Back in 1997 the Ministry of Health and the Ministry of Education and Training combined to create new program standards for workers that “provide personal care and support to people living at home and in long-term care facilities.”

At the beginning of the 1997 school year a number of previous courses were combined into and governed under what is now today known as the “personal support worker training outcomes and module outlines standards.”

Previously training for what are now considered personal support worker jobs feel under the umbrella of a number of courses. These courses consisted of home support worker levels I, II, and III training, along with a Health Care Aid course and finally Personal Attendant courses. Students enrolled in these courses in September and prior years were allowed to continue their studies, as the new standard applied to only new courses being offered from January 1st 1997 and on.

That takes care of the dry portion. So how come other provinces aren’t jumping on the personal support guidelines bandwagon?

Since the personal support worker program is governed by the province of Ontario the degree has more value within Ontario than outside of it. Other provinces have different guidelines, training and rules. In Manitoba for example the tasks that an Ontario PSW carries out are handled by a “Health Care Aid”. The system is less regulated in Manitoba. A student may acquire a health care aid certificate from certain employers while on the job at their facility. This makes it simpler to obtain a degree and in turn forces down the average wage.

According to research carried out by Payscale Ontario support worker pay is $14.75 per hour on average. In other “lightly” regulated provinces average pay is approximately three dollars per hour lower, with New Brunswick ($11.25), Saskatchewan ($11.33) and Manitoba ($11.62) being used in the research study.

While having an Ontario personal support worker certificate should help one obtain employment outside of Ontario there is no guarantee that it will help a prospective worker obtain a higher wage. This is the trade-off for going outside of the province. The program was designed to regulate program and work standards across Ontario. Accidentally (or possibly on purpose) by having the course and training set-up in this fashion, the province of Ontario has made it undesirable for personal support workers to leave the province. Unlike other various trade school, college or university degrees which allow flexibility and freedom of movement throughout the entire nation with little to no potential “degree erosion”, an Ontario personal support worker certificate holds most of its value within the province of Ontario.

This could be seen as a negative but if you have no desire or need to venture elsewhere within Canada or abroad then the program’s benefits, short start to finish time (typically courses are one year in length), and high wages make becoming a PSW a sound short and long-term career choice.

          Adi Sankaracharya and Swamy Vivekananda considered ‘education’ as the means of salvation; Pressey Nunn gave stress to individual perfection, Russel to moral excellence, Kilpatrick and Dewey to usefulness of society.

          Dr.S.Radha Krishnan, the eminent Indian Philosopher stressed that education should be humane and its must include both the training or the intellect and the refinement of the heart and the disciplining of the spirit.

          The great idealist, educational philosopher H.H.Horne considers ‘education as the external process of the superior adjustment of the individual to God as manifested in the intellectual, emotional environment of man’.

          No definition is complete in the sense that each stress importance of a particular aspect.  The definition, which was given by Will Mott ‘Education is the apprenticeship of human life’ is self-explanatory and throws light on the nature of education.

          Education is the influence of a person who holds a vital belief brought to bear on another person with the object of making him also hold that belief.

          Education is empowerment.  It is the key to establishing and reinforcing democracy to development, which is both sustainable and human and to peace founded upon mutual respect and social justice.  Indeed, in a world in which creativity and knowledge plan an ever-greater role, the right to education is nothing less than the right to participate in the life on the modern world (- Amman Affirmation).

Role of Teacher in Educative Process:

          Though education was considered as paediocentric, it is a bipolar process in which the personality of one person influences the other with a view to modify his behavior in order to bring about his all-round development in thought, feeling and action.  A continuous interplay or exchange of ideas between the teacher and the taught takes place.  Central to this interaction process is the teacher.  While education is paediocentric in essence, the teacher still occupies ‘a priorities’ it’s in essence a priori in its essence, the teacher still occupies a priority central role in the learning of a child.

          The identification of able, efficient and well qualified teaching personnel constitutes one of the most important of all educational concerns.  Poor teaching would seem to be a significant contributor on its unfortunate share to the perpetuation of ignorance, misunderstanding and intellectual stagnation.

          The teacher’s personality is desired to be compelling, his methods effective his life, a dedicated mission and his work typifying a sorts of worship.  He needs to be a real lamp-lighter with an ‘excelsior spirit’ never faltering, failing or floundering. As is the teacher so is the school remains undisputed and on the efficiency and extent of education rests the stability and civility of any organized group.

          To live up to the high traditions on the vocation, teacher has to be equipped with professional ability with firm faith in the mobility and educability of human nature with inclusive sympathies and abundant love with equable temper, solft voice and ceaseless struggle for self-improvement.

          In every society and every group each members has some function, which carries with it some power or prestige.  A teachers’ role in the classroom is that of a very active person.  In the idea of Kallen Teachers are custodians of the nations’ human capital, the guardians of nations’ youth, helper of nation’s most precious treasure and the shapers of Nation’s future.  The teacher ought to have been permitted to choose the subject matter elect the method that suited him most, take the assistance of machines where necessary and work under the superivison of his immediate superiors.  Unless the teachers take their participation seriously in the interests of education.  Without fear or favour, there is only very limited improvement.  The teacher should possess liberal outlook and deep learning.  They must learn beyond the textbook and refer many journals and magazines to improve their knowledge, to get acquaint with new innovations in the field and to keep themselves abreast of the latest developments.  The teacher’s influence may operate on the child as he tries to inspire him.  Thus the teacher is child’s friend, philosopher and guide.

          The destiny of India or as a matter of fact in any other country is being shaped in its classroom.  Teacher plays a significant role in providing education for pupil.

          In order words better teaching will result at efficient learning in the process of bringing about development in the pupil, the teacher exerts to bring about change in the behaviour of the pupil in terms of knowledge attitudes, skills and values.

Teaching as a Profession:

          Teachers are there to stimulate interest and create needs, which the child is not aware of himself, it shows the teachers necessity in the learning process.

          Teaching is multifarious job.  Morrison defines ‘teaching as intimate contact between a more mature personality and less mature one which is designed to further education at the latter’.

          The teacher is the kingpin in any educational system.  Favourable attitude of the teacher towards children and teaching will certainly have a desirable benevolent and indelible influence on taught and consequent success of the goals of the education.

          It is the organization of all the pupil-teacher activities involved in the teacher-learning process.  Successful teaching is not a haphazard process nor does it end with the teachers going into the classroom and coming out after the bell has given.

          The destiny of India, as a matter of fact in any other country is being shaped in its classroom.  Teacher plays a significant role in providing education for pupil.  In other words better teaching will result efficient learning in the process of bringing about development in the pupils.  The teacher exerts to bring about change in the behaviour of the pupil in terms of knowledge, attitde and values.  All this to great extent, evidently depends upon the healthy positive attitude of teachers towards teaching.  Thus, the teacher should love his subject and he should love his pupil.  The ideal condition is that he loves both.

          Teaching is a noble profession.   It is, therefore, essential to have a code of professional ethics as guide for the teaching profession.  The basic principles of this should play to all the teachers at the different stages of education.  By quoting Brubacher – ‘if teaching is a profession, then the pupil is the client and professionalism requires that the treatment of the client be for his best interests’.

          In spite of being placed on the highest pedestal in society as the torch bearers and real lamp lighters, in recent years probably no other professional group has been criticized so vehemently or as frequently as the teaching community.

          Society looks down the teaching community as mercenary, unprofessional, irresponsible and as an undevoted band lacking dedication and commitment, which teachers of previous generations were reputed to possess.  Is it true?  If so, to what extent it is true?  Something must be seriously wrong if a particular sizable portion of a community completely lacks any motivation and commitments its profession.  It is rather very frightening to think so many are spending their life time in doing something which has no meaning for them which gives them to sense of satisfaction and personal worth.

          Thus, the efficiency of teaching depends not only along on the mere acquisition of degree and possession of many years of service to his/her credit but also it is evidently depends upon the acquaintances, intelligence, creativity, work orientation, work styles and attitude towards teaching profession and profession of teacher efficiency, which are considered to be vital importance not only to improve efficiency of educative process but also to make a teacher competent with their profession. 

Growing concern about Teachers:

          In spite of the need for Teacher Change-proneness in relation to Origin Pawn Ideology, it is evident sometimes that there has been growing concern about the role of teacher in the classroom.  Though the teachers are placed on the highest pedestal in society as the torchbearers and real lamplighters, in recent years probably no other professional group has been criticized so vehemently or as frequently as the teaching community.

          Recently, however, teachers and their problems have been attracting a great deal of attention throughout the world, especially in USA Teacher Change-proneness and Origin Pawn Ideology have become topics of increasing public and professional concern.  In addition to number of articles that have been appearing in professional journals, some have dedicated entire special issues on the topics – Teacher Change-Proneness and Origin Pawn Ideology.

          Unfortunately there seems to be a dearth of research in India in the related areas of Teacher Change-Proneness and Origin Pawn Ideology.  The number of studies in the related areas mentioned about are only a handful in India as is evident from the First, Second, Third, Fourth, Fifth and Sixth Survey of Research in Education by Buch, M.B., and NCERT (1974, 1979 and 1983, 1991, 1997 and 2006). It is also noticed that very little effort is made to study Teacher Change-Proneness with its correlates like Origin Pan Ideology etc.

Need for the present study:

          Under these circumstances the investigator felt that a systematic study of Teacher Change-Proneness and Origin Pawn Ideology among the Teachers in the Indian context is very much essential.  Identification of major sources of Change-Proneness and Origin Pan Ideology, the extent of the Change-Proneness experienced by the Teachers in relation to their Origin Pawn Ideology is attempted.   Some studies have suggested that there is a positive relationship in relation to other aspects like Job Satisfaction.  This holds good to one’s own working life also.

          An inquiry into the above selected problems will provide us with information, which may be highly valuable for counselors, administrators and above all for teachers themselves to plan coping strategies for preventing the obstacles of Teachers in their Change-Proneness and Origin Pawn Ideology.

          A deep understanding of the present situation has prompted the investigator to take up a humble piece of research to probe into the allied aspects of Teacher Change-Proneness and Origin Pawn Ideology of the teachers in their classroom teaching.

Statement of the Problem:

          Taking the unexplored aspects of Teacher Change-Proneness and Origin Pan Ideology into consideration and with the presumption that there exists a relation between the above aspects of Degree College Teachers, the investigator is interested to undertake the study on the following problem.  Hence, the study is titled as ‘A Study of Change-Proneness in relation to Origin Pawn Ideology among Degree College Lecturers in Vizianagaram District’.

 Scope of the Study:

          No doubt, little research has been done on the teacher Change-Proneness, but very little is advanced.  According to Barr, the evaluation of teachers as well as their efficiency in their teaching should be probed from time to time according to the changing situations in the society.  The present study is designed to make a probe into various components of Teacher Change-Proneness and Origin Pawn Ideology and the effect of probable intervening variables such as Sex, Locality, Qualification, Experience, Age, Marital Status, and Type of Management etc., on it.  It is also intended to study the influence of intervening variables on Teacher Change-Proneness and Origin Pawn Ideology.

          The study is limited to the Teachers working in Degree Colleges in Vizianagaram District.  The investigator conducted the study on the selected sample of Teachers of Degree Colleges in Vizianagaram District.  Vizianagaram District is chosen because this type of study is not carried out so far on the above category teachers.  Vizianagaram is recognized as one of the backward districts of North Coast of Andhra Pradesh from the point of view of both geographical and educational aspects.  It is felt that limiting this study to only Degree College Teachers would be more meaningful because Change-Proneness and Origin Pawn Ideology  are likely to be more prevalent among the Degree College Teachers.

          The purpose of the present study, therefore, is to have a deeper understanding of the Change-Proneness and Origin Pawn Ideology of Teachers in Vizianagaram District taking the various variables into consideration.  Finally, the study tries to discover if any significant relation prevails among the teachers in their Change-Proneness and Origin Pawn Ideology among Degree College Teachers.

Under these circumstances the investigator felt the need of thinking about the possible classification of teachers as free their work style.  How a teacher should be in a puzzling  The teacher at his best should be active not active, must strive rather than as puppet, must his own behaviour rather than have it dedicated by authority.  If such teacher prevails in the society then only the destiny of any country will be shaped in its classroom.  The teacher should perform work in his own style.

The work style of teachers reveals the existence of two types of teachers.  ‘Those who take risk in originating new ideas being self-reliant are termed as origins’.  ‘Those who blindly depend on frame work of rules in the hands of other are terms as pawn’.  The origin feels potent, the pawn feels powerless.  Thus origin – pawn ideology a catchword a novel concept of recent times is of vital importance.  Identifying the significance of the novel, strange competent of origin – pawn ideology whether it is substantiated by the administrator and supported by colleagues of him is really a puzzling question.  To make a probe into their query the investigator felt the need and opted to select the topic.

Change-Proneness:

          Change-Proneness though quite recent in origin with astonishing rapidity has become almost a catch word change-proneness can be defined as a tendency to accept anything which is new, novel to be imbibed in their style or work.  Change-Proneness is state of acceptance of new and creative ideas, which might at times create criticism and failure or result at appreciation and success.  It is a sense of satisfaction, commitment and success in the quest for new techniques, ideals and methods.  Change-Proneness is defined as a state of flux and dilemma brought about by devotion to a cause or a way of life which may promote to result at expected rewards or fails to produce unexpected revolts.

Change-Proneness among Teachers:

          How a teacher should be? Is a puzzling question.  Teacher at his best should be active not reactive, must strive rather than submit he must be author of his behaviour rather than have it dictated kby authority.  The teacher should perform his duties in his own style.  The pattern of functioning of teachers reveals the existence of two categories of teachers – being very flexible in approach, those adopt new strategies and innovative those who may not accept new strategies and implement novel techniques.

          The first category of teachers possesses state of acceptance of creative ideas.  The later fail to own the tendency to accept new strategies with a feeling of fear or failure.  Those who are rigid in their outlook do not take any rick by innovating new learning strategies and their teaching style will be routine.  Those who are flexible, possess a rare quality of distinguished creativity with an inborn talent, they are change prone, ventilate their creative thoughts and successfully satisfy the children in the class.

          Carl Rogers classified all the types of people working in a field into five categories.  They can be described in a parabolic curve.  The first categories are ‘innovators’ – persons with utmost change proneness who always think afresh, accept any changes and invent new strategies by being exemplary.  Second categories are ‘immediate adopters’ who may not think new, but who would adopt and implement any new idea.  Third category are ‘early majority’ normally large in numbers who propagate and follow the successful innovations.  Fourth category is ‘late majority’ who would not like to accept and join the innovation willingly of their own with the compulsion of many, slowly they may join the group, accept the novelty of a strange strategy.  They fifth category is ‘laggards’ persons, who lag behind, will not accept the innovations.  Being rigid they criticize and cause hindrance to the new innovations.

          Now the investigator felt the need of blending the concept of Change-Proneness and Carl Roger’s classification – Innovators and immediate adopters constitute the group of persons with high Change-Proneness.  Early majority constitute moderate change-prone teachers.  The last two categories of Carl Roger’s classification late majority and laggards constitute teachers who possess how change process.

          High change prone and low change prone teachers are opposed to each other in their basic ideologies.  The first category is confident, accepting the challenges.  They have feeling of commitment competence as opposed to the members of second category.  Both of them are exactly theoretically opposite poles and in the continuum scale.  High and low change prone teachers lie at the opposing extremities with moderately change prone teachers scattering in the middle.

Dimensions of Change-Proneness:

          Out of many dimensions of Teacher efficacy, four dimensions are very important.  They are – (1) Innovativeness, (2) Hesitating nature, (3) Consideration and (4) Acceptance of help as was discussed in detail in the earlier chapters.

          No system of education can ever rise higher than the quality of its teachers.  It is generally realized that the teacher plays an important role in any system of education.  However, good the other things are the courses of study, curricula, textbooks etc., and the fact remains that the whole systems would fail if the teaching personnel involved therein are no good.  Of all the different factors, which influence the quality of education and its contribution to national development the quality, competence and character of teachers are undoubtedly the most significant.

          As said in Bhagavad Gita a real teacher possessed the following characteristics absence of pride, freedom from hypocrisy, non-violence, forgiving nature, straight-forwardness, service of the preceptor, purity of mind and body, steadfastness and self-control.  The role of the teacher today is more than ever has become exceedingly crucial in the national attempt to bring about several positive changes in the society and national progress.  The teacher should be at the forefront of our present vigorous quest for advancement.

          It is increasingly realized by all these concerned with the education of children in the country that the standard of education in schools and colleges has considerably fallen.  In any scheme of improvement of the teaching in schools, it is the teacher who has key role to play.  Unless he is a fully competent person, greatly interested and involved in his work and does his job satisfactory, all other efforts that are taken to effect any improvement in the field of teaching are bound to fail.  Therefore, nothing is more important that securing a sufficient supply of high quality recruits to the teaching profession, providing them with possible preparation and creating satisfactory conditions of work in which they can be fully effective.  The University Education Commission (1949) also emphasized the importance of the teachers and his responsibility.

          Education is a natural harmonious development of child’s latent powers and innate talents.  Teacher’s role is pivotal in providing education and to the perpetuation of child’s intelligence and wisdom.  How an individual learns effectively and how a school functions efficiently, really depend upon the classroom instruction a successful mission and classroom lively where the nation’s destiny is shaped.

          To make the nation totally literate, to impart ‘Education for all’ enrolment of masses in schools is predominantly significant but more enrolment of children into school will not suffice to achieve total literacy.  To make real education possible and to retain enrolled masses in classes to improve educational standards, to tap the potentialities of students, the teacher should be not only committed and devoted but also competent and creative.

          Professional Competency is the potential to make educative process effective, with expertise and thoroughness of content, which was fabricated nicely with methodology of teaching with clean exposition précised skill, abundant knowledge and creative mind to improvise low cost, no cost teaching learning material to supplement his teaching (Uday Koundinya, 1999).

          A teacher will enter into the profession with an interaction to prove his caliber.  To satisfy the psychological need of recognition any person will strive hard by using all his energies to make an impression in the work spot with lofty ideals every teacher initiate his profession as lit on candle.  When it is glow on, it can make other lights candle and spread light in the darkness.  As Rabindranath Tagore rightly said that only a burning candle can make other lamps to lit on.  Similarly a teacher who is committed, competent, creative and work with excelsior spirit can drive out the darkness from the minds of pupils and make them educated cultured civilians.   With all sterling qualities the teachers will make educative process effective.

          Such as a glow on individual in a profession may remain unaltered, but majority of teachers fail to retain themselves as glow on and they slowly turn into rust outs though not burnout.  In a gradual manner the glow on teacher deteriorates into first rust-cuts later into burnout persons, as it is a continuum scale.  In tune with lofty ideals a person will strive hard in his profession and successfully possess inner balance.  But the strange work style and hard trail of a person, when other men start refuting, rebuking commenting and severely opposing thus creating outer conflict. 

          To be in the society by being accepted many a person slowly gives up his ideals and attitudes just to satisfy others thus attempting to be out word balanced though conflict with in results at.

          The work style of the teachers it was appreciated by the administrator and the work style of a teacher become a exemplary to other teacher fraternity, a person will be delighted, adopt new strategies and thus very much turns into origin oriented.

          How a teacher should be in a puzzling question.  The work style of the teachers enables to classify teachers into two categories.  They are – (1) those who take risk in introducing new strategies imbibe new ideas and with a high change prone attitude may originate new ideas.  They are termed as origins.  (2) Those who shirk to invite, imitate and imbibe new strategies of teaching due to fear of criticism and failure by being totally change reluctant may blindly depend on frame work of rules in the hands of others are termed as pawn.

          Origin teachers are achievement oriented in nature and they feel potent.  On the other hand pawn teachers are affiliation oriented in nature and they feel powerless.  The new innovative strategies adopted and introduced by origin teachers, many get acceptance and consideration in real spirit by the head’s of the institutions if they posses initiating nature and consideration which are considered to be the vital aspects of effective leadership and administrative nature.  On the other hand some heads of the institutions may oppose, comment, reject some of the new adopted strategies by origin teachers as they happen to be change reluctant by being rigid in their outlook and ridicule the dashing innovative nature of high change prone teachers.  Thus acceptance for the new strategies from the administrators is vital aspect to enhance creative thoughts.  Competent measures and change prone attempts.  By nature if the administrator accepts and allow the new strategies, adopted by a teacher it will multiply the teacher’s initiative and interest and act as a catalyst for teacher effectiveness.  If the administrator himself inculcates, encouraging the subordinates by evolving his own innovative strategies, the effectiveness and work orientation will be multiplied to multitude.

          The teacher’s change-proneness, origin oriented nature and work style will not only be affected by the acceptance from the administrators but also be positively influenced by cooperative nature among faculty members.  The new innovative thorough of the teachers should not be ridiculed and made fun of by his colleagues.  They should be accepted, appreciated and admired by the faculty members.  If such positive atmosphere prevails with acceptance nature from the administrators and cooperative nature among faculty members as dual, sterling, components, the effectiveness of teaching will enhance and elevate education standards.

          The origin is positively motivated, optimistic, confident, accepting the challenge.  The pawn is negatively motivated, defensive irresolute, avoidant of challenge, origin has a feeling of commitment and competence as opposed to powerlessness of a pawn.  The origin philosophy reflects a belief that man is the maker of his destiny.  The paw philosophy reflects that a man is just a puppet in the hands of destiny.  Thus origin and pawn are exactly theoretically opposite polar aspects.

          Origin pawn philosophies affect the values, ideas and beliefs of millions of people in the world.  It is the origin philosophy but not pawn philosophy that helps a man to build his own future.  The philosophical values are built as a result of interesting social forces, experiences and beliefs.  Extreme fatalistic belies do not help a person to mend his own destiny.  An origin who sets his own goals and moves towards them will probably crave for recognition after reaching them.  An origin should acknowledge mistakes; think about the consequences of what he does; show concern for the effects of his acts and finally alter his techniques.

          Being autocratic, an origin teacher is not a tyrant or a despot.  He evidently values and natures the tendency or being origin type among pupils and creates an ‘origin’ classroom.  An origin teacher need not necessarily be democratic.  Treating children as origins is much more difficult that allowing them to decide everything.  To treat children as origins is to give them the structure and rules that will make it possible for them to develop and visualize their own goals and to learn to strive for them.

          The teacher who succeeds in creating origin orientation in his classroom develops a warm, congenial atmosphere where the children know the limitation beyond which they should not go.  Teachers’ warm acceptance of child’s liberty along with firm and definite limitation and high expectations, all these characterize an origin teacher.

Dimensions of Origin Pawn Ideology:

          The Origin Pawn Ideology is consists of Individuals’ Position, Self-Confident, Role Perception and Personal Rapport aspects as was discussed in detail in the earlier chapters.

          Kerlinger (1973) gives two main reseasons for discussing the general and research literature related to the research problem.  The first of this is to clarify the theoretical rationale of the problem.  A second reason is to tell the reader that researches have not been done on the problem.  The underlying purpose is to locate te present research in the existing body of research on the subject and to point out what it contributes to the subject.

          The major purpose of this study is to review of the available literature so as to determine the significant acts to which they are essentially related to present problem under investigation.  The knowledge emerging from the investigation would enable the investigator to avoid unintentional, duplication as well as to provide understand and the insight for the development of a logical frame work for the present problem under investigation.  Moreover, studies that have been done would help in formulating research hypothesis and indicating ‘what needs to be done will form the basis for the justification of the study under investigation’.  The purpose of this chapter is to provide a comprehensive and clear picture of the related studies and to show how the present study contributes in extending the knowledge in the attempted area under study.

          The related literature obtained on the present study is made on Change-Proneness and Pawn Ideology.  The literature is presented in two parts viz., studies attempted at abroad and in India in respect of Change-Proneness and Pawn Ideology.

Studies on Change-Proneness:

          In the post Independence era, bringing change in education and revising qualitative improvement has been a major concern of the educational planers and administrators, with this intention quite a few new institutions and organizations were established with considerable investments at national and state levels.  As a result they designed and diffused quite a large number of innovations in education.  The change was not, however, commensurate with the number of innovations and investments therein.  Hence, only stray number of researches prevails in this field related to the concept of Change-Proneness.

Andrew J.Wayne and others (2008) studied ‘Experimenting with Teacher Professional Development: Motives and Methods’.  He concludes in his study explains that the benefits offered by experiments in addressing current research needs and—for those conducting and interpreting such studies—discusses the unique methodological issues encountered when experimental methods are applied to the study of Professional Development.

C.Day; P.Sammons and Q.Gu (2008) studied ‘Combining Qualitative and Quantitative Methodologies in Research on Teachers’ lives, Work and Effectiveness: From Integration to Synergy’.  This study disclosed that the advantage of synergistic approaches is their consideration and combination of a greater range of data, resulting in more nuanced, authentic accounts and explanations of complex realities.

Gregory J.Palardy and Russel W.Rumberger (2008) studied ‘Teacher Effectiveness in First Grade: The importance of Background Qualifications, Attitudes, ad Instructional Practices for Student Learning’.  The results indicate that compared with instructional practices, background qualifications have less robust associations with achievement gains. These findings suggest that the No Child Left Behind Act’s “highly qualified teacher” provision, which screens teachers on the basis of their background qualifications, is insufficient for ensuring that classrooms are led by teachers who are effective in raising student achievement.

Karen Douglas (2009) studied ‘Sharpening our Focus in Measuring Classroom Instruction’.  The investigator has contributes to this task by sharing theoretical and practical viewpoints based on systematic programs of mixed methods research. The value of this body of research is reinforced through evidence of its impact on teaching practices and student learning.

          A glance though the major review works of Bhola (1965), Havelock (1973), Rogers and Shoemaker (1971) would reveal the absence of any research on change-proneness.  Though Bhola’s contribution ‘innovation’ research and theory.  Havelock’s attempt on planning for innovation through dissemination is on utilization of knowledge.  Rogers and Shoemakers commendable work on ‘communication of innovation – a cross culture approach, reveal some striking aspects in this field, they being very strange and novel, fail to enable other researches to make attempts and pursue their studies and as a result this remains totally in gloom and unexplored.

Alex Kostogriz, University of Queensland (2002) studied ‘Teaching Literacy in Multicultural Classrooms: Towards a Pedagogy of Third space’.   The study made on ‘dialectic’ of pedagogic spaces and the political strategy of Thirding in classroom communities of difference is examined, to suggest how this approach may be used productively in re-conceptualizing literacy pedagogy in/for conditions of multicultural life.

Amoaba Gooden, Kent State University (2008) studied ‘Community Organizing by African Caribbean People in Toronto, Ontario’.  The author argues that community organizing was an instinctive initiative of African Caribbean people. Historically, Black community organizational agenda, although owing much to its own resourcefulness and fortitude, was intimately connected to the influence and strength of the larger White population. Racism and social exclusions were the major external factors influencing the majority of African Caribbean institutional building.

Gerardo R.Lopez and Vanessa A.Vzaquez (2009) probed into ‘They don’t speak English’: Interrogating (racist) ideologies and perceptions of school personnel in a Midwestern state’.  this research finds that school officials increasingly employ assimilationist ideologies that not only privilege the English language, but view Latino students and their families as intellectually and culturally inferior.

Heather Jean Brookes, University of the Witwatersrand (1995) studied ‘Suit, Tie and a Tough of Juju- – The Ideological Construction of Africa: A Critical Discourse Analysis of News on Africa in the British Press’.  This study examines the ideological construction of Africa through a critical discourse analysis of news on Africa in the British press.  The analysis illustrates how the features of this discourse combine to produce particular meanings which give rise to a neo-colonial racist representation of Africa and Africans. The role of this discourse in reproducing the racist perceptions of Africa and Africans in Western society and in maintaining Western hegemony is discussed; and the question of this discourse’s relationship to other racist discourses in European society is also raised.

Nageswara Rao, Dr.U (1999) in his unpublished research paper presented at regional seminar at R.I.E., Mysore and International seminar at New Delhi on ‘Origin Pawn Ideology’ as component of Teacher empowerment in relation to schools effectiveness.  The major findings of the study are (1) Male teachers are more of origin type than Female Teachers.  (2) Urban Teachers are more Origin-oriented than Rural Teachers.  (3) Teachers working in Aided Schools are more of Origin Type than Teachers working in Government, Missionary and schools managed by local bodies. (4) The impact of origin type teachers who are empowered, yield good scholastic achievement and school effectiveness.

K.Ravi (2001) in his unpublished M.Ed., Degree Dissertation presented at Andhra University, Visakhapatnam on origin pawn ideology in relation to acceptance among administrators and cooperative nature among faculty members in Krishna District.            The major findings of the study are (1) Female Teachers are more origin oriented than male teachers; (2) Urban teachers possess more origin oriented nature than Rural Teachers; (3) Post-graduate trained teachers are more origin oriented than graduate trained teachers; (4) B.Ed., Assts., are more origin than secondary school teachers; (5) different span of experience do not have significance of difference among selected sample of secondary school teachers; (6) the age group below 45 years and above 45 years age groups of teachers working in secondary schools have no significance difference in the possession of origin pawn ideology and (7) regarding intervening variable i.e., type of management, teachers working in Aided schools, Missionary schools, Municipal schools and finally Zillah Parishad schools occupy first, second, third and last positions in the possession of origin pawn ideology.

There are adequate number of studies in quality and quantity on Teacher Change-Proneness and Pawn Ideology, but very few studies are found on relationship between Change-Proneness and Origin Pan Ideology among Teachers.

          In respect of the Change-Proneness of teachers – it is observed that Andrew J.Wayane (2008) attempted the benefits offered by experiments in addressing current research needs.

          C.Day and others (2008) probed into ‘Combining Qualitative and Quantitative Methodologies in research on Teachers’.

          Kristie Jones Newton (2008) investigated ‘An Extensive Analysis of pre-service elementary teachers’ knowledge of fractions’.

          Whereas, Mukhopadhayaya and Sexena (1980) studied ‘The Factors contributing to Teachers’ Change-proneness’

          While Dr.U.Nageswara Rao (1999) studied ‘The Change-Proneness among Primary School Teachers as determining factor to meet the needs of hard-to-hard’.

          In respect of studied on Origin Pan Ideology, the investigator observed the studies of Alex Kostogriz, University of Queensland (2002) on Teaching Literacy in Multicultural classrooms towards Pedagogy of Third-space’.  It is also observed that Heather Jean Brookes, University of Witwatersrand (1995) made an attempt on ‘Suit, Tie and Tough of Juju – The Ideological Construction of Africa – A Crucial discourse analysis of news on Africa in the British Press’.

          Whereas, Dr.U.Nageswara Rao (1999) investigated into ‘Origin Pawn Ideology as component of Teacher in relation to schools effectiveness’.

          Hence, this study is made to find the significance of relationship between Teacher Change-Proneness and Origin Pawn Ideology among the selected sample of Degree College Teachers in Vizianagaram District.

Definitions of the Terms Used:

          In the present study, the investigator is concerned with Teacher Change-Proneness and Origin Pawn Ideology. Definitions of these constructs are dealt with.

Teacher:

          The term ‘teacher’ in this study is used to refer the Lecturers working in Degree Colleges in Vizianagaram District only.

Teacher Change-Proneness:

          Change-Proneness, though quite recent in origin, with astonishing rapidity has become almost a catch word.  It is the tendency to accept anything, which is new, novel, to be imbibed in their style of work.  It is the state of flux and dilemma brought about by devotion to a cause, which may promote and result at expected rewards or fail to produce unexpected revolts (Uday Koundinya, 1999).  To measure the Change-Proneness of the Teachers, it was designed with four dimensions viz., Innovativeness, Hesitating Nature, Consideration and Acceptance of help.

Origin Pawn Ideology:

          The origin is positively motivated, optimistic, confident, accepting the challenge.  The pawn is negatively motivated, defensive irresolute, avoidant of challenge, origin has a feeling of commitment and competence as opposed to powerlessness of a pawn.  The origin philosophy reflects a belief that man is the maker of his destiny.  The paw philosophy reflects that a man is just a puppet in the hands of destiny.  Thus origin and pawn are exactly theoretically opposite polar aspects.

          Origin pawn philosophies affect the values, ideas and beliefs of millions of people in the world.  It is the origin philosophy but not pawn philosophy that helps a man to build his own future.  The philosophical values are built as a result of interesting social forces, experiences and beliefs.  Extreme fatalistic belies do not help a person to mend his own destiny.  An origin who sets his own goals and moves towards them will probably crave for recognition after reaching them.  An origin should acknowledge mistakes; think about the consequences of what he does; show concern for the effects of his acts and finally alter his techniques.  The object Origin Pawn Ideology is consists of four dimensions viz., Individuals’ position, Self-confident, Role Perception and Personal Rapport.

Problem:

          The problems posed in this study are, to establish relationship between Teacher Change-Proneness and Origin Pawn Ideology.  Accordingly, the statement of the present study is ‘A Study of Change-Proneness in relation Origin Pawn Ideology among the Degree College Lecturers in Vizianagaram District’.

Basic Assumptions:

The investigator started the research study with the following basic assumptions.

There will be significance of relationship between the Change-Proneness and Origin Pawn Ideology among the Degree College Lecturers.

There will be significance of difference between the dimensions of Change-Proneness.

There will be significance of difference between the dimensions of Origin Pawn Ideology.

There will be significance of difference between the Lecturers of Degree Colleges taking the Sex into consideration in their Change-Proneness and Origin Pawn Ideology.

There will be significant difference between the Lecturers of Degree Colleges taking the Locality into consideration in their Change-Proneness and Origin Pawn Ideology.

There will be significant difference between the Lecturers of Degree Colleges taking keeping the Age into consideration in their Change-Proneness and Origin Pawn Ideology.

There will be significant difference between the Lecturers of Degree Colleges taking the Marital Status into consideration in their Change-Proneness and Origin Pawn Ideology.

There will be significant difference between the Lecturers of Degree Colleges taking the Qualification into consideration in their Change-Proneness and Origin Pawn Ideology.

There will be significant difference between the Lecturers of Degree Colleges taking the Experience into consideration in their Change-Proneness and Origin Pawn Ideology.

There will be significant difference between the Lecturers of Degree Colleges taking the Type of Management into consideration in their Change-Proneness and Origin Pawn Ideology. 

There will be no significance of difference between High and Low Change-Proneness in relation to Origin Pawn Ideology among the College Teachers.

There will be no significance of difference between High and Low Origin Pawn Ideology in relation to Change-Proneness among the College Teachers.

Objectives of the Study:

    1. To find out the relationship between Teacher Change- Proneness and Origin Pawn Ideology.

    2.  To measure the Change-Proneness dimension wise

    3.  To measure the Origin Pawn Ideology dimension wise.

    4. To study the Change-Proneness variables wise i.e., Sex, Locality, Age, Marital Status, Qualification, Age and Type of Management.

    5. To study the Origin Pawn Ideology variables wise i.e., Sex, Locality, Age, Marital Status, Qualification, Age and Type of Management.

    6.  To study the significance of difference between High and Low groups of Change-Proneness in relation to Origin Pawn Ideology among College Teachers.

    7.  To study the significance of difference between High and Low groups of Origin Pawn Ideology in relation to Change-Proneness among College Teachers.

Hypotheses:

Modern Investigators are uniquely agreed that whenever possible research comes to light that it should be from a hypothesis.  The investigation into a problem without a hypothesis is aimless.

In the words of Deobold D.Van Dalen, ‘A hypothesis serves as powerful beacon that light the way for the research worker’.

          W.Stanely Jevons describes the importance of hypothesis as – ‘it serves a sort of guiding light in the world of darkness’.

          According to Good, Barr, Scates, D.E., – ‘the hypothesis serves the important function of linking together related facts and information and organizing them into wholes’.

          Carter, V. Good thinks that by guiding the investigator in further investigations.  The hypothesis serves as the investigator’s ‘eye’ in seeking answers to tentatively adopted generalizations. 

According to Travers, ‘postulates may be considered to be the fore-runners of laws’.  As more and more evidence concerning the validity of postulates is accumulated through research, may be modified if necessary, found to be accepted, be called laws.

          In the present study the investigator has proposed the following hypotheses for testing the item wise identified problems of the present research study.

There is no significance of relationship between Teacher Change-Proneness and Origin Pawn Ideology. 

There is no significance of difference between the dimensions of Teacher Change-Proneness.

There is no significance of difference between the dimensions of Teacher Origin Pawn Ideology.

Male and Female Teachers do not differ significantly in their Teacher Change-Proneness and Origin Pawn Ideology.

Rural and Urban area Teachers do not differ significantly in their Teacher Change-Proneness and Origin Pawn Ideology.

Below 40 years and above 40 years Age Teachers do not differ significantly in their Teacher Change-Proneness and Origin Pawn Ideology.

Post-graduate, Post-graduate with M.Phil., and Post-graduate with Ph.D., teachers do not differ significantly in their Teacher Change-Proneness and Origin Pawn Ideology.

Below 20 years and above 20 years experience teachers do not differ significantly in their Change-Proneness and Origin Pawn Ideology.

Aided and Unaided Degree College Teachers do not differ significantly in their Teacher Change-Proneness and Origin Pawn Ideology.

High and Low Change-Proneness groups in relation to Origin Pawn Ideology of College Teachers do not differ significantly.

High and Low Origin Pawn Ideology groups in relation to Change-Proneness of College Teachers do not differ significantly.

Population:

There is about 48 Degree Colleges under different type of management in Vizianagaram District.   According to Cornell sampling is – ‘the process by which a relatively small number of individuals are selected or analyzed in order to find out something about the entire population or the universe from which it was selected.

The essence of sampling is the selection of a part (sample) from the whole (population) in order to make inferences about the whole.

Sample:

‘Any number of measures of a population that have been selected to represent the population, a sample is used to study the properties of a larger group of which it is a part’.

The present study is proximal, time specific and context specific in nature.  It will be very difficult for the investigator to take up this research study among all the Lecturers of Degree Colleges in Vizianagaram District. 

The investigator felt that it is almost impossible to make trips to visit the Degree Colleges, which are far off.  Hence, it has been decided to meet the Lecturers instead of mailing the questionnaires.  As the problem of research proposal is pertinent to the sample of Lecturers but not with the students, any of the Institutions may be selected for the study.  Hence, the investigator confined this study to the Degree Colleges in around of Vizianagaram City.  Thus the Lecturers population of Degree Colleges will be the sample for the humble piece of research study.

Further, the study has been conducted among the selected sample of Lecturers taking the variables like Sex, Locality, Age, Marital Status, Qualification, Experience and Type of Management of the Institution are taken into consideration.

Administration of Tools:

          After developing and standardized the above tools of the present study following the predictive validity as suggested by John, W.Best and James V.Kahn, the final and fresh scales are prepared for the final study and to administer with a specific instruction.  Each statement in both the tools are followed Likert method of summated rating technique.  This technique is used because it is most straightforward technique.  A clear instruction was given to the respondents to express their opinion by putting a tick mark against the response category to which they agreed with.  Each scale is started with personal data page.  These two scales are administered to 150 teachers working in different areas and under different management in Vizianagaram of Andhra Pradesh.

Collection of Data:

           For collecting the data, the investigator visited each institution and administered these scales to the teachers personally.  They advised to put their name, sex, locality, qualification, experience, age, marital status and type of management of the institution etc., in the place provided in the personal data sheet of each scale.

          Required instructions are given in the first page of these two tools.  The investigator requested the teachers to follow those instructions, which responding to the tools.  Teachers are further advised not to leave any item of the too.  Most of the teachers filled the tools on the spot and return to the investigator.  Thus these two tools collected are scored according to the statistical procedure.

Scoring:

The responses scores in respect of Teacher Change Proneness Descriptive Questionnaire (CPDQ) for all 30 items – Scoring from 4 to 1 for five responses i.e., Always (4), Occasionally (3), Seldom (2) and Never (1) and for negative items the weightage will be awarded from 1 to 4 with the help of the scoring key.  The probable score may be ranged from 30 to 120. 

Limitations:

          This study is limited to only teachers of Degree Colleges in Vizianagaram District of Andhra Pradesh.

          Teachers who are teaching the methodology subjects are included in the sample and P.E.Ts, Craft teachers and others are excluded.

          To measure the Teacher Change-Proneness in which four dimensions are confined viz., – Innovativeness, Hesitating nature, Consideration and Acceptance of help are only considered in this research study.

          Similarly, to measure the Teacher Origin Pawn Ideology Scale is confined to four dimensions viz., Individuals position, Self-confident, Role Perception and Personal Rapport are considered in this study.

Analysis of the results of any study should be based on suitable statistical treatment.  The measurement of variables undertaken for this study should be presented clearly and precisely.  Accordingly, the results are analyzed in three-phase manner.  The first phase consists of testing of major hypotheses, the second phase consists of testing of subsidiary hypotheses pertaining to significance of difference between various demographic variables in respect of Teacher Change-Proneness and Teacher Origin Pawn Ideology and the third phase consists of testing hypotheses pertaining to significance of difference between high and low groups of respondents in their Change-Proneness and Origin Pawn Ideology aspects.

After processing the analysis based on the data obtained from the respondents, the following conclusions are arrived at.

Conclusions:

          There is positive significance of relationship between the Change-Proneness and Origin Pawn Ideology among the Degree College Teachers.

          There is positive significance of relationship between the dimensions of Teacher Change-Proneness.

          There is positive significance of relationship between the Dimensions of Origin Pawn Ideology.

          There is positive significance of relationship between inters and intra dimensions of Change Proneness and Origin Pawn Ideology.

Change-Proneness:

          Male and Female Teachers do differed significantly. The mean value obtained by Male Teachers is greater than that of Female Teachers.

          Rural and Urban locality Teachers do differed significantly. The mean value obtained by Urban locality Teachers is greater than that of Rural locality Teachers.

          Below 40 years age Teachers and above 40 years age Teachers do differed significantly.  The mean value obtained by above 40 years age Teachers is greater than that of their counterparts i.e., below 40 years age Teachers.

          Married and Unmarried Teachers do not differed significantly.

          Post-graduate and Post-graduate with M.Phil., Teachers do not differed significantly.

          Post-graduate and Post-graduate with Ph.D., Teachers do not differed significantly.

          Post-graduate with M.Phil., and Post-graduate with Ph.D., Teachers do not differed significantly.

          Below 20 years experience and above 20 years experience Teachers do differed significantly.  The mean value obtained by below 20 years experience Teachers is greater than that of above 20 years experience Teachers.

          Aided and Unaided College Teachers do differ significantly.  The mean value obtained by the Unaided College Teachers is greater than the Teachers of Aided College Teachers.

Origin Pawn Ideology:

          There is significance of difference between Male and Female Teachers.  The mean value obtained by Female Teachers is greater than that of Male Teachers.

          There is no significance of difference between Rural and Urban are College Teachers.

          There is significance of difference between below 40 years experience and above 40 years experience College Teachers.  The mean value obtained by above 40 years experience College Teachers is greater than that of below 40 years experience College Teachers.

          There is significance of difference between Married and Unmarried College Teachers.  The mean value obtained by Unmarried College Teachers is greater than that of Married College Teachers.

          There is significance of difference between Post-graduate and Post-graduate with M.Phil., College Teachers.  Teachers of Post-graduate with M.Phil., possessed higher mean score than their counterparts i.e., Post-graduate College Teachers.

          There is no significance of difference between the College Teachers of Post-graduate with M.Phil., and Post-graduate with Ph.D.

          There is significance of difference between below 20 years experience College Teachers and above 20 years experience College Teachers.  The mean value obtained by the above 20 years experience College Teachers is greater than that of below 20 years experience College Teachers.

          There is significance of difference between the College Teachers of above 20 years experience and below 20 years experience category.  The mean value obtained by above 20 years experience College Teachers is greater than that of their counterparts i.e., below 20 years experience College Teachers.

          There is significance of difference between Aided and Unaided College Teachers.  The mean value obtained by Unaided College Teachers is greater than that of Aided College Teachers.

          There is significance of difference between High and Low Change-Proneness in relation to Origin Pawn Ideology.  The High Change-Proneness group of College Teachers possessed higher mean value than their counterparts i.e., Low Change-Proneness group of College Teachers.

          There is significance of difference between High and Low Origin Pawn Ideology in relation to Change-Proneness.  The High Origin Pawn Ideology group of College Teachers possessed higher mean value than their counterparts i.e., Low Origin Pawn Ideology group of College Teachers.

Implications of the Study:

          From the above study it is observed that though there is positive relationship between the aspects Change Proneness and Origin Pawn Ideology but it is found low.  This indicates that though the Change Prone among the College Teachers is in advantage position, their Origin is less in nature.  This indicates that the College Teachers have confined their profession in regular routine manner instead of introducing new concepts and techniques while in their Classroom Teaching.

          Regarding comparison of Change-Proneness among the College Teachers with reference to variables viz., Sex, Locality, Age, Marital Status, Qualification, Experience and Type of Management, it is found that the Male, Urban area, Above 40 years Age, Below 20 years experience and Unaided College Teachers are possessed higher Change-Prone than their Counterparts, which is an indication to the academic administrators to examine the differentiation among the College Teachers so as to enhance the quality among the faculty members.

          Regarding comparison Origin Pawn Ideology among the College Teachers with reference to the variables viz., Female, above 40 years age, Unmarried, Post-graduate with M.Phil., Post-graduate with Ph.D., above 20 years experience and Unaided category College Teachers possessed higher means than their counterparts, which is an indication to the curriculum designers as well as academic administrators to consider these results and it is essential to provide better environment and encourage the faculty members to adopt new techniques of classroom teaching so as to enhance the quantity and quality in methods of teaching.

          Regarding the comparison between high and low category of College Teachers in respect of Change-Proneness and Origin Pan Ideology aspects, it is found that the mean differences are very high.  This indicates that though the College Teachers possessed more change-prone, but their ideology and new techniques in teaching subjects could not be attempted on account of various academic and administrative reasons.  Therefore, this is very essential to reconsider to change the policies and practices in respect of academic activities of these institutions so as to enable the teacher to produce better citizens to the Indian society.

Suggestions for further Research:

          An analytical study of Personality as an allied correlate of Change-Proneness may be attempted.

          A study of Origin Pawn Ideology and its impact on Professional Competency among Secondary School Teachers may be conducted.

          A Comparative study of Change-Proneness among competent teachers may be attempted.

          A Study of teacher origin pawn ideology and professional pleasure is influencing factors to enhance teacher effectiveness.

          A Study of Change-Proneness and effective classroom practices as influencing factors to enhance the quality.

          A comparative study of adjustment and Origin Pawn Ideology among high and low creative teachers may be conducted.

          A study of Change-Proneness and Burnout as stumbling blocks in their Professional competency may be conducted.

          A study of Origin Pawn Ideology and its impact on Academic Achievement may be conducted.

          A similar attempt may be made on Change-Proneness in relation to teaching competencies may be conducted.

          A analytical study of Work Orientation and Origin Pawn Ideology may be useful attempt.

          An investigatory probe into the aspect which influence the Change-prone and Institutional complex may be studied.

          Thus, the exhaustive list of suggestions, which feasible for further researches in the related areas of this research problem, which will definitely enhance the vistas in these areas, though all these will constitute a speck of knowledge in the ocean of wisdom.

BIBLIOGRAPHY

Aggarwal, J.C., ‘Educational Research – An Introduction’, Arya Book Depot., New Delhi.

Aggarwal, J.C. (1964), ‘Thought on Education’, Arya Book Depot, New Delhi, 1964.

Alex Kostogriz, University of Queensland (2002), ‘Teaching Literacy in Multicultural Classrooms: Towards a Pedagogy of Third Space’, Paper Presentation at the Annual Conference of the Australian Association for Research in Education, December, 2002, Sage Journal (online).

All Port, G.W., ‘Personality Psychological Interpretation’, Mc.Graw Hill Book Co., New York.

Amoaba Gooden, Kent State University, USA k(2008), ‘Community Organizing by African Caribbean People in Toronto, Ontario’, Journal of Black Studies, Vol.38, No.3, Pp.413-426, 2008, Sage Journal (online) DOI: 10.1177/ 0021934707309134.

Anastasi, A., (1961), ‘Psychological Testing’, The Mac.Millan & Co., New York.

Andrew J.Wayne, American Institutes for Research, Washington DC,; Kwang Suk Yoon; Peizhu; Stephanie Cronen and Michael S.Garet, (2008), ‘Experimenting with Teacher Professional Developmet: Motives and Methods’, Journal of Educational Researcher, Vol.37, No.8, Pp.469-479, 2008, Sage Publications (online) DOI:10.3102/0013189X08327154.

Barr, A.S., (1961) ‘The measurement prediction of teaching efficiency – A Summary of investigation, Journal of Experimental Education.

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Bigge & Hunt (1962), ‘Psychological foundations of educati

It was during a contract with an air medevac service in Northern Ontario that Mitchell realized the extensive role private companies play in the public health-care system. He joined two partners who together purchased Parkview EMS, a small Toronto-based firm that had formed to provide medical emergency services at local horseracing tracks.

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Following are some considerations for applicants wishing to attend university or college in Ontario:

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The article was a question and answer-type ‘session’ in the Globe and Mail, and was authored (in part) by “guest writer” Alex Usher: identified as the Director of Educational Policy Institute Canada. In the piece, Mr. Usher stated “many are looking to higher education for a brighter future” in light of the sudden increase in unemployment due to layoffs (‘convenient’ downsizing) or outright job evaporation (outright closure). Students from across Canada were invited to participate in an open, online Forum (hosted by the Globe and Mail newspaper’s interactive portion of their website), and the results of the question and answer session were summarily published.

It certainly was an interesting discussion. Mr. Usher, while valiantly attempting to assuage the fears of many students (most of who were already enrolled in a degree or diploma program), also made some hard-hitting, grave statements in regards to the financial realities facing Universities, Community Colleges and Private Career Colleges alike. Without going into a tremendous amount of detail, it was Mr. Usher’s belief that while “cutting costs will not be the first instinct”, putting additional pressure on the Federal and Provincial governments to either increase grants or allow for higher tuition fees would be followed by decrees of “there’s no new money, so muddle through as best you can with very small tuition increases.” In addition to demurring or taking an education guess as to how each institution would cope with these constraints, Mr. Usher seemed to predict that all higher education facilities alike were likely facing decreasing student populations, higher tuition costs and hard financial decisions for “at least five years.”

As outlined above, that online Forum discussion took place months ago (and it should be noted was held during the height of a bitter and protracted strike by educators and assistants at York University in Toronto). North America has “evolved” since that time: From a heightened sense of collective hope with the election of President Barack Obama in the United States, and the sense of relief to Canada’s emerging relatively unscathed from the 2008 financial crisis; to the deteriorating confidence and disillusionment in the Obama administration south of the border and the global financial uncertainty surrounding the literal bankruptcy of certain central European nations. The effect on the higher education system – in both Canada and the United States – has been quietly remarkable. There is an almost subtle desperation in the way that Universities and Colleges are going about trying to raise enrolments – and thereby raise their ever-trickling away revenues.

In Canada’s largest city (Toronto), one cannot simply walk down the street it seems, without encountering the latest in a seemingly unending string of educational institution enticements in the way of stereotypical, derivative advertisements. Each one of these uninspired, mediocre and sometimes even vapid graphical pleas more or less virtually parrots their own competition. The message has tended to be precisely the same – whether the program being offered is as short as a Personal Support Worker diploma or as long as an MBA – regardless of which school has purchased prime advertising tenements along Toronto’s hyper-busy subway and transit systems, commuter thoroughfares and pedestrian walkways. For close to two years, now, continuing education advertisements have featured repetitive, “cookie cutter” images of mature students and eager young hopefuls alike, each allegedly extolling the virtues of the portrayed University or College. Some of these advertisements have even featured the exact same (obvious) student image – even though the institutions themselves are quite apparently in direct competition with each other, and therefore completely unrelated and unallied.

Despite the best advertising efforts of these schools, from the massive federal universities like York, Western Ontario and the University of Toronto on down to the smallest community and/or private college such as Centennial, Seneca, Humber or even BizTech Institute, enrolments continued to drop at an alarming rate. Due, in part, to the massive influx of Government (E.I.) Second Career applicants and the agonizingly slow process of processing them all as well as the aforementioned raise in tuition prices, it should be mentioned. If Ontario’s post-secondary institutions were going to continue to grow (let alone merely survive in some cases), clearly more aggressive, if not revolutionary recruitment tactics had to be employed.

Unfortunately, what has followed has been a nearly ridiculous, if not outright laughable, series of overtly unorthodox, atypical – and downright weird – marketing ploys by some seemingly respectable schools in their efforts to entice potential students. Everything from offering $500.00 “scholarships” for purchasing pizza, to what amounts to “perpetual study vacations” within a tropical island setting have been utilized as “legitimate” marketing vehicles for some continuing education establishments recruiting in Ontario. While it is true that certain large food corporations do, in fact, have extremely attractive scholarship programs available to potential post-secondary students, the application process is a little more involved than merely receiving a “guaranteed note” in exchange for the purchase of a pie. Yum! Brands, the mega-corporation that owns KFC, Taco Bell and Pizza Hut franchising monster and Canada’s Boston Pizza, to name the two largest and most visible examples, have been offering fairly attractive scholarships (to their employees and, in some cases, immediate family members) for years but have stopped short at allying themselves via the way of a blanket “voucher” with any one identifiable institution.

Many long-established community colleges, throughout Canada and the United States, have been exploiting the meteoric interest, and near demand, in popular culture-related industries and offering seemingly lucrative opportunities (at reduced tuition, of course) to study, for instance, as music or recording engineers, or chefs. The Culinary Arts program at George Brown College in Toronto’s downtown core is one of the rare exceptions: their respected and modern Culinary Skills diploma program is highly in demand and prospective students can expect to be placed on a six-month wait-list before being invited to commence studies. However, similar programs at George Brown that are directly related to their professional Culinary Arts and/or Hospitality and Tourism programs (Hospitality Management, Food and Nutrition Management, for example) are attempting new initiatives in the competition to register students. Even a tried and true, near-or-above chair capacity program such as Sheridan College’s Film School (or the equally prestigious Toronto Film School, which just opened a new location within the city’s central core) has joined the fray of daily advertisers that can be found within the city’s free daily commuter newspapers.

Very obviously, then, the competition between Ontario’s post secondary institutions is fierce, and said competition doesn’t just extend to the various universities and major colleges. The private career colleges – from film schools to health care and business schools alike – are virtually all locked in a daily war of printed words, each trying to secure rising enrollments. While Canada (and especially Ontario) has come through the latest recession scare almost unscathed, the uncertainty surrounding the job market has resulted in a number of recent graduates and mature students alike seriously contemplating a complete overhaul in their careers. The Government of Ontario’s Second Career re-training program has been a veritable boon for those recently unemployed, and who have given serious consideration to expanding their future job opportunities by training (or re-training) for employment in a wholly new field of expertise. As outlined above, some of those enticements towards these “second career” students have run the promotions gamut from the outright bizarre (“Buy pizza and we’ll give you a bursary!”) to the almost pathetically desperate (“Study in a tropical location and be virtually on vacation!”).

Smaller schools, like the aforementioned BizTech Institute, have preferred to relay on considerably less ‘understated’ marketing methods in the effort to convince prospective students to sign on with them. For example, BizTech Institute has developed, in a very short period of time, a solid reputation as an exceptional Business School – and the Institute offers a revolutionary, truly unique Diploma course in becoming a certified Payroll Compliance Practitioner, as an example. For students who may wish to be actually “on the job” within a few short weeks, this particular program (while giving a good ‘general instruction’ on overall Accounting procedures) can have graduates job-ready as a certified PCP (Payroll Compliance Practitioner) in 18 weeks. The full Accounting, Bookkeeping and Payroll Administration program at BizTech Institute, by comparison, takes twice the commitment (36 weeks). Another of these short programs is the popular Personal Support Worker training program (24 weeks), which features a much smaller, more intimate and hands-on learning environment than most programs offered at larger colleges. Rather than rely on (what amounts to) marketing trickery, BizTech Institute is advertising these two programs in particular for approximately half the normal price of tuition. Their Personal Support Worker and Payroll Compliance Practitioner courses are undoubtedly affordable and attainable, then, for anyone with the desire to embark upon a second career.

It’s a simple approach, and one designed to address an immediate need: many of the PSW (Personal Support Worker) programs at other colleges, for instance, have full classrooms and have placed new enrollments on lengthy waiting lists. In the case of Payroll practitioners, it’s also a simple matter of need, but in a far different way. There is a dearth of qualified payroll practitioners in Ontario, and the BizTech Institute diploma program aims to try and alleviate that issue by training more professionally qualified workers. No pizza, no vacations – just straight-forward, aggressive and old fashioned price rollbacks on in-demand diploma programs.

The end result has yet to be seen. Only time will tell which approach (if any, in this uncertain economic time) will ultimately prove to be the most successful at attracting new students. In this competition for student enrollments, however, perhaps the old adage about “keeping it simple” may prove to be the best solution, though. It just seems to make common sense, after all. In other words, which student woul

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One thing that happens with those who have already graduated from a university is that they studied for their degree for years, entered into the job, and found that the absolutely hated it. This was because they were not given a chance to experience the job before they took it on or before they decided to complete their degree in that field. Had they been able to experience it before they graduated, they may have chosen a different degree field and entered into a different job that they actually enjoyed. That is why more colleges are employing hands-on training as a part of their courses.

How can they do this?

Colleges are smaller, therefore their class sizes are smaller and they can provide this more hands-on approach. Students are also given more attention by the instructor, especially if they are having a difficult time grasping a concept. It is the goal of the instructor to get the students workplace ready. This means that they can graduate and find a job quickly. In turn, they enter into their new job with confidence. Hands-on training also means that they will not require the extensive training that someone who did not have any hands-on training would require. This fact could be the deciding factor between landing a job and not landing it.

A person that has been educated with hands-on training may be more likely to receive the job over someone who has not. Basically, what this means is that the student who was trained using hands-on techniques has experience, whereas the other student does not.

Why go back to school?

The smaller class sizes, the individualized attention, and the confidence explain why those who are returning to school are choosing to do so. Even those furthering their education so that they can advance within their company find these types of courses to be to their advantage. They can brush up on their skills, learn new skills, and can be more confident in the workplace. There is absolutely nothing wrong with wanting to become more educated for the sake of advancement. There is also nothing wrong with deciding a certain field of work is not the right field of work. They say the average person changes careers seven times in their lifetimes. Sometimes this requires going back to school and sometimes it doesn’t. Sometimes it requires going to college for the first time.

Whatever the reason is behind going back to school, a person’s life can improve because of it. They can advance in their career, find a new one, and can learn many new skills that they can use. Using the hands-on approach can make the education a higher quality education. Furthermore, some students have degrees from the most prominent universities, but they may not have the same quality education as someone who was able to actually perform the tasks while they were learning. Many may find that this type of education helps them learn faster and helps them learn the right ways to do things without having any doubt about what they are doing. That makes going back to college very worthwhile.

As part of your program, you will not only learn how to use the latest cutting edge tools, but you will also learn how to apply the latest principles from business professionals. To compliment your classroom learning, you will also get hands-on experience in the labs.

Centennial’s staff not only believe in providing students with the best teaching experience possible, but also to offer the best guidance and career advice.

Overview:

The Automotive Services Chrysler Technician program, of which Chrysler Canada Inc. is a valuable partner, will prepare you for an exciting future as a skilled professional in the transportation field, one of Canada’s largest industries. This in-school training is an essential part of apprenticeship.

Successful students will earn an Ontario College Diploma, will have eight months of practical, on-the-job, co-op training in a Chrysler dealership and complete their entire Ontario Apprenticeship in-school curriculum within two years. In addition, you will take a unique advanced electrical and electronics diagnosis course in this program.

You will spend the first eight months of the program in school, eight months in co-op as a registered apprentice, and the final eight months in school. As part of the in-school curriculum, you will train on automobile assemblies in fully-equipped campus automotive labs. You will focus on Chrysler product component design and repair as it applies to the apprenticeship curriculum. In addition, you will take courses in automotive trade business, English and general education that will help prepare you for employment opportunities in a dealership administrative role.

Admission Requirements:

Centennial College expects students applying for admission to certificate or diploma programs to present at minimum an Ontario Secondary School Diploma (OSSD) or General Educational Development (GED) or equivalent. Possession of minimum admission requirements does not guarantee admission to the program.

Non-academic Requirements:

English proficiency will be considered in the admissions process
Satisfactory results in a program admission session
Resumé/ transcript review may be required
Questionnaire

Get more information about Chrysler Apprenticeship at centennialcollege.ca

Before you apply for a nursing program, you should know that you’re entering a challenging, but rewarding field. In some cases, nurses are even critical in saving lives. Therefore, there are some common skills among all levels of nursing that are essential. First, you must be compassionate, yet professional. Some patients will be distraught, but you must conduct yourself professionally to ensure that they are properly cared for. Nurses must also be alert, patient, possess the latest medical knowledge and time management skills as well as be highly organized, because they deal with a variety of patients all requiring different medications and treatments. All of these essential skills are gained through nursing programs that range from 400 hours to 8 semesters. Let’s take a look at the nursing programs offered at Centennial College and the differences between them.

The Practical Nursing and Practical Nursing Programs are very similar. The Practical Nursing program focuses on the newest skills in the field. Students have access to well-equipped labs and professionals who teach the theory component. At the end of their training, students are deemed Registered Practical Nurses and take care of more stable patients. They often work in settings that include operating rooms and clinics. The curriculum for the Practical Nursing (Flexible) program is the same, except that it is offered in a six semester, three-day-per-week flex format. This allows you to meet personal and other commitments and is ideal for those already working part-time in the work force.

The next three nursing program options at Centennial are the “bridging” offerings. The first is Bridging to University Nursing and takes two semesters to complete. This area of study is geared towards Registered Practical Nurses who want to obtain a BScN in about three years. As with all programs in the field, curriculum is based on the College of Nurses’Standards of Practice for Nursing and Entry to Practice Competencies for Ontario Registered Nurses. This ensures that theoretical knowledge is combined with clinical setting and that courses emphasize ethics, professional practice, health assessment and more. A unique aspect of the Bridging to University Nursing program is the focus on caring for individuals, groups and communities in both the acute mental health and community settings. The second option is the Bridging to University Nursing (Flexible) program, which adds an extra semester to allow for a slower learning pace. The last bridging option The Bridging to University Nursing — IEN program for internationally educated nurses.

Another option is designed as an academic pathway to meet the needs of internationally-educated nurses who are interested in working as Registered Practical Nurses (RPNs) in Canada as well as RPNs who hold a certificate but wish to upgrade to an Ontario College Diploma or RPNs who have been out of practice for 10 years or less and need a refresher. This option is called the Practical Nursing Fast-track Bridging Program for Internationally-Educated Nurses. It is three semesters in length, including 15 weeks of consolidation experience.

There are two final nursing program options at Centennial College. They are the respected Nursing (BScN) program, which is 8 semesters and earns the student a Bachelor of Science in Nursing and the PR – Perioperative Nursing program, which is 400 hours and results in an Ontario College Graduate Certificate. The BscN option is offered in collaboration with George Brown College and Ryerson University. You will complete studies at both the college and university levels. Meanwhile, the Perioperative program prepares students to be practitioners.

With the wide range of nursing programs options, it is essential to check out the prerequisites required for admission. That information can be found on the Centennial College website.

The Ontario Technology Corridor employs nearly 272,000 people among 6,700 companies in five urban regions, including the Greater Toronto area, Ottawa region, Waterloo region, city of London and the Niagara region. Representatives have come to Game Connection Europe to promote Ontario’s abundant digital creative talent, targeted business incentives, low business taxes, European-style universal healthcare, cultural diversity, plus lower-cost, more stable housing markets than in many U.S. cities.

Gerald Pisarzowski, Vice-President Business Development with the Greater Toronto Marketing Alliance (GTMA) is one of the Ontario Technology Corridor executives attending Game Connection Europe: “The Province of Ontario is extraordinarily focused on digital entertainment, from animation to gaming to special effects software to advertainment in all its varying forms,” he stated.

“Over the past decade, Ontario’s entertainment and creative cluster created more than 80,000 new jobs — an increase of 40 per cent compared to 17 per cent in the overall Ontario economy. The Ontario government, from the Premier to the Ministry of Economic Development and Trade to the Ontario Media Development Corporation (OMDC), sees the money and wants companies around the world to understand the Ontario Technology Corridor’s aggressive, focused approach to building this important industry.”

Evidence of Ontario’s focus on digital entertainment includes:

– A $10 million investment to help the University of Waterloo create a
new campus and research and innovation centre focused on global
business and digital media, and a $9 million investment at the Ontario
College of Art & Design to help create new digital media research and
training programs.

— A 24 per cent contribution to a $107 million Digital Media & Mobile
Accelerator located in Waterloo Region, with additional funding coming
from private sector partners and other levels of government.
Participating postsecondary institutions include the University of
Waterloo and the Stratford Institute, Conestoga College, Wilfrid
Laurier University, and Toronto’s Ontario College of Art and Design.

— Well-established college and university programs across the Ontario
Technology Corridor that attract employers including Electronic Arts
Inc., Microsoft Corp., Pixar Animation Studios, The Walt Disney Co.,
and Ubisoft.

— A creative sector that is estimated to contribute at least $7 billion
from direct cultural industry contributions; when a broader range of
culture contributions is included, that figure grows to $12.2 billion.

— The Ontario Media Development Corporation (OMDC), an agency of the
Ministry of Culture, is the central catalyst for the province’s
cultural media cluster and offers the following tax incentives:

— Ontario Interactive Digital Media Tax Credit — 40 per cent of
eligible Ontario labour expenditures and eligible marketing and
distribution expenses to create eligible interactive digital media
products in Ontario by qualifying corporations (including foreign-
owned Ontario corporations)
— Ontario Computer Animation and Special Effects Tax Credit — 20 per
cent of labour costs with respect to eligible computer animation and
special effects activities by qualifying corporations (including
foreign-owned Ontario corporations)

About the Ontario Technology Corridor:

Employing nearly 272,000 people among 6,700 companies, the Ontario Technology Corridor includes the Greater Toronto area, Ottawa region, Waterloo region, city of London and the Niagara region. The Corridor also welcomes in partnership the province of Ontario’s Ministry of Economic Development and Trade as well as the federal government’s Department of Foreign Affairs and International Trade Canada. The Ontario Technology Corridor offers a highly educated workforce, excellent growth opportunities, a low-risk business environment, and generous R&D tax credits that are the envy of other countries. The Corridor is supported by the Greater Toronto Marketing Alliance (GTMA), OCRI, Canada’s Technology Triangle, the London Economic Development Corporation and the Niagara Economic Development Corporation. For more information, go to www.ontariotechnologycorridor.com

When you’re talking about public colleges in Toronto, you’re talking about the University of Toronto, York University, Ryerson University and the Ontario College of Art and Design. With the exception of the Ontario College of Art and Design, which has only 3,000 students, Toronto’s public schools are very large, with enrollments ranging from 30,000 to 70,000 students.

The University of Toronto is Canada’s largest university and offers a very broad range of courses in the humanities and social and physical sciences, as well as professional programs in medicine, engineering, architecture, dentistry, social work and teaching. The U of T conducts many research programs and boasts a world-class medical facility.

York University is a smaller liberal arts institution with a long history dating back to 1859. Ryerson is Canada’s only polytechnic institution, offering notable journalism, multimedia and business programs as well as programs in fields like the Applied Arts or Engineering.

Public schools in Toronto are relatively affordable, costing around $12,000 to $17,000 Canadian dollars per year for a non-international student living away from home. Toronto’s public schools all offer financial aid and scholarships to high achieving and/or financially needy students.

Toronto is home to dozens of private schools offering an immense variety of experiences, knowledge and training. Unlike their public counterparts, Toronto’s private schools tend to be smaller and more oriented toward specific types of career training.

In the last few years, some of Toronto’s smaller private schools have come under fire for misleading international students into attending what students thought were high quality programs with attractive campuses, only to find shabby buildings and sub-par course offerings. Though some of Toronto’s small private schools fall into this low class, many don’t.

Tuition at Toronto’s private college varies greatly depending on which college. Toronto’s institutions of religious education such as Master’s College and Seminary or Tyndale College and Seminary tend to cost the least, about 8,000 Canadian dollars per year for residents. Other schools, such as George Brown University, which focuses on career training and offers only a few bachelors’ programs cost upwards of 5,000 Canadian dollars per semester.

Many of Toronto’s private colleges, such as Metropolitan College or the Canadian College of Business, Science and Technology offer affordable continuing education and career training that costs a lot less and takes less time to earn than a Bachelor’s degree.

The ultimate difference between Toronto’s public and private schools has to do with the type of experience offered to students. If you want to attend a large school, with lots of young students living on-campus, experiencing an academic community and choosing from a vast array of educational opportunities, sports teams, concerts, clubs and social events, then you would probably appreciate a public college. If you are interested in vocational or career training, continuing education or a religious certification, then you would be best served by a private school.