework done, yet he became one of the founders of a revolutionary design school alongside Ludwig Mies van der Rohe and Le Corbusier. This was all achieved because of his unique perspective towards arts andShow MoreRelatedModernism And Its Impact On Art And Architecture Throughout The Twentieth Century2528 Words   |  11 PagesModernism first began towards the end of the nineteenth century and was mostly noticeable in art and architecture throughout the twentieth century, also having a large influence on typography and graphic design methods. It changed both these ways of communication by creating a more clean-cut and distinct typeface, which would later be utilised worldwide. 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As he watched this chasm grow between his profession and the push for progress, he felt compelled to express his criticisms on the contemporary state of affairs, as well as the bold, comprehensive vision he himself carried for the future. He did so through essays in his magazine L’Esprit nouveau, and sev eral of these were collected and published as a book in 1923 titled Vers une architecture (literally Towards an Architecture thoughRead MoreModernism, Modernity and Modernisation: Urban Growth in Melbourne Between the Wars1533 Words   |  7 Pagesand publications, Australia first came into contact with Modernism in the mid-1910s. The modernist movement in Australia was at it’s most influential for over five decades, including global wars, economic depression, technological advances and massive social change. (http://australia.gov.au/about-australia/australian-story/modernism) This article, however, will be focusing on Australia’s development of Modernity, Modernisation and Modernism between the inter-war period of 1919 to 1939. With an everRead MoreThe Salk Institute For Biological Studies1040 Words   |  5 PagesAmerica’s most influential modernist architects , as well as one of the master builders of the Twentieth Century. The significance of the Salk Institute is that it promoted the reintroduction of historical architecture into modernism, as well as displaying Kahn’s ability to create monumental architecture that responded to human scale. From Brutalism to Postmodernism to Minimalism, Kahn’s many directions and superficial fashions can be traced to roots in his original oeuvre. The timelessness of the designRead MoreArt Deco And Buhaus Essay993 Words   |  4 PagesArt deco and Bauhaus are best known as the forms of art that changed previous views of artwork during the 1920s and 1930s. 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Policy and Structure of education in different countries Free Essays

Education is indispensable to last in today ‘s universe. To go on in instruction is non merely good for endurance, but plays a critical function in success and the hunt of ends. Education progresses because engineering and society advancement. We will write a custom essay sample on Policy and Structure of education in different countries or any similar topic only for you Order Now Society is altering at a really fast gait therefore doing uninterrupted instruction a necessity in today ‘s trade market. The usage of uninterrupted instruction and the hunt thereof, is important to single success. As important and of import as instruction is, simply obtaining it is non plenty. It should be continuously pursued and used appropriately. Harmonizing to Steyn A ; Wolhuter ( 2008:2 ) educationalists realize that instruction has restrictions to consequence alterations in society, but instruction is an of import tool which society can utilize to recognize the alterations they want. It is an of import instrument that can non be used by itself, but to help world to fix themselves for the challenges of the 21st century. â€Å" In order for instruction to be an effectual instrument in helping worlds for alteration, the construction and operation of the instruction system, as the vehicle of effectual instruction, should run into certain demands. † ( Steyn A ; Wolhuter, 2008:2. ) Education policy Purposes The purposes of the instruction system point toward the awaited criterions to be reached over a longer term of office or term from approximately five to ten old ages. These purposes signifies the mileposts such as part to society, fulfilling of personal endowments, fulfilling of civic duties, transporting tradition frontward, supplying the engine for economic growing, supplying the work force with the necessary basic ‘academic ‘ accomplishments and supplying persons with chances, enlightenment and cognition to be reached in order to fulfill the vision and mission of that peculiar instruction system. The Aims These are the mileposts to be reached over a shorter period of clip from one to five old ages. These aims have the inclinations to make the purposes of the instruction system, thereby gaining the vision and mission of a peculiar system. Goals The ends of an instruction system find the boundaries wherein the system should work. The end describes the ideal personalities of the underlying beliefs, the educational services, the scholars and the pedagogues as the most of import constituting parts of the instruction system. The end is normally given in more general spiritual, societal, economical and political footings. The construction in general The instruction system is a good logically structured and multifaceted entireness dwelling of different parts which can be named the mechanism or subdivisions of the instruction system. These subdivisions are referred to as the instruction system policy, the instruction system disposal, the model for instruction and the support services. Different constituents of the instruction system can be located i.e. the instructions systems Acts of the Apostless, the ministry of instruction, the sections of instruction, school councils and different types of instructions establishments ( Steyn A ; Wolhuter, 2008:4. ) These systems must be ordered harmonizing to a specific program in order to be an effectual and functional organic structure. The construction for instruction and preparation degrees and plans The degrees on which instruction is being provided in the peculiar instruction system are indicated by the instruction degrees. Conventional degrees in the system are the pre-primary, primary, secondary and third degrees. The school old ages with respect to the degrees may differ from instruction system to instruction system. It is high that the entry points and issue points, mandatory instruction and relevant entry demands with respects to these degrees are explained. The educational plans are reported harmonizing to the topics that are included in each plan on each degree. As a consequence of this, the component presents the organisation of educational plans on the different degrees, through which the educational demands of the mark group are provided for. Education establishments â€Å" This component describes the organisation of instruction establishments on different degrees. † ( Steyn A ; Wolhuter, 2008:7 ) . The purposes of the instructions establishments every bit good as the correlativity between the different instruction establishments every bit good as the different types of instruction establishments are explained. Curricula and distinction Curriculum and distinction is a unfastened term mentioning to the demand to modify learning environments and patterns to bring forth appropriately different larning experiences for different scholars. Keirouz ( 1993 ) suggests typical processs in the instance of gifted and gifted pupils include: canceling already mastered stuff from bing course of study, adding new content, procedure, or merchandise outlooks to bing course of study, widening bing course of study to supply enrichment activities, supplying class work for able pupils at an earlier age than usual, and composing new units or classs that meet the demands of talented pupils. Learners The human ecology of the scholars is reported on the figure, age, gender, rural or urban colony and makings obtained by the scholars. Admission demands and codifications of behavior, drop-out figures and learner-classroom ratio is besides taking in history. Educators Information sing the human ecology of instructors includes the figure, age, gender and rural or urban distribution. The pre-service and in-service preparation chances of instructors are provided every bit good as other relevant information i.e. codifications of behavior and the instructor scholar ratio. 3.6 Physical installations This is the physical country where instruction is administered. The schoolrooms, talk suites, and research labs should be mentioned. The handiness of necessary installations, the allotment, use and the costs of installations will be indicated. Describe the two constituents in South Africa, Namibia and USA Policy SOUTH AFRICA 4.1.1 The purposes and ends of the South- African educational system: In the White Paper on instruction and preparation ( March, 1995 ) the following were accepted as guidelines. It besides includes the National Educational Policy Act: Education and preparation are basic human rights and the province has the duty to protect these rights. All the citizens of South Africa should hold the chance to develop their potencies and contribute to the development of the community. Parents and defenders of kids have the primary duty for the instruction of their kids. The parents have the right to take the signifier of instruction for their kids, capable to the sensible precautions required by jurisprudence. The parents rights include chose of linguistic communication every bit good as the cultural spiritual footing of instruction. The province has the duty to supply aid to those parents who can non themselves decide decently on their educational hereafter of their kids. The educational policy should enable all persons to value, have success to and win in womb-to-tomb instruction and preparation of good quality. The equal entree to basic instruction and preparation which includes more than school instruction should be guaranteed to all. An increasing scope of larning possibilities offering the scholars greater flexibleness in taking should be provided. All the historical inequalities should be redressed. State resources must be deployed harmonizing to the principal of equity to supply the same quality of larning chances for all. The rights of scholars and pedagogues should be equitably protected including the policy of affirmatory action. The proviso of quality instruction and preparation is indispensable and should be provided in an incorporate manner harmonizing to the National Qualification Framework. ( NQF ) . Communities must accept ownership for their schools and legitimate, representative regulating organic structures should be instituted. The rule of democratic administration should progressively be promoted and should be characterized by audience with all relevant involvement groups. The civilization of instruction, larning and direction should be restored and the civilization of answerability should be created. The end of instruction and preparation should be to set up a democratic, free, equal, merely and peaceable society in South Africa. The diverse spiritual, cultural and linguistic communication traditions should be respected and encouraged. Education in the humanistic disciplines should be promoted. Education should advance the common democratic values and the importance of the due procedure of the jurisprudence and civic duty. Education should advance independent and critical idea. Differentiated instruction should fit the scholars with the competences required by the economic system and calling development. Mathematicss, Science and Technology instruction are critical to human apprehension and economic promotion. Environmental instruction should be promoted to help the enjoyment of nice quality of life and sustainable usage of natural resources. The rules of achievability, sustainability, efficiency and productiveness of the RDP should organize the footing of all activities of instruction. 4.1.2 The aims of the National Education Policy Act: The aims of the National Education Policy Act, 1996 ( Act 27 of 1996 ) are to supply for: The finding of national instruction policy by the curate in conformity with certain rules. Guidelines for audiences to be undertaken anterior to the finding of policy and constitution of such organic structures. The publication and execution of policy ; and To supply for the monitoring and rating of instruction. Namibia 4.1.1 The purposes and ends of the Namibia educational system: Harmonizing to the Government Policy papers, Toward Education for All – A development Brief for Education, Culture and Training ( 1993 ) , a clear vision was translated. At the helm of, Toward Education for All ( 1993 ) are four major ends: entree, equity, qualities and democracy. For Access it was stated that the Government ‘s first committedness is to supply cosmopolitan Basic Education. Ultimately, every Namibian is to hold twelve old ages of general comprehensive instruction. Basic instruction is intended to guarantee that by the twelvemonth 2000, the bulk of the citizens will hold acquired basic accomplishments of reading, composing, numeracy and understanding socio-cultural procedures and natural phenomena. This is the lone manner we can process with some hope into the following millenary ( Education for All, 1993:33 ) . On the issue of quality instruction, ( Toward Education for All ) puts it that its major committedness is to do our schools good schools and to offer high quality of formal options to formal school ( p.37 ) . It goes on to state that we are all scholars. Learning is a womb-to-tomb activity. Bettering the quality of our schools is a duty we portion. We all have a critical interest in the success of our attempts ( p.40 ) . Namibia devotes a big part of its fiscal resources to instruction in every fiscal twelvemonth. The basic instruction sector, primary and secondary degrees, receives more money while the third sector comes 2nd in the precedence of instruction outgo. The freshly elected authorities of Namibia inherited an instruction system of apartheid from South Africa in 1990 which was characterized by inequalities in footings of the distribution of resources, where entree to acquisition was a precedence for a few Whites, and where quality of instruction offered was non considered. In mending the instruction characterized by some of the above characteristics every bit good as seting it at the criterion of international degree, the new authorities declared righty in Article 20 of the state ‘s fundamental law that all people should hold entree to instruction and basic instruction shall be free and compulsory. Article 20 provinces: All individuals shall hold the right to instruction. Primary instruction shall be mandatory and the province shall supply sensible installations to render effectual this right for every occupant within Namibia, by set uping and keeping State schools at which primary instruction will be provided free of charge. Children shall non be allowed to go forth school until they have completed their primary instruction or have attained the age of 16 old ages, whichever is the Oklahoman, save in so far as this may be authorized by act of Parliament on evidences of wellness or other considerations refering to public involvement. 4.1.2 The aims of the National Education Policy Act: The aims of the National Education Policy Act of 2001 as promulgated in December 2001, primary aims are: To supply for the proviso of accessible, just, qualitative and democratic national instruction service. To supply for the constitution of the National Advisory Council on Education, the National Examination, Assessment and Certification Board, Regional Education Forums, School Boards, the Education Development Fund. The constitution of schools and inns. The constitution of the Teaching Service and the Teaching Service Committee. Provision for incidental affairs. USA 4.1.1 The purposes and ends of the USA educational system: The USA is proud to supply equal educational chances for all its scholars and boasts about go forthing no kids behind. There is no federal system of instruction, and each province and local school territory within the US has the constitutional right to set up its ain signifier of instruction. There are nevertheless, togss of communality running throughout most of the instruction systems in the state, including course of study, answerability criterions, and teacher enfranchisement ordinances, in add-on to the sharing of many challenges linked to poverty, linguistic communication diverseness, gender, and race or ethnicity factors. ( Steyn A ; Wolhuter, 2008:300 ) The US system of instruction provides free public instruction, from kindergarten through to rate 12, for all pupils. The US does non hold a centralised system of instruction, with most determinations left to single provinces and local authorities, provided their policies do non belie the US Constitution. Each province retained control over instruction within its boundary lines, provided its educational policies did non violate commissariats in the Constitution, which by and large focused on issues of civil rights. In some cases the Federal Government has become straight involved in province and local instruction sing the separation of faith from authorities maps and the protection of civil rights related to race, gender, disablement and due procedure ( Steyn A ; Wolhuter, 2008:310 ) . However, the national purposes of instruction in the US refer. Differences in the look of values besides consequence what states decide are the national purposes of instruction and on how those are articulated. The most normally articulated purposes across the 16 states include: Developing the capacities of the person Promoting equal chance Fixing immature people for work Establishing a foundation for farther and higher instruction Supplying cognition, accomplishments and understanding Promoting citizenship ( sometimes in the signifier of advancing democracy or community ) , and Sing cultural heritage ( or literacy ) . Harmonizing to ( Steyn A ; Wolhuter, 2008:326 ) the NCLB programme is designated to accomplish exalted ends outlined in the programme ‘s four ‘common-sense pillars ‘ , which include: – Stronger answerability for consequences through state-wide answerability systems based on one-year proving for all pupils ; – more freedom for provinces and communities through more flexible usage of their federal instruction financess ; – required usage of proved instruction methods supported by scientifically-based research ; and – more picks for parents by leting pupils assigned to neglecting schools to go to better public schools, with transit disbursals paid by the failing school ( US Department of Education, 2004b ) . 4.1.2 The aims of National Act: The aims of the Public Law 107 – 110, 107th Congress, No Child Left Behind Act of 2001 and Table of Contents of Elementary and Secondary Education Act of 1965 lineation: To Bettering the academic accomplishment of the disadvantaged. Teacher and chief preparation and recruiting fund. Implementing board policies that define public simple and secondary school operations, including such authorizations as graduation demands and class content ; Monitoring and roll uping informations to find conformity with province mandated maps and answerability plans ; Recommending for public instruction while supplying information to province legislative assemblies and citizens sing instruction ; Supplying proficient aid to the schools, such as aid construing English for Speakers of Other linguistic communications demands ; and Distributing province financess to local school territories. Structure SOUTH AFRICA 4.2.1 Structure for instruction and preparation degrees and plans: The National Qualifications Framework is a new attack to the organisation of instruction and preparation in South Africa after 1994. The NQF is an instrument to implement an outcomes-based incorporate attack to instruction and preparation. This become a world and provides chances to larn, irrespective of age, fortunes and the degree of instruction and developing a scholar may hold. This is called lifelong acquisition. The General Education and Training ( GET ) forms the first set and degree 1 of the NQF. This set consists of Grades 1-9 of the formal schooling and forms the nine old ages of compulsory schooling. The Foundation Phase, Grades 1-3 includes the early childhood development stage and forms the first portion of the GET set of the NQF. The overall end of the course of study is to supply kids with the chances to develop to their full potency as active responsible and fulfilled citizens who can play a constructive function in a democratic, non-racist and just society. In the intermediate stage, grades 4-6, while still extremely contextualized and mostly incorporate. Rate 7-9, the Senior Phase is the last stage in the GET set. In this stage the scholar should be progressively able to ground independently of concrete stuffs and experience. Combined schools offering all stages as mentioned above under one roof. 4.2.2 The course of study and distinction: A new policy for the constitution of new course of study for schools was announced by the curate of instruction on 24 March 1997. The new course of study is known as course of study 2005. The new attack known as OBE is linked to the NQF. The new course of study was introduced in class 1 in 1998 and in grade 2 in 1999. The debut of the course of study 2005 in the senior classs was in July 1998 postponed by the curate of instruction due a deficit of resources and financess. In the new course of study, specific larning countries are identified for the different degrees of the NQF. In add-on to the larning countries, there are besides three types of results, viz. critical results, larning results and specific results. The Foundation Phase makes proviso for 3 learning plans: 1. Communication, literacy and linguistic communication larning 2. Numeracy and Mathematicss 3. Life Orientation. The Intermediate Phase makes proviso for 5 acquisition plans and the Senior Phase provides the following 8 LA ‘s: 1.Communication, literacy and linguistic communication acquisition. 2.Human and Social Sciences. 3.Numeracy and Mathematicss 4.Technology. 5.Economic and Management Science. 6.Life Orientation 7.Arts and Culture 8.Natural Sciences Namibia 4.2.1 Structure for instruction and preparation degrees and plans: The formal system in Namibian schools consists of 12 old ages of schooling broken down as follows: Four old ages of lower primary utilizing mother lingua as the medium of direction ; Three old ages of upper primary ( English as medium of direction starts in Grade 4 and goes up to rate 12 ) ; 3 old ages of junior secondary ; and, 2 old ages of senior secondary. However, the formal school system may besides be divided into the undermentioned phases some of which have combined stages: Pre-primary stage, caters for the under 6 old ages age group. Primary Phase, Lower primary, grades 1 to 4 and upper primary classs 5 to 7. Secondary Phase, Junior secondary, grades 8 – 10 and senior secondary, grades 11 – 12. Combined Schools offering both primary, junior secondary or senior secondary classs under one roof. 4.2.2 The course of study and distinction: A new prescribed course of study was introduced in 1996. I 1998, new course of study panels and topic, some of which have already been completed ( Ministry of Education, Namibia, 2006 ) . The chief countries in primary schools are linguistic communication accomplishments such as speech production, reading and composing and composing in English and in Namibian linguistic communications ; societal accomplishments such as societal surveies, spiritual and moral instruction ; humanistic disciplines and trade like pulling, music and dance ; physical instruction such as hygiene, horticulture and handicraft, and mathematics and environmental scientific discipline ( Craelius et al. , 1995:690 ) . In the junior secondary schools the chief countries covered are linguistic communication, spiritual and moral instruction, scientific discipline and mathematics, art and athleticss and prevocational accomplishments from which two of the following are chosen: domestic scientific discipline, woodwork, metalwork, commercialism, needlecraft or dressmaking and agricultural production. The senior secondary schools offer linguistic communication surveies, humanistic disciplines and societal scientific disciplines, mathematics, physical instruction and originative, proficient and vocational surveies as nucleus topics. Options are broad, but are dependent on the field of survey chosen and the handiness of physical, instructional and human resources in the school ( Steyn A ; Wolhuter, 2008:151-152 ) . USA 4.2.1 Structure for Education and preparation degrees and plans: The construction for learning in the US includes 12 old ages for regular schooling, followed by a four phase system of higher instruction. This system is normally preceded by one or two old ages of pre-school instruction ( US Department of Education, 2005 ) . Pre-School: Most provinces require some sort of pre-school and / or kindergarten programme before leting pupils to inscribe in the first twelvemonth of an simple or primary school. Pre-school plans normally occur from one or two old ages before entry. They have to be between the ages of three to five. Twelve Old ages of Formal Schooling: Formal primary instruction, frequently refer to as simple instruction, lasts for the first five to six old ages. The staying old ages of this 12 twelvemonth rhythm consist of 3 to 4 old ages of in-between school or junior high school, followed by three to four old ages of senior high school. Depending on local and or province guidelines, a pupil would go to: 8 old ages of simple and 4 old ages of high school ; 4 old ages of simple, 4 old ages of center and 4 old ages of high school ; 6 old ages of simple, 3 old ages of junior high, and 3 old ages of senior high school ; or 6 old ages of simple and 6 old ages of combined junior or senior high school. Higher Education: After successfully finishing 12 old ages of formal schooling and having a high school sheepskin pupils may take to go to: a. A two twelvemonth vocational institute B. Two twelvemonth junior community college, or c. A four twelvemonth undergraduate college or university plan. 4.2.2 The course of study and distinction: The simple, in-between and or junior high schools enroll pupils from ages 6 to 12, and include direction in the cardinal accomplishments or reading, composing and arithmetic. Foreign linguistic communications are normally introduced at the in-between school degree. Depending on local and province ordinances, high schools normally require pupils to inscribe in English, Mathematics, General Science, Social Studies and Physical Education classs. The course of study may besides include two old ages of a foreign linguistic communication, applied concern classs, engineering and the humanistic disciplines. After finishing 12 old ages of formal instruction, pupils may use for either a 4 twelvemonth grade allowing establishment or a two twelvemonth junior or community college. Similarities of the instruction systems of South Africa, Namibia and USA: Equal chances for all without bias. Pre-school plan. Junior and Senior stages. Third instruction Particular and inclusive instruction Mother lingua instruction Combined schools 12 old ages of formal instruction Pre-school under 6 old ages of age Lifelong acquisition Fundamentalss accomplishments, reading and authorship and numeracy. Differences: SOUTH AFRICA Specific larning countries in GET Phase. Structure: GET Band: Classs 1 to 3 Foundation Phase Classs 4 to 6 Intermediate Phase Classs 7 to 9 Senior Phase FET – Grades 10 – 12. Namibia Focus on Namibian linguistic communications accomplishments, societal accomplishments, spiritual and moral surveies. Structure: Lower Primary: classs 1 to 4, Upper Primary: classs 5 to 7 Secondary: classs 8 to 10. Senior Secondary: classs 11 – 12 USA 1.Focus on English, Mathematics, General Science, Social surveies and Physical instruction. Two old ages of foreign linguistic communications, applied concern classs, engineering and humanistic disciplines. 2.Structure: Options: 8 old ages simple school, 4 old ages high school 4 old ages simple, 4 old ages in-between high school and 4 old ages senior high school. old ages simple, 3 old ages junior high, 3 old ages senior high. 6 old ages simple, 6 old ages combined junior and senior high school. 6.Reasons for possible similarities and differences in the 3 instruction systems: Throughout the universe, basicss of instruction are addressed. These include basic accomplishments such as reading, composing and numeracy. Equal chances given to our immature scholars address the issues of human rights within each of the three states mentioned. Education is a cosmopolitan instrument and hence the acquisition is and remains womb-to-tomb larning. Mother tongue instruction is an imperative tool for scholars that come from the same human ecology, part or province. It is hence really of import to learn the same linguistic communication where kids are being educated. Some of the differences could turn to the issue of population. In the first universe states, it is a given that the population are get downing to settle in whilst in the 3rd universe states like South Africa and Namibia, the population is of all time increasing. A high per centum of the population is below the active economic age. South Africa ‘s and Namibia ‘s urbanisation are in the beginning stage. All three states experience a high inflow of other states citizens. The educational demands of every state are addressed. Cipher is excluded. The constitutional right of every kid is adhered to. Peoples are inspired by womb-to-tomb scholars. Throughout the universe the demands of people differ. The ground for this is the population of each state and the demographics of that state. Specific demands of states differ that is why instruction will differ. The USA is a first universe state with extremely specialised people, Namibia and South Africa though do non hold the substructure to compare with the USA. 7. Decision The degree of trouble of the different states to cover with the expected challenges differs to a big extend. A large difference exists with respect to the degree that instruction systems of the different states are prepared to efficaciously cover with challenges of the twenty-first Century. It is of import that the authoritiess, involvement groups and persons in the societies of immerging states takes duty to place the cloth of the community sing the demographical, geographical, socio-economical, scientific and technological, political and philosophical inclinations. It must take topographic point in such a mode that the peculiar state can efficaciously cover with the expected challenges of the twenty-first Century. 8. Bliography 8.1 Quality Primary Education, Program Overview and Strategic Objectives. hypertext transfer protocol: //www.usaid.gov/na/so2.htm. Date of entree: 10 February 2010. 8.2 David Kerr, 1999. Citizenship Education: an International Comparison. hypertext transfer protocol: //www.inca.org.uk/pdf/citizenship_no_intro.pdf. Date of entree: 09 February 2010. 8.3 Professional A ; Associates Resumes.com hypertext transfer protocol: //www.professional-resumes.com/why-continuous-education-is-an-important-tool.html. Date of entree 09 February 2010. 8.4 Steyn, H.J. , Wolhuter C.C. 2000. Education Systems, Challenges of the twenty-first Century. Noordbrug. Keurkopie Uitgewers. 8.5 Steyn, H.J. , Steyn S.C. , A ; De Waal E.A.S. , 2001. The South African Education System, Core features. Noordbrug. Keurkopie Uitgewers. 8.6 Basic Education Namibia. hypertext transfer protocol: //www.nied.edu.na/Bep/en-home.htm. Date of entree: 12 February 2010. 8.7 PUBLIC LAW 107-110-JAN. 8, 2002 115 STAT. 1425 hypertext transfer protocol: //opi.mt.gov/PDF/FEDPrgms/USDOE/pl107110.pdf. Date of entree: 12 February 2010. 8.8 hypertext transfer protocol: //en.wikipedia.org/wiki/Education_in_the_United_States. Date of entree: 09 February 2010. How to cite Policy and Structure of education in different countries, Essay examples

Mcdonalds Swot Analysis free essay sample

Since its inception, training at Hamburger University has emphasized consistent restaurant operations procedures, service, quality and cleanliness. It has become the company’s center of excellence for McDonald’s operations training and leadership development. In 1961, Fred Turner, McDonald’s former senior chairman and Ray Kroc’s first grillman, founded Hamburger University in the basement of a McDonald’s restaurant in Elk Grove Village, Illinois. February 24, 1961, Hamburger Universitys first class of 15 students graduated. Today, more than 5,000 students attend Hamburger University each year Since 1961, more than 80,000 restaurant managers, mid-managers and owner/operators have graduated from this facility At McDonald’s, our training mission is to be the best talent developer of people with the most committed individuals to Quality, Service, Cleanliness and Value (QSCV) in the world. Our strong commitment to the training and development of our People has resulted in many â€Å"firsts† and honors, including being†¦  ·The first restaurant company to develop a global training center  ·The only active QSR currently to receive college credit recommendations from the American Council on Education (ACE), the United States’ oldest and most recognized unifying body for higher education  ·Continually recognized for excellence in training Our founder Ray Kroc once said, â€Å"If we are going to go anywhere, we’ve got to have talent. And, I’m going to put my money in talent. † Hamburger University continues to promote that philosophy every day. aboutMcDonalds. com) By 1965 there were over 700 McDonald’s restaurants within the United States. SWOT for the Company McDonalds Strengths|Weaknesses|Opportunities|Threats| Brand recognition|Slow product development|More healthy food choices|Trends of healthier foods| Children Targeting|High rate for employee turnover|Change atmosphere in store |Saturated market| Largest fast food market share in the world|Unhappy franchisees|Expand drink menu|Economic downturn| Foreign markets|Varying quality in different stores|Delivery (similar to pizza places)|Changing consumer tastes| Strengths Perhaps one of the biggest strengths that McDonald’s has is that it is the largest fast food market share in the world. McDonald’s is the largest fast food restaurant chain in terms of total world sales (8%). It is the second largest outlet operator with more than 34,000 outlets, serving 69 million consumers every day in 119 countries. McDonald’s company brand is the most recognized brand in fast food industry and is valued at $40 billion. McDonald’s is also famous by the Ronald McDonald clown. Many children find the clown fun and inviting. This gives them the advantage to other fast food companies that may not have a mascot. One thing that help McDonald’s greatly when being the largest fast food market share in the world is that McDonald’s spends on advertising more than the next 4 fast food restaurant chains combined. The fast food chain is operating in many diverse cultures where tastes in food are extremely different than those of US or European consumers. Thus ability to adapt to local tastes is one of McDonald’s strengths. Being able to satisfy the taste buds of not only an American but also someone in China or Canada, not everyone has the same taste. McDonald’s has also managed to partner themselves with other high quality and well recognized companies. McDonald’s offers only most popular brands in its restaurants, such as: Coca Cola, Dannon Yogurt, Heinz ketchup and others. By offering the high quality products with their high quality food the customers can expect an overall high quality meal. The only way to start a McDonald’s is by establishing independent franchises. More than 80% of restaurants are owned by independent franchisees. Therefore, McDonald’s can focus more on perfecting its serving system and marketing campaigns. McDonald’s has become a company that appeals to children in many different ways. The company successfully targets very young children through offering playgrounds, toys with its meals and advertisements with the ever so popular Ronald McDonald. They have given a slight better variety with the kid’s meals as to offer not only the regular kid’s meals but the Mighty Kid’s Meals. Allowing the children that are hungrier than for just a smaller portion to have the option to eat a medium sized portion. Weaknesses Over the past years there has been many controversies and negative publicity that can play a major effect on the company. McDonald’s is heavily criticized for offering unhealthy food to its customers, encouraging obesity, and strong marketing focus on very young children. Because they offer such high calorie foods it is thought to be morally wrong to entice children to want to eat high carb, greasy, and unhealthy food. This will have a slow but long-term effect on the company if there is not a way to make it healthier. Although McDonald’s tries to introduce healthier choices in its menu, the menu is largely formed of unhealthy meals and drinks. Such menu offering prompts protests by organizations that fight obesity and hence, decreases McDonald’s popularity. McDonald’s has an incredibly high rate of employee turnover. McDonald’s jobs often referred to as a Mac Job. A Mac Job is a low paid and a low skilled job, which is often seen negatively by its employees. This results in lower performance and high employee turnover. This is what increases training costs and adds to overall costs of McDonald’s. McDonald’s is no longer considered a distinct restaurant t. They have a very low differentiation. McDonald’s is no longer able to substantially differentiate itself from other fast food chains (at least not enough to gain some market share) and has decided that they are going to compete by price rather than by making it additional features. Opportunities The world overall is fighting obesity and there is an ever increasing demand for healthier food. While demand for healthier food increases, McDonald’s could introduce more healthy food choices in its menu and reverse its weakness into strength. McDonald’s is trying to seize such an opportunity and soon plans to open only vegetarian restaurant in India. I believe they could also offer items such as turkey burgers instead of beef patties. Home meal delivery may be something that McDonald’s should try. McDonald’s could exploit an opportunity of delivering food to home and increase its reach to customers. This could allow those individuals that are not capable of getting out and going to McDonald’s to have it brought to their door. They can still enjoy the taste of a McDonald’s hamburger and french fry from time to time. McDonald’s has started a focus on changing customer habits and obtaining new customer groups. Changing customer habits represent new needs that must be met by businesses. So far, McDonald’s has been successful in introducing its McCafe, McExpress and McStop restaurants to meet the changing customer habits and the needs of previously untapped customer groups. Threats There are several things that propose a threat to McDonald’s and the greatest one is that the fast food markets are saturated in the developed economies. The fast food market in the developed countries is already overcrowded by so many fast food restaurant chains. This was proven quite well as it shows to be a threat to McDonald’s as it barely had any growth in the year of 2012. There will forever be a trend towards healthy eating. Due to government and various organizations attempts to fight obesity, people are becoming more conscious of eating healthy food rather than what McDonald’s has to offer in its menu. There are restaurants like Subway who can advertise that there are so few calories in their sandwiches that they may attract more of the adult culture than that of McDonald’s. Kids may be more apt to want to continue eating at the famous place with golden arches, but parents who continue to watch everything they allow their children to eat may find ways to make the other restaurants more appealing. Because fast food has become the way of life for many people there is a vast array of local fast food restaurant chains. Local fast food restaurants can often offer a more local approach to serving food and menu that exactly represents local tastes. Although McDonald’s does a great job in adapting its own menu to local tastes, the rising number of local fast food chains and their lower meal prices is a threat to McDonald’s. It is like the most recent thing that RedBox is now even offering Sandwiches in their vending machines (https://www. acebook. com/redbox? sk=app_312310742149063 ) As McDonald’s is a company that is operating worldwide, there is continuously the issues of currency fluctuations. McDonald’s makes a part of its income from foreign operations. The profits that are sent back to United States have to be converted into dollars and may be affected by the exchange rates, especially when the dollar is appreciating against other currencies. In 2012 , McDonald’s profit was largely affected by appreciating dollar. Consideration is to try leaving the money in the currency in which it was received in, as the company operates in the foreign country they will also have some expenses that need to be paid in that foreign currency. They should only send the money back to the United States that is a surplus of the expenses in that location. There have been several lawsuits against McDonald’s over the past few years. McDonald’s has already been sued so many times and lost quite a few of the lawsuits. Lawsuits are not only incredibly expensive but they require time and money. And as McDonald’s continues to operate more or less the same way, there is high probability for more expensive lawsuits to come. If they cannot come up with a way to meet the demands of the customers in a more friendly way and avoid these lawsuits, they could see this offsetting some of the profits of the company for the future.

Photography and Context Essay Example

Photography and Context Essay Like all visual media and art works, we rely heavily on context to understand and appreciate photographs. Without context, we risk misinterpreting what we are looking at; we may under (or over) estimate its value or misunderstand the Intentions of the photographer that produced the Image. All photographic images contain contextual information that may be immediately obvious or may require Interpretation. Context may also be provided from the situation In which a photograph Is presented or found be, printed media, a gallery, TV etc. We can look at context in three different forms: internal, original and external Internal context refers to the subject matter of the Image and what Is Immediately obvious from looking at it. For example, a close-up, still life picture of an apple on a table requires no interpretation on behalf of the viewer (assuming he or she knows what an apple is) and carries no meaning beyond what Is obvious In the photograph. But as is pointed out in Criticizing Photographs, even a more complex and emotionally involving image such as an accident involving the death of a small child aeries Its own internal context and Is largely self-explanatory providing the viewer knows something about road traffic accidents and the significance of a blanket covering a body in the street. Original context refers to information (which may or may not be known) on the background of an Image and/or the Intentions of the photographer that produced It. We will write a custom essay sample on Photography and Context specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Photography and Context specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Photography and Context specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This may require an understanding of the mindset of the photographer and familiarity with their other work for example, knowing that photography was one of several mediums in which Andy Warhol worked and that he often manipulated hotplates for artistic effect. Understanding original context in some images may also require a wider understanding of art or photography. Criticizing Photography uses the example of Sherries Olivines copies of Walker Evans photographs the concept of which would be completely lost if the viewer was not aware that they actually were copies, photographed from an exhibition catalogue. As the book points out, even the title After Walker Evans might lead you to believe the collection was created simply in deference to the great thatch photographer rather than to make a point about retrieve acts. An understanding of the conventions of photography also reveals that though Walker OFF Evans Orlando pantographs are now no longer protected Day copyright laws, Levees copies of them are an intriguing situation which is adopted as a central theme of the collection. Even factual press photographs may benefit from an understanding of the circumstances in which they were taken. Criticizing Photography uses the example of the iconic photograph taken during the Vietnam war of a group of children running along a road towards the camera. The central subject is young girl, naked and crying with her arms outstretched. Such a traumatic image could have emerged from virtually any war in the thatch. However, with the benefit of background information e, original context we learn that the children have been attacked by mistake by an American plane and that the girl has torn her own clothes off to prevent napalm burning her skin. Though such information isnt required for us to understand the horror of what is shown in the photograph, it does provide us with context which affects our interpretation of what we are seeing. External context can be derived from the situation in which photographs are viewed. An obvious example of this would be an image hung in an art gallery which we would probably be more ready to identify as art than a picture in a newspaper which we would see as factual. As Criticizing Photography points out: every photograph has an external context whether this happens intentionally or accidentally and that our appreciation of an image is colored by the situation in which we view it. This is even true of photographs appearing in similar but different media. For example, we are more likely to accept the truthfulness of an image that appears on the front page of The Times than we are on The Daily Star. Similarly. We are also more likely to accept a photograph as a genuine work of art if it is found hanging in major international gallery than we would if it was entered at a local photographic competition. Criticizing Photography uses the example of a photograph taken by Robert Doziness in a French cafe © in 1953. Because it was sold by his agent to several different organizations, this same image was used to illustrate French cafe © life, to warn against he evils of alcohol and to accompany an article on the problem of prostitution in Paris. This provides us with a graphic illustration of how external context affects how we interpret images. Conclusion What arises from this discussion is the cameras ability to take virtually any image out of its original context and create a new context for it. The simple act of deciding what to Include In ten Trade Ana want to leave out Ana when to clock ten saunter effectively removes an image from its original position in space and time and places it in a new context that we, as viewers, are left to interpret.

Yellow Journalism essays

War of Deception/ Yellow Journalism essays Newspapers are a major influence on the way people perceive the world. It is a source which connects readers to many different topics of interest. Newspapers have also become a competitive business. With a desire to increase circulation and obtain more advertising revenue, a different type of journalism was developed in the late 1900s. The press industry began to evolve into a media that had not been seen before. Critics were labeling this new style of publishing all types names such as jingoism, sensationalism, and as it is wildly known today, yellow journalism. Many battles between publishers to get the first scope of a story created a market that would become almost fictional and have serious consequences on the stability of society. The first most notable incident was the Spanish-American War, known as the Newspaper War. With the use of sensationalism and yellow journalism the newspaper industry exploited the American population and government to instigate a declaration of war on Spain. In the mid-1890s, Joseph Pulitzer (New York World) and William Hearst (San Francisco Examiner) transformed newspapers with sensational and scandalous news coverage. This turned the high drama of life into a cheap melodrama and led to stories being twisted into the forms best suited for sales by the hollering newsboy at the corner of every New York intersection. The main event in the press was the growing controversy in Cuba. Cuba and Puerto Rico were the only remnants of Spain's once vast empire in the New World (Brenan 211). The Spanish government was using unconventional and sometimes brutal methods to control the uprising in Cuba. Stories about the Cuban rebellion sold papers, and continued to appear. Every little bit of Cuban turmoil drew public attention. Newspapers started reporting atrocities and many mass executions of prisoners and sympathizers in detention camps. Although some of the reported e...

Gods, Myths and Legends in Greek Mythology

Gods, Myths and Legends in Greek Mythology The basics of Greek mythology are the gods and goddesses and their mythical history. The stories found in Greek mythology are colorful, allegorical, and include moral lessons for those who want them and puzzles to mull over for those who dont. They include profound human truths and the basics of western culture. This Introduction to Greek Mythology provides some of these background features. The Greek Gods and Goddesses Greek mythology tells stories about gods and goddesses, other immortals, demigods, monsters or other mythical creatures, extraordinary heroes, and some ordinary people. Some of the gods and goddesses are called Olympians because they ruled the earth from their thrones on Mount Olympus. There were 12 Olympians in Greek mythology, although several had multiple names. In The Beginning... According to Greek mythology, in the beginning was Chaos, and nothing more. Chaos was not a god, so much as an elemental force, a force made of itself alone and not composed of anything else. It existed from the beginning of the universe. The idea of having the principle of Chaos at the beginning of the universe is similar to and perhaps a progenitor of the New Testament idea that in the beginning was The Word. Out of Chaos spun out other elemental forces or principles, like Love, Earth, and Sky, and in a later generation, the Titans. Titans in Greek Mythology The first few generations of named forces in Greek mythology grew progressively more like humans: The Titans were the children of Gaia (Ge Earth) and Uranus (Ouranos Sky)- the Earth and Sky, and based on Mount Othrys. The Olympian gods and goddesses were children born later to one specific pair of Titans, making the Olympian gods and goddesses grandchildren of Earth and Sky. The Titans and the Olympians inevitably came into conflict, called the Titanomachy. The ten year battle of the immortals was won by the Olympians, but the Titans did leave a mark on ancient history: the giant holding the world on his shoulders, Atlas, is a Titan. The Origins of the Greek Gods Earth (Gaia) and Sky (Ouranos/Uranus), who are considered elemental forces, produced numerous offspring: 100-armed monsters, one-eyed Cyclops, and the Titans. Earth was sad because the very unpaternal Sky wouldnt let their children see the light of day, so she did something about it. She forged a sickle with which her son Cronus unmanned his father. The love goddess Aphrodite sprang up from the foam from Skys severed genitals. From Skys blood dripping on Earth sprang the spirits of Vengeance (Erinyes) also known as the Furies (and sometimes known euphemistically as the Kindly Ones). The Greek god Hermes was the great-grandson of the Titans Sky (Uranos/Ouranos) and Earth (Gaia), who were also his great-great-grandparents and his great-great-great grandparents. In Greek Mythology, since the gods and goddesses were immortal, there was no limitation on child-bearing years and so a grandparent could also be a parent. Creation Myths There are conflicting stories about the beginnings of human life in Greek mythology. The 8th century BCE Greek poet Hesiod is credited with writing (or rather first writing down) the creation story called the Five Ages of Man. This tale describes how humans fell getting further and further away from an ideal state (like paradise) and closer and closer to the toil and trouble of the world we live in. Mankind was created and destroyed repeatedly in mythological time, perhaps in an effort to get things right- at least for the creator gods who were dissatisfied with their almost godlike, almost immortal human descendants, who had no reason to worship the gods. Some of the Greek city-states had their own local origin stories about creation that pertained just to the people of that location. The women of Athens, for instance, were said to be the descendants of Pandora. Flood, Fire, Prometheus, and Pandora Flood myths are universal. The Greeks had their own version of the great flood myth and the subsequent need to repopulate the Earth. The story of the Titans Deucalion and Pyrrha has several similarities to the one appearing in the Hebrew Old Testament of Noahs ark, including Deucalion being warned of the coming disaster and the construction of a great ship. In Greek mythology, it was the Titan Prometheus brought fire to mankind and as a result, enraged the king of the gods. Prometheus paid for his crime with torture designed for an immortal: an eternal and painful occupation. To punish mankind, Zeus sent the evils of the world in a pretty package and loosed on that world by Pandora. The Trojan War and Homer The Trojan War provides the background for much of both Greek and Roman literature. Most of what we know of those terrific battles between Greeks and Trojans have been attributed to the 8th century Greek poet Homer. Homer was the most important of the Greek poets, but we do not know exactly who he was, nor whether he wrote both the Iliad and the Odyssey or even either of them. Nevertheless, Homers Iliad and Odyssey play a fundamental role in the mythology of both ancient Greece and Rome. The Trojan War began when the Trojan prince Paris won a foot race and handed Aphrodite the prize, the Apple of Discord. With that action, he started the series of events that led to the destruction of his homeland Troy, which, in turn, led to the flight of Aeneas and the founding of Troy. On the Greek side, the Trojan War led to disruption in the House of Atreus. Horrible crimes were committed by the members of this family on each other, which included Agamemnon and Orestes. In the Greek dramatic festivals, the tragedies frequently centered on one or another member of this royal house. Heroes, Villains, and Family Tragedies Known as Ulysses in the Roman version of the Odyssey, Odysseus was the most famous hero of the Trojan War who survived to return home. The war took 10 years and his return trip another 10, but Odysseus made it back safely to a family that was, oddly, still waiting for him. His story makes up the second of the two works traditionally attributed to Homer, The Odyssey, which contains more fanciful encounters with mythological characters than the more war-story Iliad. Another famous house that couldnt keep from violating major societal laws was the Theban royal house of which Oedipus, Cadmus, and Europa were important members who featured prominently in tragedy and legend. Hercules (Heracles or Herakles) was immensely popular to the ancient Greeks and Romans and continues to be popular in the modern world. Herodotus found a Hercules figure in ancient Egypt. Hercules behavior was not always admirable, but Hercules paid the price without complaint, defeating impossible odds, time and again. Hercules also rid the world of horrible evils. All Hercules tastes were superhuman, as befits the half-mortal (demigod) son of the god Zeus. Sources and Further Reading Edmunds, Lowell (ed.). Approaches to Greek Myth, Second Edition. Baltimore: Johns Hopkins University Press, 2014.Graf, Fritz. Greek Mythology: An Introduction. Trans: Marier, Thomas. Baltimore: Johns Hopkins University Press.  Rose, H.J. A Handbook of Greek Mythology. London: Routledge, 1956.  Woodard, Roger. The Cambridge Companion to Greek Mythology. Cambridge: Cambridge University Press, 2007.

The Neighbourhood 2002 Essay Example | Topics and Well Written Essays - 1250 words

The Neighbourhood 2002 - Essay Example In selecting suitable areas, their research work included personal knowledge, maps, census, and data that indicated depravity in different areas. In order to understand the potential boundaries of different areas they went on a tour and studied the neighborhood for their public space, shopping facilities and so on, in order to understand the nature of the areas that facilitated interaction between people as well as the areas of disorder. They chose two affluent neighborhoods on the fringe of the city- the boundaries of the Edinburgh neighborhood had low- rise housing flats and semi- detached private dwellings. In the case of Glasgow, playing fields acted as a sort of â€Å"buffer zone that separated the neighborhoods. Five key sections took part in the interviews – secondary school teachers, community police, councilors, youth group representatives and community councilors. These interviews were designed in such a way in order to study the social connections between the different neighborhoods. Baumgartner used the term â€Å"champions† to describe the outside agencies that took part in the interview and wondered if they would be of any use.In the affluent areas, crime and disorder such as property crime, environmental degradation and disturbances involving young people seemed to be the main concerns. On the other hand, serious crime and disorder in the deprived areas seemed to run rampant. Community spirit was perceived to be greater in the affluent neighborhoods than the deprived areas where there was less trust in their neighbors.The neighborly interaction was limited as residents would help in an emergency, but would prefer to keep to themselves otherwise.Findings revealed the va rying perceptions of the neighborhood by its residents. Whilst there are pockets of disturbances our findings reflect that perception of crime partially involves people reacting differently to similar phenomena (Hope, 1998). The people of the deprived areas feel that they are more exposed to serious crime and this, in turn, reflects the nature of community relationship enjoyed by their respective residents.

Standardized Testing Essay Example | Topics and Well Written Essays - 1250 words

Standardized Testing - Essay Example A non-standardized test, on the other hand, is the opposite of a standardized test. This type of testing gives notably different tests to diverse test takers, or administers the same test under extensively different conditions. For instance, a non-standardized test might occur when one group is offered far less time to tackle the test than another group. It might also occur when one group evaluates a test differently than another group for instance when the same answer is regarded right for one scholar, but incorrect for another scholar. Standardized tests are considered as being fairer when compared to non-standardized tests (Butler & Stevens, 2009). The steadiness also permits more reliable contrast of outcomes across every test taker. Standardized tests, due to their fairness, should be regarded as the best way of testing English Language Learners. This paper will, hence, seek to support the argument that standardized tests are the best way of testing English Language Learners. Wh en it comes to English Language Learners, standardized testing should be considered as the best way of assessing their understanding (Coltrane, 2009). This is due to a lot of reasons that will be explained later in this paper. It is essential to discuss the pros and cons of standardized testing in order to understand the significance of standardized testing to English Language Learners. Standardized testing holds educators, schools, as well as their ELLs, accountable. Perhaps the best benefit of standardized testing is that educators and their respective schools are responsible for training their English Language Learners what they are needed to be familiar with for these standardized tests. This is mainly because these scores turn into public record and educators, as well as their respective schools, who do not perform as expected can come under severe scrutiny. This scrutiny might lead to losing of jobs and in some situations a school might be shut or run by the state (Coltrane, 2 009). Standardized testing also allows English Language Learners or ordinary students located in different districts, schools, or even states to be compared. If it were not for standardized testing, this contrast would not be possible. Students from public schools in Texas are all needed to do standardized tests at the same time, whether an ELL or not. This implies that a learner in Amarillo may be compared to a learner in Dallas. Being capable of accurately comparing data is priceless, and this is why that the Common Core Standards for each state have been developed. These will grant a more precise comparison between every state (Flores & Trumbull, 2002). Another advantage of using standardized testing with regards to English Language Learners is that standardized testing is naturally accompanied by a set of well-known standards or instructional framework that provide educators with help for when and what needs to be taught. Without this arrangement, a third grade tutor and a sixth grade educator could be teaching a similar content to their English Language Learners (Menken, 2008). Having this curriculum also keeps ELLs who shift from one district school to another from being far ahead or behind their new institution. Standardized tests are also objective in reality (Flores & Trumbull, 2002). Classroom grades set by a tutor are at the very least simply subjective in reality. Standardized tes

A Paper on Apprenticeship in Chemical Industries Essay Example for Free

A Paper on Apprenticeship in Chemical Industries Essay I would like to acknowledge and extend my heartfelt gratitude to the following persons who have made the completion of this summer project: Our college, METAS ADVENTIST COLLEGE, for giving this opportunity. My college mentor Mr. D. Mukherjee Sir for his vital encouragement and support. Reliance industries ltd. , India’s world renowned corporate house for giving me a wonderful platform to undergo this summer project. Mr. Himanshu Bhatt (HOD), for his good leadership and leading me to the right places. Mr. Suresh Lachhwani, HR Manager for his understanding and assistance. Mr. Geyal Bhatt,HR manager for his constant reminders and much needed motivation. Mr. Vijay Shethna, HR Manager for his guidance. Mr. Naman Buch Mr. Giriraj Mistry for their valuable support and help throughout my project. Most especially to my family and friends. And to God who made all things possible COMPANY PROFILE The Reliance Group, founded by Dhirubhai H. Ambani (1932-2002), is Indias largest private sector enterprise, with businesses in the energy and materials value chain. Groups annual revenues are in excess of USD 27 billion. The flagship company, Reliance Industries Limited, is a Fortune Global 500 company and is the largest private sector company in India Backward vertical integration has been the cornerstone of the evolution and growth of Reliance. Starting with textiles in the late seventies, Reliance pursued a strategy of backward vertical integration in polyester, fibre intermediates, plastics, petrochemicals, petroleum refining and oil and gas exploration and production to be fully integrated along the materials and energy value chain. The Groups activities span exploration and production of oil and gas, petroleum refining and marketing, petrochemicals (polyester, fibre intermediates, plastics and chemicals), textiles and retail. Reliance enjoys global leadership in its businesses, being the largest polyester yarn and fibre producer in the world and among the top five to ten producers in the world in major petrochemical products. The Group exports products in excess of USD 15 billion to more than 100 countries in the world. There are more than 25,000 employees on the rolls of Group Companies. Major Group Companies are Reliance Industries Limited (including main subsidiaries Reliance Petroleum Limited and Reliance Retail Limited) and Reliance Industrial infrastructure Limited. RELIANCE AT A GLANCE This is the story of a company with a vision of how it grew from being a small trading unit to be ranked among the top 50 emerging market companies in the world. It is the story of how a company helped place India firmly on the world industrial scenario. Taking with a family, a growing family that includes collaborators, suppliers, customers, employees and the largest based in the country. It is the story of how company’s vision has extended to include newer challenges, new goals and most of all it is a story of a company where the â€Å"Growth is Life†. He (Mr. Dhirubhai Ambani) made a beginning by setting up a company viz. Reliance Commercial Corporation. â€Å"Reliance† means reliability, which is the main principle of any business and we believe that this success in business lies in the principle. He created an empire of Reliance in the various fields such as PETROCHEMICALS, POLYMERS, TEXTILES AND PETROLEUM. The expert team of the technocrats of the World Bank has come to conclusions that reliance textile unit is the top most quality conscious textile unit among the developed countries. Reliance Commercial Corporation went public in the year 1971. In the next few years the company made a massive investment exceeding 40,000 cores of rupees in the industrial areas of petroleum, Gas, Chemicals, Textile, Special Economic Zones and life sciences and established supremacy in diverse industrial areas which took the Reliance group to the peak of Industrial areas. History of Reliance – Hazira Reliance Industries Ltd, Hazira started in 1988. RIL, Hazira is one of the flagship companies of reliance group. It is largest integrated Petrochemicals and polyester complex of India. It dealt with various commodities including Nylon and Rayon. Eight years later it started the manufacturing of synthetic fabrics in February 1996. Eight years later it is started with the manufacturing of synthetic fabrics under the brand name of â€Å"Vimal† in textile mills at Naroda. In three years Reliance establish itself as the largest textile group in the country. The Reliance Industries Ltd, Hazira Manufacturing Division at Hazira near Surat in Gujarat is situated in 750 acres land on the banks of river Tapti. The land when procured was very low and marshy and required extensive site development including 7 million cubic meter of soil filling to raise the ground level upto 6ft. In order to protect the environment and avoid ecological disaster, conventional methods were employed to pump out the river sand for hydraulic filling. The marshy soil with load bearing capacity called for extensive pilling work to be carried out. In an unprecedented construction activity around 18,000 piles were driven for the first phase in about 6 months time. Reliance adopted the unique concept of implementing the Phase 1 down stream plants at Hazira with imported raw material (Ethylene) and intermediates (Ethylene Dichloride, EDC) to ensure completion and commissioning of the plants in 24 months time. Reliance is the first complex in the world to starts operations based on imported Ethylene, British Petroleum followed then. Ethylene unloading terminal is built in collaboration with LT and LGA of Germany. Ethylene storage is one of the largest in the world. It has 2 tanks with uble wall protection and concrete wall outside as an advance safety feature Contribution to the economy Reliance Group revenue is equivalent to about 3. 5% of India’s GDP. The Group contributes nearly 10% of the country’s indirect tax revenue and over 6% of India’s export. Reliance is trusted by an investor family of over 3. 1% million-India largest. Abbreviations and acronyms AITT All-India Trade Test AOCP attendant operator (chemical plant) API active pharmaceutical ingredient ATI advanced training institutes. ATS Apprenticeship Training Scheme BTC basic training centre cGMP current good manufacturing practices CTS Craftsmen Training Scheme DCS distributed control system DGET Directorate General of Employment and Training GDP gross domestic product HOCL Hindustan Organic Chemicals Limited HRD human resources development HRM human resources management ITC industrial training centre ITI industrial training institute MITI model industrial training institute NAC National Apprenticeship Certificate NSCI National Safety Council of India NCVT National Council of Vocational Training. PLC programmable logic controller RD research and development RIC related instruction centre RIL Reliance Industries Limited SCVT State Council for Vocational Training SHE safety, health and environment SOP standard operating procedures SSI mall-scale industry VET vocational education and training INTRODUCTION OF CHEMICAL INDUSTRIES The chemical industry is a base of modern society. It is huge, one of the largest industries in the world. As societies and economies grow, so does the chemical industry. It is of strategic importance to the sustainable development of national economies. The world chemical industry employs an estimated 14 million workers and accounts for about 10 percent of national GDP in developed countries. World trade in chemicals reached a record US$700 billion, and the industry is still growing. The chemical industry in Western Europe shows steady growth, with annual averaged growth of over 4 per cent. The Asian chemical industry shows an increase reaching almost two-digit growth every year. The chemical industry keeps improving our standard of living and provides many of the essentials that our society needs. The chemical industry produces more than 70,000 products. It is a highly capitalized industry. Much of the manual work has been replaced by automation, but significant parts of the operation still rely on human input. Workers’ skills are therefore crucial to the stable production and growth of the industry. The aim of this study is to explore in depth some practices of vocational education and training (VET) in the chemical industry in India, which is one of the leading chemical producers in Asia. Overview of the Chemical Industry in India The chemical industry is one of the oldest industries in India. It not only plays a crucial role in meeting people’s daily needs but also significantly contributes to the industrial and economic growth of the country. In 2004, the total sales of the Indian chemical industry were about US$28 billion, or about 2 per cent of global chemical sales, which stand at about US$1. 7 trillion. It is the third largest in Asia and ranks at 12th in world chemical production. Some statistics on the contribution of the Indian chemical industry to the national economy are given below: The Indian chemical industry at a glance in 2005 Total sales: US$32 billion. The chemical industry constitutes: – 7. 5 per cent of India’s total GDP; – 10 per cent of India’s total exports; and – 12 per cent of industrial production in India. Unionized chemical workers account for 17 per cent of the total unionized workforce (or about 1 million unionized workers in the chemical industry). 20 per cent of excise and import duty collection The Indian chemical industry is highly fragmented. The primary cause of the fragmentation is due to the Government’s corporate licensing policies, allowing various sizes of chemical firms in order to address the supply and demand gap of chemical products. The sectoral classification of the Indian chemical industry in 2004 is given in figure 1. The dyestuff sector is one of the important segments in the chemical industry in India, which is closely related with other chemical sectors. The textile industry is the largest consumer of dyestuffs, nearly 80 per cent of total dyestuff production. While in the 1950s, India imported dyestuff, the country’s dyestuff sector has grown into a very strong industry and has become a major foreign currency earner. India has emerged as a global supplier of dyestuff and dye intermediates, in particular reactive, acid, vat and direct dyes. Fertilizers and pesticides played an important role in the â€Å"Green Revolution† of the 1960s and 1970s. But the consumption of pesticides in India has been decreasing, and is now lower than any other developing country. India now turns to be an exporter of agrochemicals, showing an impressive growth in the last five years. In 2004, fertilizers accounted for about 18 per cent of India’s total chemical production. Indian chemical industry: Sectoral classification, 2005 Fertilizers; 18% Man-made fibres; 16% Pharmaceuticals; 15% Organic chemicals; 15% Soap toiletries; 11% Polymers; 6% Inorganic chemicals; 8% Paints dyes; 5%. Pesticides; 3% Other chemicals; 3% National framework of vocational education and training (VET) Introduction In 1947 India was independent. In the early 1950s, India launched a five-year plan with massive industrializing drives to stimulate workers to acquire high skills. To meet this end, the Directorate General of Employment and Training (DGET) in the Union Ministry of Labour initiated the Craftsmen Training Scheme (CTS) by establishing about 50 ITIs for imparting skills in various vocational trades to meet the increasing skilled workforce requirements for the advancement of technologies and the industrial growth of the country. VET is a concurrent subject of both central and state Governments in India. VET-related matters, such as the development of training schemes, training policies, training standards, training procedures, organization of trade tests and issuance of certifications, are the responsibility of the central Government, whereas the implementation of training schemes largely rests with state Governments. The central Government created the National Council of Vocational Training (NCVT), a tripartite body representing central Government, employers and trade unions. Similarly, the State Council for Vocational Training (SCVT) was established at the state level, with the same purposes as the NCVT. At the national level, at present there are two main vocational training initiatives, which are the CTS and the ATS. 1 The Government and chemical companies have dual responsibility for providing workers with training under the Apprentices Act, 1961. Craftsmen Training Scheme (CTS) Objectives The objectives of the CTS are: 1. To ensure steady flow of skilled workers in all industrial/service sectors; 2. To raise the quality and quantity of industrial production by systematic training of workers; and 3. To reduce unemployment among the youth by equipping them with suitable skills for industrial workers. Salient features of the CTS Training is imparted in 50 engineering and 48 non-engineering trades through the industrial training institutes (ITIs) and the industrial training centres (ITCs) located throughout the country. The period of training varies from one to three years. The entry qualification varies from 8th to 12th class completed students, depending on the requirements of trade. The training institutes have necessary infrastructural facilities. These institutes are required to conduct training courses as per the training curriculum decided by the NCVT. All-India Trade Tests (AITTs) are conducted in January and July every year by the DGET. After the completion of the training at the ITIs and ITCs, trainees must appear in the All India Trade Tests. National Trade Certificates will be awarded to those who pass the tests. The Certificates are recognized by the central Government for the purpose of recruitment at the central Government and the state-owned corporations. About 70 per cent of the training period is allotted to practical training and the rest to theoretical training relating to trade theory, calculation and science, engineering, social studies including environmental science and family welfare. Broad-based modular training is offered in four central model industrial training institutes (MITIs). This training offers an advantage of re-orienting the training modules as per the changing skill requirements in the industry. Trades related to the chemical plant operators. The trades related to chemical plant operators, the period of training and their entry qualifications under the CTS are summarized in table 1. Table 1. Trade, period of training and entry qualifications for chemical plant operators under the CTS Trade Period of training Entry qualifications Maintenance mechanic(chemical plant) 2 years Passed 10th class examination with physics, chemistry and mathematics under 10+2 system of education or its equivalent. Instrument mechanic (chemical plant) (a) 2 years (b) 6 months. Passed 10th class examination under 10+2 system of education with physics, chemistry and mathematics as one of the subjects or its equivalent. Passed B. Sc. with physics and chemistry. Attendant operator (chemical plant) (a) 2 years (b) 6 months Apprenticeship Training Scheme (ATS) With the growing tempo of planned economy giving rise to increased industrial activity both in the public and the private sectors. Systematic trained manpower is vital for Industrial development and productivity. Apprenticeship training is the most important programme for training skilled workers for these industries. India is one among the very few countries having a comprehensive and systematic Apprenticeship Training Scheme. In order to regulate and control of training the Apprenticeship Act of 1850 was enacted. Later on Parliament considered it necessary to enact a more comprehensive Act as the old Act if 1850 was found quite inadequate and so instead of just amending it, the new Act containing more detailed provision was enacted on the unanimous acceptance of recommendations of Shiva Rao Committee in 1961. Subsequently Apprenticeship Rules were framed for smooth implementation of the Act in 1962 and it was enforced with effect from 1963. Its scope was extended in 1973 to cover Engineering Graduates and Diploma holders. At present 254 specified groups of Industries are brought under the purview of Act 137 trades are designed under the apprenticeship Act. The ATS is operated under the Apprentices Act, 1961. The law requires all companies to provide apprentice training to entry-level workers. Firstly, we will briefly discuss the aims and the background of the Act, followed by the discussion concerning the ATS. BRIEF OBJECTIVES OF THE APPRENTICESHIP ACT 1961 ARE : (i)To regulate the programme of training of apprentices in the industry so as to confirm to the prescribed syllabi, period of training etc prescribed by the Central Apprenticeship Council, and (ii)To utilize fully the facilities available in the industry for imparting practical training with a view of meeting the requirements of skilled workers in the Industries. TRAINING OF TRADE APPRENTICES CONSISTS OF : 1. Basic Training 2. On the job training or Shop floor Training. 3. Related Instructions. INTRODUCTION. The Apprenticeship Act, 1961, come into force with effect from Ist March, Craftsman Training was proposed to be imparted under the Industrial Conditions on the shop floor. PURPOSE OF THE APPRENTICESHIP ACT, 1961. The Apprenticeship Act, 1961provides for the regulation and control of training for Apprentices in the country. This Act has been enacted in order to regularise the programme of their practical training and to ensure fully utilisation of the available training facilities. The Apprenticeship Training Scheme has two fold objectives namely :- ( a )Maximum utilisation of training potential to relieve unemployment and ( b )To give more intensive training to the Apprentices so as to bring their level of skill to entertain specified standards. Evolution of the Apprentices Act, 1961 The National Apprenticeship Scheme started in 1959 on a voluntary basis. The Apprentices Act was enacted in 1961 and promulgated on 1 March 1962. Initially, the Act envisaged training of trade apprentices. The Act was amended in 1973 to include training of graduates and diploma engineers as â€Å"graduate† and â€Å"technician† apprentices, respectively. The Act was further amended in 1986 to bring it within its purview the training of the 10 + 2 vocational training system as â€Å"technician (vocational)† apprentices. Administration of the Apprentices Act, 1961 The responsibility of administering the Apprentices Act, 1961, lies in the DGET. The DGET is also responsible for implementation of the Act with respect to trade apprentices in the central Government through the undertakings and departments. This is done through six regional directorates of apprenticeship training located at Kolkata, Mumbai, Chennai, Hyderabad, Kanpur and Faridabad. State apprenticeship advisers are responsible for the implementation of the Act at the state level. In addition, the Department of Education in the Union Ministry of Human Resources Development (HRD) is responsible for the implementation of the Act with respect to graduate, technician and technician (vocational) apprentices. This is done through four boards of apprenticeship training located at Kanpur, Kolkata, Mumbai and Chennai. Under the Act, the chemical industry is included in the categories of manufacture of basic chemicals and chemical products and manufacture of rubber, plastic, petroleum and coal products. APPRENTICESHIP TRAINING SCHEME (ATS) The Central Apprenticeship Council is a responsible organ to the ATS. The Council advises the central Government on designing the policies and prescribing the standards and principles in respect of the ATS. It is a tripartite organ. The Union Minister of Labour is the Chairperson of the Council and the Minister of State for Education is the Vice-Chairperson. COVERAGE The apprenticeship training is obligatory on the part of employers in public and private establishments; they must have the requisite training infrastructures, as laid down in the Act. In 2005 nearly 18,000 establishments engaged in the apprentice training, of which 254 companies or groups of companies in the chemical industry were covered by The Apprentices Act. For the attendant operators in the chemical plant, chemical companies must hire one apprentice trainee for every ten workers, excluding non-skilled workers. QUALIFICATIONS AND RECRUITMENT OF TRADE APPRENTICES. A person male or female not less than 14 years of age is qualified for being engaged as Apprentices. The entry educational qualifications for the Apprentice vary from 8th class or equivalent matric with mathematics and Ph/Chem/Biology/ English as prescribed by CAC. The apprentice before engagement should also satisfy such standards of physical fitness as prescribed. The recruitment of apprentices is the responsibility of the employers . Employers can seek the assistance of Employment exchanges, Industrial Training Institutes, Directorate of Technical Education and Industrial Training, Apprenticeship section, Placement section or advertisement through press can be recruited in the month of Feb/Mar or Aug/Sept of every year against the assessed vacant seats. The apprentices recruited during March/September shall complete their apprenticeship training during either of these two months and this subsequently helps them to appear in the All India Trade Tests of Apprentices held in the months of April and October every year without any idol period between the completion date of training and the dates of All India Trade Tests. The establishment can recruit trade apprentices from either of the following categories 1. Passed out trainees of Industrial Training Institutes. 2. Freshers possessing minimum educational qualifications. BENEFITS TO WEAKER SECTIONS While recruiting apprentice employer has to ensure that scheduled castes/ scheduled tribes, minorities, physically handicapped and other weaker sections of the society get fair deal and are engaged as prescribed. CONTRACT OF APPRENTICESHIP Every person or if he/she is a minor his Guardian shall have to execute a contract of apprenticeship with employer in the prescribed form, which has to be registered with the concerned Apprenticeship Advisor. The Apprenticeship training will be imparted in pursuance of this contract. The employer and the apprentices shall carry out their obligations under this contract. If where the contract of apprentice is terminated through failure on the part of the employer to carry out the term of contract and condition ( as notified under apprenticeship rules 6), he shall pay to apprentice compensation as prescribed. In the event of premature termination of contract of apprentice for failure on the part of apprentice to carry out the term and condition of contract ( as notified under Apprenticeship Rule 1991 ). The surety at the request of apprentices hereby guarantor to the employer the payment of such amount as determined by the State Apprenticeship Advisor and towards the cost of training. The liability of surety is limited to amount equal to the three month stipend last drawn and with interest at 12% per annum. BASIC TRAINING AND RELATED INSTRUCTION The period of basic training is most of the cases is either one year or two years. Apprentices who have undergone institutional training of one or two years in I. T. Is are not required to under go basic training. The time to be spent on related instructions during this period is 7 hours/ week i.e. one day per week. Where an employer employs in his establishment to 250 or more workers the entire responsibility for imparting basic training to apprentices is the responsibility of the employer himself. In case an employer in his establishment less than 250 workers, he shall have to bear only 50 percent of the cost of the basic training, the other 50 percent is borne by the Government. As regards Related Instructions, it is imparted at the cost of Government. Employer is re-imbrued related instruction charges at the rate of Rs. 50 per apprentices per month, when he arranges to impart related instructions. SHOP FLOOR OR ON THE JOB TRAINING RELATED INSTRUCTIONS. The remaining period of Apprenticeship which in most of cases is one year or two years is on the job/shop floor training and it will be the entire responsibility of the responsibility of the employer whether he employs less than 250 workers in his establishment. Several employers may join together to form training-co-operatives for the purposes of providing on the job (practical) Training related instructions. Related Instructions will be imparted during this period also at the cost of the Government. The training will be according o the standards prescribed by the Government in consultation with the Central Apprenticeship Council or as laid down in the prescribed syllabi. OBILIGATION OF EMPLOYERS. The employer shall provide the apprentice with the training in the trade in accordance with the provisions of the Apprentices Act and the Rules made thereunder and in terms of the contract of Apprenticeship. If he is not himself qualified in the trade, he shall ensure that a duly qualified is placed in charge of the training of Apprentices. He shall look after the health, safety and welfare of Apprentices. If personal injury is caused to an apprentice by an accident arising out of in course of his training as an apprentices, his employer shall be liable to pay compensation in accordance with the provisions of the workmens compensation Act. An employer shall pay stipend to every apprentice during the entire period of apprenticeship training. The minimum rates of stipend are as follows :- First Year Rs. 820/- per month Second Year Rs 940/- per month Third Year Rs 1090/- per month Fourth Year Rs 1230/- per month Employer can pay any higher rates of stipend to attract better candidates . Apprentices shall not receive any Bonus or incentive money. Hostel accommodation if available may be provided to the Apprentices but this not obligatory under the Act. OBLIGATION OF APPRENTICE Every apprentice shall learn his trade conscientiously and diligently. He shall attend practical and related instruction classes regularly and shall carry out all lawful orders of his employers and superiors in the establishment. In the matter of conduct and discipline the apprentice shall be governed by the rules and regulations applicable to workers in the trade in the establishment. He will be a trainee and not a worker and shall not take part in any strike etc. He shall also carry out his obligations under the contract of Apprenticeship. HOURS OF WORK,LEAVE ETC. The weekly and daily hours of work of an apprenticeship shall not exceed the following:- Daily: Not more than 8 hours (includes the time spent on related instructions). Weekly : Total number of hours per week shall be 42 to 48 (including the time spent on related instructions. ) Trade apprentices during the third subsequent years of apprenticeship shall work for the same number of hours per week as the workers in the trade in the establishment in which the trade apprentice is undergoing apprenticeship training. No apprentice shall be engaged on training between the hours of 10 P. M and 6 A. M. or required to work overtime except with the prior approval of the Apprenticeship Advisor. An apprentice shall be entitled to have casual,/medical and extra-ordinary leave as per leave rules of the establishment. If no proper leave rules exist in the establishment the apprentice shall be entitled to total 37 days leave of different types i. e. casual 12 days, medical 15 days extra-ordinary 10 days. Grant of such leave shall be subject to the following conditions:- a)That every apprentice engaged in an establishment which works for 5 days in a week(with a total of 45 hours per week) shall put in minimum attendance of 200 days in a year out of which one sixth namely 33 days shall be devoted to related instructions and 167 days to practical training. b) That every apprentice engaged in an establishment which works for 5 1/2 days or 6 days in a week shall put in minimum attendance of 240 days in a year out of which one sixth namely 40 days shall be devoted to related instructions and 200 days to practical training. In case an apprentice could not put in minimum period of attendance or could not complete his essential part of training for circumstances beyond his control, his period of training could be extended for a period of up to six months under Apprenticeship Act rule 5(2). Employer has to continue to pay the stipend for the extended period of training. FINAL TRADE TEST At the end of their training the apprentices are trade tested by the National Council Of Vocational Training . These All India Trade Tests under the Apprentices Act 1961are held twice a year some time in April and October. Every apprentice who passes this test is awarded National Apprenticeship Certificate which has been recognized by the Central and State Governments for the purposes of appointments in subordinate posts and services. EMPLOYMENT ON COMPLETION OF APPRENTICESHIP TRAINING. It shall not be obligatory on the part of the employer to offer any employment to an apprentice nor shall it be obligatory on the part of the apprentice to accept an employment under the employer on successful completion of training unless it is specifically provided in the contract of Apprenticeship. SEAT ASSESD/ SEAT UTILISED AS ON 31. 12 . 2005 |S. NO. |SEAT ASSESD |SEAT UTILISED | | |PUBLIC SECTOR |PRIVATE SECTOR |TOTAL |PUBLIC SECTOR |PRIVATE SECTOR |TOTAL | |1. |2541 |2821 |5362 |1779 |1330 |3109 | The role of the chemical industry in the national VET framework Chemical companies take the following roles and initiatives as their commitments to the national vocational education system: a) To deliver basic and practical training for apprentices in the industry by the enterprise, with the whole cost borne by the enterprise; b). To appoint  the experts from these training centres as members of the curriculum committee at the national level to draft the curricula for the Craftsmen and Apprenticeship Training Programme; c) To appoint the experts from these training centres as examiners and paper setters for the Craftsmen, Apprenticeship and Instructor Training Programmes; and d) To appoint the experts from the training centres as members of advisory committees, such as the Central Apprenticeship Council, the NCVT, the State Apprenticeship e) Council and the SCVT, as well as advisory committees of ITIs and ATIs. The companies on their own fund their in-house and external training programmes for their employees. Liberalization of the Indian chemical market and VET When liberalization hit the Indian chemical industry in the early 1990s, most of the chemical companies – regardless of the number of employees – were affected by a massive drive of cost reduction due to increased competition stemming from globalization. Before liberalization arrived in the chemical industry, the Government of India devised protective schemes to protect its industry and domestic market. In fact, the chemical industry was one of the major forces urging the Government to take protective measures. The rationale was that if the industry were not protected, it would have been wiped out, causing a loss to India’s exchequer. Under the protected market, chemical companies produced only enough to make minimum profits. The Government restricted the production capacity through corporate licensing. Hence, there was no incentive for chemical companies to improve the quality of product, reduce production cost or replace outdated machines and equipment with state-of the- art high-tech production systems. Improving workers’ skills in order to increase productivity had been barely considered. Once workers were employed by chemical companies, they received initial training but nothing further. Liberalization and the substantial reduction of customs tariffs in 1991 due to globalization shocked the manufacturing sector, in particular the chemical industry. Globalization resulted in the closing down of many small and medium-sized chemical firms in India. To cope with emerging globalization, chemical companies needed to change their business manners and business practices. Cost-cutting was the only way for them to survive in a keenly competitive globalized market. Chemical companies also took drastic measures to reduce workers as an inst.