HR and Change Management Case Study Example | Topics and Well Written Essays - 2000 words

HR and Change Management - Case Study Example Founded 25 years ago in a South African garage by three young engineers, growing to a 4.5 USD billion organization, expanding worldwide through acquisitions, entering and exiting businesses, surviving the dot net collapse in the early 2000's and the combating the changes in the competitive landscape, facing changing market conditions and evolution of customer demand, portfolio migration from basic, one shot, hardware sales to performance based multi-country managed services deals - were some of the major changes that the organization has faced in the past. Bottom line, IP (intellectual property) management is key in this company because their intrinsic value is mostly people based, as they have no or little industrial assets. While recognizing the importance of IP as a factor of competitive differentiation (experience, proof points) and financial performance (repeatability, optimized learning curve), little has been done to establish and coordinate global and local HR strategies. Group HR develops very specific programs like the Leadership Forum (retention & development of key individuals) or DDU (on-line university) and leave country alone for day to day operations. As the market faces skills shortages, as the multi-national business is booming, and as the sales model moves from transaction to annuity, it is important to put in place streamlined HR policies and mechanisms that will support an expected organic growth rate of 15/20% per annum (2/3 time the market). Research Methodology There are many different research techniques that have been used by the company when recognizing and identifying the changes that are about to take place in the economy, the industry and within the company itself. The techniques that were chosen by the company differed based on the situation, the circumstances and most of all the information that needed to be gathered to make effective decision. Market conditions Market conditions are always bound to change and can never be expected to remain static even in the most stable economic conditions and therefore the company through the years has used many different techniques to keep and eye on the market. It was common knowledge to the senior management team that just looking at the external environment alone is insufficient and that the organization should look at both the micro and macro level environment as well as the internal environment of the company. Therefore the organization always carried out three different studies and used different frameworks to analyze the situation in the outside environment. In order to study the

Denver Art Musuem Project Assignment Example | Topics and Well Written Essays - 500 words

Denver Art Musuem Project - Assignment Example The sculpture was made during the time when Europeans where colonizing the Yoruba peoples. In order to subtly record this, Olowe placed a billed cap of a European-style on the head of one of the male constituting the supporting figures. Olowe’s virtuosity is signaled by the overall design, which is more complex, while having more open space as compared with the work of other carvers. There is no indication of any motion in the sculptor. Emphasis is brought by the elongated neck. The two males and two females bring some balance in the sculptor. With the two males, two females and the warrior, unity and variety is evident in the sculptor (Falola & Genova, 2005). It is very true that out of artwork, one can be able to learn more about such issues as nationality, ethnicity, gender, age, class, and group identity. In Denver Art Museum, the works of Olowe clearly illustrates this. The people portrayed by the sculptor live in Nigeria. They are the Yoruba clan, where the males constitute the most respected and recognized gender. Leaders are also honored to be on top of everyone in the society since they make most of the decisions, especially those concerning conflicts and other cases in the society. The artwork by Olowe came from the Yoruba culture because it reveals a warrior who is a king in this case. According to Yoruba culture, kings valued sculptors so much. This is because they believed that sculptors were the right things that could show their might. The specific elements linking the art to the culture are the size of the king, the presence of males and females under the king, and the dress code of the king. The style used is individual. The icons and symbols used can be seen in the cap. The cap has been carved with a European style. This brings the connection between the Yoruba culture and Europeans, who had colonized the Yoruba. The attire seen in the carved people indicate that the artwork is from Africa. The large

Environmental factors that influence Sony Corporation

Environmental factors that influence Sony Corporation Sony Corp. History and introduction Sony was founded in 1946 by Masaru Ibuka and Akio Morita. With a mix of a inimitable blend of product innovation and marketing savvy, both of them form a company that eventually grow into more than $60 billion global organization. (Sony, 2010) With branches all over the world and with an annual revenue about 68.39 billion US dollars, it can be considered as a huge company. The companys headquarters are situated in Shinagawa, Tokyo. It is one of the leaders in the field of electronic equipment, communication and information technology (IWALOM LIMITED, 2010). In this assignment, we will discuss about the macro and micro environmental factors that might influence Sonys company. Macro environmental factors Political factor Political factors could have a direct impact on the ways Sony operates. Government often makes new decisions involving policy or legislation and it affect daily business In the directive of businesses, the political factors have a huge influence. An example of political factors that affects Sony which includes government laws is minimum wage law. This would affect Sony as the minimum wage law keeps changing every year. As in the same time product cost also keeps on changing, this will make Sony facing losses. Due to various governmental regulations in the different countries, Sony has to adapt different strategies in the countries it operates. Sony had passed a Global Policy On Occupational Health and Safety (OHS) in 1998. It deals with group standard and shows Sonys cares about the health and safety of its employees. It also requires fullfilment with all the laws regarding ooccupational health and safety. (Sony Corporation, 2009). To manage the chemicals which the use of it is controlled by goverment ennvironmental legislation use at sites, a group-wide common approach is developed by Sony. Sony not only manage the chemicals used but also the amount released into the air, water and soil in order to not affect the environment. Sony sites apply internal standards based on Japans Pollutant Release and Transfer Register (PRTR) (Sony Corporation, 2009). Among Class 1 substances, Sony used 412 kilograms of mercury as an additive in button batteries and 30 kilograms of lead solder, which is used in certain exceptional cases, including automotive applications. Sony used perfluorooctane sulfonate(PFOS) that is Class 2 substances in semiconductor fabrication in fiscal year 2009, but eliminated this substance in March 2010. Class 3 chemical substances are volatile organic compounds (VOCs) and greenhouse gases. The Sony Groups target in terms of the atmospheric release of VOCs is to achieve an absolute reduction of 40% or more from the fiscal year 2000 level by fiscal year 2010. In fiscal year 2009, Sony released approximately 1,190 tons of Class 3 chemical substances, which is 204 tons less than in fiscal year 2008 and 35% less than in fiscal year 2000. The principal factor behind this decline was the implementation of production adjustments in response to the global economic downturn. With new semiconductor fabrication facilities expected to come on line, Sony expects emissions of Class 3 substances to increase and will take steps to counteract these increases, including installing gas scrubbing equipment and amending production processes. (Sony Corporation, 2009) This is how Sony Corporation manage all the harmful chemicals used by them. Lastly, political factors could have a direct impact on the ways Sony operates. The impact that could impact Sony Corporation is an international company and in all countries the leadership style is different. Sony utilsed a Global Policy On Occupational Health and Safety (OHS) in 1998. It shows Sonys cares about the health and safety of its employees. Sony not only manage the chemicals used but also the amount released into the air, water and soil in order to not affect the environment.Although Sony use three class of chemical substances which are quite harmful for their products, but Sony have taken a full measures to make sure not harming the environment This shows Sony Corporation cares about the environment and also obey goverment rules that is do not harm the environment. Lastly, Sony Corporation is an international company that does business in the whole world. It is important for Sony to follow all the rules implied by the goverment. Social factors Demographic and cultural aspects includes in the social factors of the external environment. Sony has also been affected by social issues from time to time. This is mainly because Sony has so widely expanded into different cultures and different markets that it tends to become hard to deal with all the diversity. The social factors which influences Sony varies in each country. These show the customers needs and the size of the potential markets in every country. Social factors such as health consciousness of customers and consumer health rates might affect Sony. Usually the older population may not be interested in the latest Sony Products which includes more advance technology despite the better income they may receive, they are more interested in the simplicity of the products they buy. Countries such as third world countries, for example some Asian and African countries may not be able to afford to buy Sony products which are quite expensive products. Instead these consumers will on the other hand buy a cheaper brand. Home life changes have a big influence on attitudes and expectations of consumer. Nowadays, telephone and catalogue sales are increasingly popular. Lately many youths demand better features such as better access to entertainments in their electronic products. This creates a demand for Sonys products such as Play Station Portable (PSP) and Sony MP3 Player. Research shows that by 2005 Japans population will be over age of 65. Thus, Sony home-care robots for elders will soon be a social necessity (Kunii, I. M. and Port, O., 2001). Lastly, social factor is one of the factors that affect Sonys business. The social factors which influences Sony varies in each country. These show the customers needs and the size of the potential markets in every country. Social factor involve customers income, attitude, behaviour and other factors of a customer. It is important for Sony to fully understand and know well about customer. So that, they can target their specific product to which type of consumer they want to sell. Ecological Environment Climate change is something unpredictable and unchangeable. It might become a threat to Sony corporate activities and also society. Generally, it is also give a chance to Sony an opportunity to become one of the solutions. Sony tackle climate change is an important commitment for them. this is to ensure their business continuity. Sony strongly believes that there is a need for protect the environment. Moreover, responses and eco conscious actions must be taken before it gives impact to Sony Company. For instance, rising sea levels and abnormal weather which cause by climate change could predict the underlying physical risks. Furthermore, the markets might change a flow, as their perceptions change to another purchasing trend. Sony has realized this problem where it could be social and financial ramifications, so to deal with legal and regulatory developments; the Company is evaluating the risks and also be alert to solve this problem anytime. For example, the Company started to collect information on laws and regulation in force in different countries to make sure that activities and products are match with the existing requirements. Moreover, climate change might influence Sony existing opportunities. An obvious example is the highly use of products boasting improved energy efficiency ratings to help minimize the factors that spur climate change (Sony, 2011). Sonys electronics products mainly contain few hundred or thousand parts that made from chemical substances. If these parts are not handed well, it may harm the environment. To prevent such environmental harm, Sony has set up necessary procedures according with the EUs Registration, Evaluation, Authorization and Restriction of Chemicals (REACH) Regulations requirement. So, Sony follows the JIB initiative (Joint Industry Guide) to collect data on certain chemical substances that buy from suppliers. At last, Sony follows the survey response tool by JGPSSI (Japanese Green Procurement Survey Standardization Initiative) for materials declaration that contains information on the parts, purpose of use and so on (Sony, 2011). Sony should obey the rules and laws to continue their business and also to preserve the environment. Additionally, Sony has to think more solution to face the climate change and ways to protect the environment. Environment technology Sony is working hard on their products to reduce the effect towards the environment. It is to decrease the total energy that used and also reduce the resource in their product, such as BRAVIA and VAIO. Moreover, Sony has an effective supply chain management of controlling, reducing, and eliminating the use of chemical substances on their products. For instance, recycled plastic in product and the development of vegetables based product. All these are to preserve the environment being polluted (Sony, 2011). Sony has compliance lab at Stuttgart, Germany which specialize in efficient and accurate of chemical compounds and materials that can match with their electronic products. Among their initiatives, they are using more and more recycled materials, and renewable energy in factories and offices which use around 32 sites in Europe alone itself. However, starting 2010, Sonys objective is to maintain sustainable consumer electronic brand. Moreover, they are also wish to continue their success work in 2009. The main purpose of the eco activity is to show that technology can overcome the climate change and how they can help with the change. So, Sony office, warehouses and manufacturing around Europe have cut down CO2 emissions drastically, but they are still aiming to cut down more 10% emission for UK specific sites. Sony has established green teams in the UK businesses where people coordinate activity and the communication at different sites. This includes cutting general power consumption i n facilities and offices, employee travel especially flights. Additionally, some of the effort and new ways can bring former costs down and help reconstruct business models in a different economical ways. Nowadays, people are more concern companies environment standpoint. Companies which are environmentally friendly, practices, products, and services are being seen by the buyers and also stakeholders (GreenPacks.org, 2011). Sony Europe is applying their eco thinking so that they can maximize the use of the renewable energy. Sony uses renewable energy is to reduce carbon dioxide emission. In year 2008, a record shown that a reduction of 55,216 tons of CO2 emissions in Europe, itself (92,000 tons globally). Sony uses shipping more efficiently by reducing the packaging and the size towards less CO2 intensive forms of transport such as barge transport (Sony, 2011). Next is about dye sensitized solar cell. It can produce electricity by converting energy from light. This type of cell is produced by low cost materials so manufacturing expenditures will be lower. Moreover, vegetable based plastic can last long and fire resistant which is suitable use for durable consumer goods. Sony has decided use this material in year 2002 for walkman cases use. After that, it has been widely used in different products including DVD players, VAIO devices and so on (Sony, 2011). It is undeniable that technologies can help to protect the environment, so Sony should take this advantage to maximize the use of technology and contribute it to the environment. The uses of technology can reduce carbon dioxide; apparently can avoid green house effect. Customer No customer there is no business. Customer satisfaction will be a target of company. SONY business can improve customer satisfaction. (David Eaves, 2010) If we make the customer feel that they are special, customer will be appreciate us and help in increase our dividends in business with support our product. (Adhijik Naik, 2011) For example, SONY camera gives a high quality services to customers and meet their needs. Sonys promoter will give more details and information to customers when they have question or problem with buying SONY camera. Information about SONY camera will attract their interested in SONY camera and needs. They will feel more satisfy when using SONY camera. Then their satisfaction will be achieved through SONY camera. So, customers are very important in our business because they can easily influence our level of business. Then, with customer it will increase sales by up selling and cross selling other products. (David Eaves, 2010) Up selling means promote the product to attractive customer to buy it while cross selling means sell the product in another branch. SONY will have an excellent profit and their sales will increased with loyal customer to support it. For example, SONYs promoter describes the function and advantages of SONY camera to customer and compared with another product. They use their technique to persuade customer such as cheaper prices or special package of SONY camera. Besides, customer can satisfy and increasing requires of business on the need to efficiently route and apply fresh idea. Customer can also help in increasing business revenue. (Gaynor Borade, non-year) For example, customer will purchase the SONY camera and SONY Company will earn profit from them and their business will achieve a high target. SONY Company also always creates some new fresh function of SONY camera to attractive customer to purchase in order to earn profit and their loyalty to SONY camera. So, SONY Company will have a stable commerce with emergence of the customer. In addition, customer can become addition of the businesss behavior. Thats mean customer enable the entrepreneur to observe the growth of business into dream mission planned. (Gaynor Borade, non-year) To success in a business, entrepreneur always observe customers needs, wants, and demands in order to make a strong strategy to attain achievement. For example, they create the SONY camera according to customers favourite for instance different colour of camera and it will attract them to purchase it even improve business environment to better. From the analysis above, it is obviously that customer is very important to SONY Company because customers needs, wants, and demands even their response will influence the SONY camera will be purchased or not. More customers there will higher market value of SONY camera while fewer customers there will lowest market value of SONY camera. Supplier Suppliers always work as equal partner and building relationships according to mutual trust (Sony Corporation, 2011). A supplier can satisfy a market function when he creates a new relationship with customer and partners. (Walter A., 2003) For example, suppliers promote and transmit the SONY camera to partners and have a good communication with them when they are selling SONY camera to customer. When partners satisfy with supplier and SONY camera then they will continue have a business with them in order to satisfy a market function. After that, Sony strengthens relationship with suppliers in make stronger technological capability, guarantee and advancing the quality of parts and sustaining competitive prices. Besides that, Sony manage and observing Sony Group Environmental Vision together with supplier in order to protect the global environment and realize a sustainable culture. (Sony Corporation, 2011) So, suppliers have strong bargaining power in SONY Company. Suppliers are very important in developing new technology of SONY camera in SONY Company. Sony Company always creates and supply camera to customers in order to fulfil their needs, wants and demands. So, suppliers are important to become Sony partners to provide the product to customers and create a value in SONY Company. When supplier provides different prices and materials of SONY camera then it will affect competitive among SONY. Then SONY Companys business will reduced and less profit will be gained. So, SONY Company are always expects supplier to provide items at greatly reasonable prices and make a concentrated effort to decrease cost. (Sony Corporation, 2011) Lastly, it shows that supplier is vital in SONY companies. It plays a role in building relationship and strengthens it among customer and SONY product. Suppliers service will bring good outcomes for SONY companies and get a well performance in the market. Intermediaries Retailer and wholesaler are included in intermediaries. Regarding to SONYs website analysis, without intermediaries there is a difficult to get SONY product. (Sony electronics Inc, 2011) For example, intermediaries need to purchase SONY camera from SONY Company and set an acceptable prices even a quality package of SONY camera in order to fulfil customer and let them easy to purchase SONY camera. These processes are vital in a business. Through research of SONYs website, retailer is also helps customer to prevent from buying low quality product. When customer purchase SONY camera from retailer, they can be assured that they are purchasing a high quality product. Retailer can confirm quality of SONY camera and provide warranty for customers. If retailer fulfil customer satisfaction there will achieve a high level of business because of high responses from SONY customer. So, retailer can assure customers to have greatest experience when buying a SONY camera from reseller. (Sony electronics Inc, 2011) With SONYs analysis, SONY retailers can produce assistance in setting up customers products and provide a good customer service to them. They can provide a good customer experience that can helps the customers to make a right decision. SONYs retailer also can assist in sending the value products and service to customers when they buy a SONY camera. (Sony electronics Inc, 2011) For example, retailer can help them and explain the whole SONY cameras function and uses to them and introduce them a good quality product that suitable them and satisfy their needs when they want buy camera. A good service such as talk politely to customer will persuade and influence customer to purchase it. So, retailer is important for customer. From the analysis above, retailer is strongly to help in SONY companies to get a high value in the market. They try to give a good performance to customer and try to meet customers needs. Retailers also fulfil customers requirement. So, retailer is quite vital and their service will be appreciated by customers. Competitors It is crucial for Sony Corporation to watch attentively to its competitor so that they can maintain its position in the market. Sony Corporation has two types of competitor, that is, direct competitor and indirect competitor. Direct competitors are organisations that produce similar products and services (wiseGEEK, 2011). Nokia, Motorola, Canon, Fuji Photo are all examples of direct competitors to Sony (Upvery.com, 2010). Indirect competitors are firms producing different types of products but satisfy the same needs (Rich Harshaw, 2011) of customers. The indirect competitor of Sony is video iPod. In which Sony PSP and iPod produced similar striking feature (Frank Hedley, 2008). Other competitors, especially in the software industry are Microsoft. To maintain its competitive edge, Sony keeps updating the products with latest technologies that make it stable and sustainable over its competitors. The use of advanced technology in products has raised the quality and uniqueness, and has resulted in a mark demand increase. Though other competitors may seemed to be a threat to Sony Corporation, however with the fast paced advance in technology and the unstable global economy, Sony has embarked on collaboration and strategic alliance with its main competitors. Sony is in joint venture with Sony Ericsson which itself is a threat for new market entrants (Butod, 2010). Advanced use of technology in Sony products such as Game Consoles, Video Equipment and Mobile, and continuous production, switching costs and product differentiation has made Sony rather unbeatable in the electronic industry. Apart from forming strategic alliances with its competitors, Sony has reviewed its manufacturing priorities and streamlined its resources to produce electronic products that are in greater demand and has continued producing differentiated products which could ensure its competitive advantage. As reiterated above, Sonys ongoing process and product innovation has made it almost impossible for any current competitors and new entrant to compete them successfully, and this will be the core factor that will ensure Sonys dominance in electronic products consumer market. Thus, despite threats of current competitors and new entrants to the market, Sony Corporation is one of the worlds leading producers of electronic products. Approximately eighty (80) percent of hand-held computers in the United States operate on a Sony operating system while Microsoft which is a major competitor has only sixteen (16) percent of market share. Sony Corporation has hardware market share of sixty (60) % (2002), and other major competitors, Handspring is using Sonys operating system, and hold about 7% and 14% market shares respectively. (Butod, 2009). Government The government imposed regulations to ensure business transactions are conducted in a fair and just manner. Legislations that are passed often influences the productions possibilities of a company and hence the type of goods and services that can be offered to the consumers. Apart from the above, the government also enforce taxation to collect revenue that will maintain itself and supply public services that may be needed by companies such as Sony. For example, Sonys income taxes benefit amounts to $19billion resulting in an effective rate of 10% in Oct 30, 2009 (wikinvest, 2009). In addition to the governments role in regulating companies and taxation, the government also plays a major role in ensuring companies observe corporate social responsibility. An example of Sony taking over public responsibilities is the attitude of how Sony enthusiastically engages themselves in activities related to environment and climate changes. Sony plans to cut down 7% or more of CO2 gas emission comparing to the fiscal year of 2000 levels (Sony Corporation, 2009). In July 2006, Sony joined the WWF (World Wide Fund for Nature) with companies that plan and also carry out efforts to reduce greenhouse gases. By participating in this program, Sony is committed to reduce emissions of greenhouse gases and lower the product annual energy consumption. In short, Sony maintain corporate social responsibility, and though it incurs cost, but in the long run it ensures business sustainability. The Financial Community Shareholders are very important for Sony Company because they support the organizations future expansion. There are two types of shareholders, that is private and institutional. As seen in the chart below, a major portion of Sonys shareholders are the corporation itself (60.18%), followed by foreign investors (27.27%) and subsequently financial institutions (8.74%) (Sony Financial Holdings, 2010). Figure 1: Ownership and distribution of share Resource: http://www.sonyfh.co.jp/en/financial_info_e/shareholder_e/shareholder.html Sony cooperation has to consider the needs and hope of possible investors. The shareholder share represents a certain small percentage of ownership in the company therefore, stockholders has the right to obtain certain percentage of the companys profits in the form of dividends (Farlex, 2009). As in Sony, one of its important management task is to increase in returns to its shareholders, as well as return on equity. Its basic policy on returning profits to its shareholders is to maintain the trust of current shareholders and attract new ones, as well as securing enough retained earnings for future business expansion. In the fiscal year ended March 31, 2010, Sony provided the year-end cash dividend of  ¥3,000 per share of Sony Financial Holdings totaling to  ¥6,525 million as approved at the Ordinary General Meeting of Shareholders on June 25, 2010. With regards to its retained earnings, Sony has planned to utilize it in exploring new business, including the establishment of an individual annuities subsidiary, investing in information technology systems accompanied by business expansions (Sony Financial Holdings, 2010). Thus, with Sonys dominance in the electronic company, and its high returns to shareholders and retained earnings, Sony is not only able to generate high profits with its current business ventures, but has also sufficient funds to ensure its future expansion in the competitive industry. In conclusion, Sony must not be harming the environment and human being as they are using a lot of chemical substances in their product. Next, they must proper dispose their chemical waste. Furthermore, Sony should cooperate with supplier, government to continue their business and also to compete with their competitors. Sony also has to change their strategy in every country to boost their sales.

The Effect of Divorce on Childrens Learning and Behavior Essay

The Effect of Divorce on Children's Learning and Behavior The effect of divorce on children?s learning and behavior is a major problem in today's society. Everyday, children everywhere deal with this issue. Nowhere is this displayed more prevalently than in our schools. Divorce hurts children more than parents realize. By the time they turn 18, approximately fifty to sixty percent of all children in the United States have been affected by divorce (Miller, 1). Divorce-related problems (e.g., visitation, child support, parental custody) can be ongoing sources of stress to children, even up to eight years after the initial separation. Children can be robbed of a special experience and protection called 'Family'. They move on in their lives as individuals without the understanding of what familial security and bond is. Children look out into the world and wonder why it has dealt them a cruel card in life. 'Why me' Why can?t it be Tim, the big bully. Surely he deserves it more than I do?!? (Ng, 1) There is a world of a difference between what one experiences in a healthy family versus one that is broken. The children of a broken family often feel rejected and or responsible for his or her parent?s breakdown in their marriage. When in reality, they are not, the parents are! Even if the child was a source of stress, it is the parents responsibility to find a way to deal with it. Besides rejection and guilt, children often feel abandoned by the two closest people in their world. It generally leaves scars that are difficult to heal. The child is left trying to understand why these two people cannot stay together and may even personalize the blame because they feel that they are not good enough to bring them back togeth... ...and self-regulation. Possibly the most important thing we can do is act as resources for the children. We have to try to ensure the success of the child and thus shape the future of mankind. References Leo, John (2000). The Sleepers Effect. U.S. News & World Report v29, no.13. Miller, Paul A. and Ryan, Patti (1999). Practical Strategies for Helping Children of Divorce in Today?s Classroom. Childhood Education v75, no. 5, 285-289. Newman, Gary. ?How Divorce Affects Children.? Family.com: Childsplay. n.d. 8 October 2000. . Ng, Danny. ?Broken-When Parents Split.? n.d. 8 October 2000. . Thornburg, Hershel D. (2000). Family Boundary Ambiguity. The Journal of Early Adolescents v20, no.3, 283-286.

How Our Ability to Get a Job Will Be Influenced

Explain how our ability to get a job will be influenced by our availability and access to resources There are many factors that influence one’s ability to get a job. These can range from a person’s age, gender and education to a person’s lack of communication skills or contacts. These are known as resources. Certain resources can be available to someone depending on their capability to build and maintain them. The availability of resources to a person can influence who they are, how they live and even effect how they are able to get a job.Resources can be either positive or negative in someone’s life. Positive resources allow and give a person better chances, especially when I comes to applying for and upholding a job. Access to resources that are of the positive nature are always a bonus for someone who wishes to excel in their life as well as their job. There are a vast range of resources such as â€Å"richer† lifestyle, better clothes, developmen t of skills, higher education, better contacts and a higher regard in society. Being from a high status group often means that a person has more money.Having more money available to one’s lifestyle allows for a lot of these positive resources become a reality. Having better clothes and a richer lifestyle can become a reality if a high income is made. However not all resources are influenced by money. Resources such as contacts and social skills are made through one’s own personal skills. Having a vast range of positive resources gives a person the opportunity to demonstrate their full potential straight way which gives a person a better opportunity to obtain the job that they are applying for.The type of job also depends on the types of resources are needed for the applicant to uphold. Having a lack of resources available to one during an interview for a job could see the applicant unfit, as they do not meet the required outlines of the job. Poor communication skills, lack of education, lack of presentation skills can limit a person’s chances of getting the job they want. They are often the result of having a limited income. Resources are very important when applying for a job and the more positive esources someone has the better chance of obtaining the job. They influence one’s ability to get a job and are found as either positive or negative. It’s clear to see that someone having positive resources that fit the criteria of a certain job is going to have the upper hand when finally obtaining that job. However it is obvious that it all depends on the type of job that someone is applying for because someone can be over qualified when applying for a job.

Brief History of Education in Nigeria

As they say Rome was not built in a day. Same applies to education system of Nigeria. In Nigeria education has been filtered and iterated than any other developing Nation around the world. Nigeria had witnessed the brief tradition of education system and was developed in its own phases with some notable revolutions.Undeniable three important tradition followed in educational system during different timeline were, the native Indigenous education, welcoming of Islam had introduced more different strategy of education (Quran Education through Quranic schools), and recently was introduced to the western educational system that help them to make their own benchmark in this world. Though initially during each timeline, the respective phases served their purpose and also had some problems.In this paper different education system and the phases of education development that flourished Nigeria had been discussed and also the recent introduction of Universal Basic Education (UBE) after success fully navigated by Universal Primary Education (UPE). The journey of education system in Nigeria has its own story to tell. The Early Days of Education (The Indigenous education of Stone-age Nigeria) Deeply rooted Culture and daily life routine followed by Nigerian population during early ages was followed for many centuries until influenced by outside world.Native Indigenous education in Nigeria is had its face decorated with limited life style and much priorities were given to welfare of community and local population. The education offered was based on the necessities that are useful govern and feed local tribe. This was the pre-colonial education, where the specialized skills and enhanced abilities were passed on to children from father and grandfather. Sometime children’s were forwarded to some other community head and mentors for advance skills and community etiquettes.The bottom line of the education delivered was to learn and live according to Nigerian climate and occ upation. These occupations were practiced according to geographical conditions of Nigeria. Some of the popular occupations practiced were Farming (according to seasonal condition), trading (barter system), and fishing (only by communities living either side of river bank), craft work (mask, cloths, color work, utensils), black-smithy (traditional & farming hunting tools, war weapons).Most of the skills were taught in very traditional ways like listening to elder people from community for their advices and wisely saying, hunting and farming was learned from observing father and masters working in farm lands and accordingly engaging themselves in the same work. Girls and women’s were expected to stay at home and undertake jobs more suited for them such as raising kids, weaving and craft-work, body decoration, farming. But this too had followed same strategy of learning from elders (from mother). This kind of education was based on ability and adaptation of skills from elders an d had no written or printed records.Such traditional education had great impact and socially developed sense for protection of community, but the same sense of protection proved to be limitation for Indigenous education system. Although traditional skills managed to travel and spread across many tribes but tribe never agreed to pass on their skills to people from other community (mostly people from other villages). This made it to almost impossible for such education system to travel ahead in timeline and had vanished, as community increased and started to spread across Nigeria. Islamic Education (Arabic Language) in Nigeria Islam was believed to Introduced to somewhere around 1080. Islamic faith was first accepted by Umme Jilmi (1085-1097), Ruler of Kanern, followed by his successors Dunama 1st who ruled during the period 1097-1150 and also by Dunama 2nd during 1221-1259. As these people had much influence so was Islam the faith sowed into Nigerian earth. Islam made major changes i n Nigerian life and educational system. Apart from just living life people were made to serve GOD (although they already did) and had to allot separate time. Islam and Islamic education was made to believe inseparable duty that one must follow in this daily life.The local priest of Mosque used to teach chapters of Quran and its verses. Quran also made people to learn new language â€Å"Arabic† which was completely unknown to Nigerian population. Arabic alphabet was taught for the first time, as a written language in printed format. This effort at primary level was widespread and greatly appreciated & absorbed in Nigerian culture. Although Arabic language was blessed by grammar, syntax, rich literature but it also had its own setbacks. First was women’s were forbidden in ISLAM and took considerable to anticipate women’s participation in learning Arabic language and Quran.A later on Islamic study was also allowed for women’s of Nigeria. Abdullahi Bayero the (Ruler of Kano) strengthen the Islamic studies by building Law schools, for teaching Islam, different Islamic subjects, English and Arithmetic as well. Schooling and building of institutes helped in good educational progress and many institutes & schools were started in coming in year. As Arabic was neither the language in many part of Nigeria, nor followed by educational institutes other than Islamic, this proved to be failure for Arabic language.The Western Education (Missionaries schools and Culture) This was the proper time to intersect the Nigerian environment with western education system. In 1842 Wesleyan Christian Missionaries stepped in Badagry. The western missionaries and missionaries school stepping onto Nigerian land was not so welcomed, because Islamic schools and institutes already has its footmarks on Nigerian soil, specially northern Nigeria, where Islam has its wings spread wide across with almost 25,000 Islamic schools and education centers.Although the start was not good for missionaries’ school and had to keep trying until in 1843 the first school came into existence followed by Anglican Church Missionary society in 1850. Missionaries’ schools were helped by the government and they did understand the importance of western education for further development of Nigerian society. As a result of this, education department came into power to administrate and to set curricular criteria and requirements and started to giveaway grants and funds for missionary schools.The north Nigeria had nothing to do except watch southern Nigeria grows in better lifestyle. Further in 1914 northern and southern Nigeria united and these missionaries’ were strengthening to put-forward their idea about education in northern Nigeria as well. North Nigeria had to fill the growth and development gap as in 1914 there were only 1100 school kids as compared to 36,000 in south Nigeria, number was no less but still there was good hope for development. T he main focus of examination was given on examination. More to say institute building, sufficient teaching staff, and moderate labs were inspected.School ranking was graded and, performance was sorted according to individual performance of each institute. Results were notable and according to expected and lead the entire nation towards Jobs availability and overall development. In year 1952 a body was formed named as West African Examination Council (WAEC) and important responsibility of conducting examination was handed over to them.The responsibility of council was to qualify number of appeared candidate for certificates which were same as that of certificates offered by examination authorities in United Kingdom Until now much of educational program were carried by missionaries, but now Nigerian government started to feel the need to help these missionaries and in 1882 began to act by providing necessary guidelines, policies for students and staff, and development of educational a uthorities. Schools appointed school inspectors and started to ensure grants/funds for schools to keep the educational quality intact. To give wider perspective to the government activities the common experiment more popularly known as Universal Primary Education Program was undertaken in 1955 (East) and 1957(West), that proved to be very helpful and genuine program.In Nigeria, the school year currently runs from January to December, consists of about 3 quarters with a month between quarters. Primary education begins at the age of six for the majority of Nigerians. Students spend six years in primary school and graduate with a school-leaving certificate equivalent to what is called ‘elementary school' in some other countries. This runs for 6 years, and after that, students take the Common Entrance Examination to be admitted into Secondary School, which is the equivalent of ‘high school' in some other countries.It used to be that way many years ago, and then they switched to a school year that ran from September to July, and within the last decade, they've switched back to a school year that runs from January to December. Some Nigerians go to nursery school in their early years. What is basically done there is teaching kids the basics like the alphabet, etc. Subjects taught at the primary level include mathematics, English language, Islamic knowledge studies, Bible knowledge, science and one of the three main native ethnic groups (Hausa-Fulani, Yoruba, and Igbo).Private schools would also offer computer, science, French, and art. Primary school students are required to take a Common Entrance Examination to qualify for admission into the Federal and State Government schools. However, around 1990 what was once known as ‘secondary school' was split into 2 sections, and had a year added. So now, there is Junior Secondary School (JSS), which lasts 3 years, and then students have to take the Junior WAEC or the JSSE (Junior Secondary School Exam) to move up to Senior Secondary School (SSS).During primary school and secondary school (both parts), students wear a school uniform that is chosen and designed by their school. During school parties or special functions, students are sometimes allowed to wear what they choose. Also, there are usually other physical standards that students must abide too. For instance, most schools either have the girls hair cut short, or allow them to braid it neatly, sometimes depending on the grade level. Boys must have their hair short. With both boys and girls who have short hair, the hair must be neatly combed.Also, shoes, jewelry, and other accessories usually have guidelines attached. For primary and secondary schools, some schools do have buses to transport their students from certain areas to the school, and of course, in boarding schools, transportation is not an issue. For day school students though, for the most part, transportation to and from school is left to the family. Some parents dro p their kids off at school on their way to work. Prof. Fafunwa Contribution towards education Education system in Nigeria is one of the greatest achievements of Prof.Fafunwa especially at the primary and secondary school levels. He sustained efforts and struggle culminated in the adoption of the mother tongue education policy by the national policy on education (1977). He rightly observed that, developing countries are known mainly as consumer of knowledge rather than as producers. However the acceptance of some of the Fafunwa’s idea internationally proved to be an exception. One of the great ideas that won international recognition is the Each-one-Teach-one approach in the promotion of the education for all (EFA) global program and campaign.The second is the Mother Tongue mode of educational instruction, which has received some international acceptance through the efforts of UNESCO. At the national level also, the recommendation of the Fafunwa Study Group on funding of educa tion at all levels in 1984 brought two notable institution into existence. The first was the establishment of the National Commission for the College of Education (NCCE) in 1986 while the second was the establishment of Federal Ministry of Science and Technology. One of the measures he took was the establishment of the national Institute for the Language in Aba in 1992.By these achievements, Fafunwa’s name will always be written in gold in any history on the promotion of mother tongue education in Nigeria. It would also be recalled that in addition to these, he established the Nigeria French Language village, in Badagry in 1991, and the National Arabic Language Village in 1992 in Gamboru, Borno State when he minister of education. The success of the mother tongue project let to the production of teaching material in Yoruba language in the primary schools. And following its success too, other linguistic area translated the Ife materials on science and mathematics into their sp urred Prof.Fafunwa to work harder the promotional of the teaching of, and research on, Nigeria language, when he becomes minister of education. With all these, Fafunwa gained recognition at both the national and international levels. In 1973 he received a medal for distinguished service in Education, Teachers college, Columbia University, New York city. In 1976 he got the Franklin Book Award for Outstanding Contribution to Educational Development, New York City. In 1983, he was appointed a Distinguished Fellow, International Council on Education for Teaching, Washington D. C and then in 1986, this ‘prophet’ was rightly honored in his own country, with Hon. LL. D by the University of Nigeria, Nsukka, where he started his academic career. His was later also honored by fellowship of Science Teachers Association of Nigeria in 1990; and Fellow, Nigeria Academy of Education in 1990. In 1955, he earned a Ph. D. in Education, becoming the first Nigerian recipient of a doctoral degree in Education. He started his University teaching career in 1961 at the University of Nigeria, Nsukka. During the Nigerian civil war, he left the east and moved to Ife, and taught at the Obafemi Awolowo University.Universal Primary Education (UPN) in Nigeria In 1970 the new term was introduced into the world of education in Nigeria and Universal Primary Education (UPN) was accepted as policy for educational system, just because it had all necessary guidelines and regulatory work flow, most important it was designed in a way to have each person to complete it as primary need. This was again non-welcomed, but still had impressive accomplishment. According to small survey it was seen that Nigeria had an impressive population of 50 million and among that population 22 percent of population was school going (Primary schools).UPN gained its importance in coming year 1985-86; during time period approximate estimated considerable population of 24 million (age group between five â€⠀œfourteen) and 46 percent of the entire age group had attended school. This was a remarkable change in education system of Nigeria and they believed that more number would be achieved in coming years. Special Education in Nigeria As seen till now Nigeria’s efforts of educational program has been tremendous, was well noted and these efforts were reviewed by Ministry of Information and Culture, 1986.This revolution in the field of education had deep impact on special education reform. Special educations are firmly established under the roof of overall education policies set by Ministry of Education. The need had arisen because of exceptionalities and special skill amongst sons/daughters of Nigeria. The special section has been set aside for pupils with extraordinary special skills. This is known as Section 8 of policy created by ministry of education in 1977.According to section:1. Materialize the meaning of equal education for all pupils.2. Provide sufficient education for al l disabled students and citizens so as to overcome their disability and let them help for their contribution in development of nation.3. To provide opportunities and resources for those pupils who possess special skills and abilities for nations technological and economical development.This was not just to provide the platform for students with good academic and talent but also the solid groundwork for those who have knowledge must have the freedom to go for the education they want.This also had put more focus on those are handicapped and physically challenged, and had given them the right of equality of education along with other normal pupils. To anticipate section 6 government had to move ahead in some research and had to collect data that clearly depict the number of all children’s, separation through age, sex, disabilities and locality, standard of living and their requirement about education.Categories of Special Education1) Blind and partially sighted or different sigh t problems.2) Deaf and partially hearing or different hearing problems.3) Disabled or physically challenge or handicapped.4) Mentally retarded (Partially/Completely).5) Hospitalized children.For any special education program the direction must be towards ability of anticipation of program that increases the inner potential of extraordinary individuals. But this was again hampered by some special education systems and institutes program were imposed on admitted pupils instead of exposing and providing platform for those students. Inclusion International Perspective (Salamanca Meet) United Nations Salamanca Statements were major and good exposure to international level by United Nation.UNESCO had arranged a world meet in Salamanca, Spain was held from 7th June 2994 till 10th June 1994. This meet was attended by 300 participants those representing 92 governments and 25 international organisations. Salamanca statements were built on 1. Universal Declaration of Human Rights (1948) 2. Con clusions from â€Å"The World Conference on Education for All† (1990) 3. United Nations â€Å"Standard Rules on the Equalization of Opportunities for Persons with Disabilities† (1993).Recognition of Salamanca Statement1. Every child has a fundamental right to education.2. Every child has unique characteristics, interests, abilities and learning needs.3. Education systems should be designed and educational programmes implemented to meet these diversities among children.4. Students with special needs must have access to regular schools with adapted education.5. Regular schools with an inclusive orientation are the most effective means of combating and preventing discriminative attitudes and building up an inclusive societyRole of National Authorities and Government1. Improve the education system so it can include all students.2. Adopt the principle of inclusive education in the legislation system to enrol all children.3. Develop demonstration project.4. Establish decentr alized systems and user participation in planning, monitoring and evaluation.5. Encourage the participation of parents and relevant user organisation.6. Pay attention to early identification of special needs and Early Intervention.7. Give relevant education, further education, training and support to teachers and other relevant professionals.8. Emphasise the international cooperation within programs of education for all.9. Emphasise the importance of Special Needs Education as an integrated part of teacher education and training programs.10. Involve the NGO’sNew Perspective on Special (excellent students) needs education1. Inclusion and participation assume that students with disabilities attend ordinary kindergartens and schools on the local environment.2. The fundamental principle is that all children are together as much as possible.3. Inclusive education of high quality should focus on:1) Curriculum2) organizational arrangements3) teaching strategies4) resource use5) Part nership with the communities4. Inclusive education demands a focus on peers. This implies that special units, special classes and schools should be used to a limited extent, and as exception from ordinary education5. Special needs education varies enormously from country to country. If a country has to have special schools they should function as resource centres for regular schools.6. Countries with a limited number of special schools should be advised to establish mainstream-inclusive schools.7. The governmental planning of education should concentrate on all persons, in all regions of the country and in all economic conditions.8. Special needs education policy represent a new approach. That’s why adults with disabilities should have special attention.9. Girls and women are often discriminated. Women and men should have equal influence and opportunities.10. To make EFA effective it should be plans on the local, regional and national planInclusive Education and Amendment of Salamanca Statements in United KingdomSpecial Education Needs and Disability Act (2001)The Special Educational Needs and Disability Act (2001) impose certain specific duties on the respective educational institute in respect of students with disabilities. The following guidelines attempt to establish good practice for access to teaching and learning for students with disabilities in the light of these requirements under the Act.These guidelines are directed towards individual lecturers and tutors, to provide a descriptive outlook of the main elements of planning for SENDA (2001). The Act requires the University not only to make adequate provision for existing students with disabilities but to be prepared for the probable needs of future students and candidates, so as to be able to respond adequately and promptly when required. It does not require Schools or individual tutors to make wholesale changes to teaching materials, teaching practice, curricula, timetables, etc.(though it is a common experience that the refinement of teaching practice to meet the needs of students with disabilities is of benefit to students in general). It does involve the identification of aspects of teaching and learning which can be expected to create barriers for students with disabilities, and a concerted planning initiative on the part of the University to establish how these might be adjusted to allow the full participation of students with disabilities. The Act makes it unlawful for bodies responsible for the provision of education to discriminate against disabled students.Discrimination consists of failing to make reasonable adjustments which would permit students with disabilities to participate fully in Higher Education, or giving them less favorable treatment at any point in the educational process. The definition of disability includes a wide range of long-term physical and mental conditions. This Act SENDA imposes a pressurized direct responsibility on educational institut ions for their own admitted students. This would include elements such as field place used in fieldwork and study tour, or foreign educational institutes/universities where students go for under students exchange program.Special Educational Needs (England and Wales)The legislation relating to SEN is contained in Part 4 of the EA (ss. 312 – 349, Schedules 26 and 27). This has been amended by the School Standards and Framework Act 1998 (SSFA) to amend the references to the categories of schools. There is a statutory code of practice (the Code of Practice on the Identification and Assessment of Special Educational Needs) to which LEAs, governing bodies, health and social services and the SENT must have regard when exercising their functions under Part 4 of the Act.There was a consultation on a revised draft of this Code from 7 July to 13 October 2000. The aim is to publish the final version of this Code to come into force from September 2001. A child has SEN if he has a learning difficulty which calls for special educational provision to be made for him. A child, for the purposes of the SEN provisions, includes any person under the age of 19 who is a registered pupil at a school. About 20% of children will have some form of SEN at some time.Most of these children will have their needs met by their school, but around 3% of children will have severe or complex needs which will require the LEA to determine and arrange for the special educational provision for the child by means of a statutory statement of SEN. It has always been intended that as many children with SEN as possible can be included within mainstream rather than special schools, whilst recognizing the importance of the specialist sector. There is a duty in section 316 of the EA to secure that a child is educated in a mainstream school, unless that is incompatible with the wishes of the parent.Provided that three conditions are satisfied: that this is compatible with 1. His receiving the special e ducational provision his learning difficulty calls for; 2. The provision of efficient education for the children with whom he will be educated. 3. The efficient use of resources. School governing bodies have a duty to use their best endeavors to see that pupils with SEN at their schools receive the special educational provision their learning difficulties call for.The LEA must keep their arrangements for special educational provision under review They have a duty to secure that they identify children within their area who have SEN and the LEA need to determine the special educational provision for which their learning difficulty calls. Where an LEA are of the opinion that a child has SEN and that it is necessary for the authority to determine the special educational provision which any learning difficulty he may have calls for, the LEA will make an assessment of the child, to decide whether a statement of SEN should be made for the child.Once the assessment of the child's needs has been completed, the LEA will decide whether it is necessary for them to make and maintain a statement of the child's SEN. If the LEA decide to make a statement, the statement must be in the form prescribed by the Schedule to the Education (Special Educational Needs) Regulations 1994 (revised regulations are planned to come into force at the same time as the revised SEN Code of Practice). Any statement made by the LEA must give details of the assessment of SEN and specify the special educational provision to be made.The special educational provision must include the type of school, or other institution, which the LEA considers would be appropriate, the name of the school preferred by the parents if this has to be named in accordance with Schedule 27 or, if none, the name of any school the LEA considers should be specified, and any provision for which arrangements are made otherwise than in a school, e. g. : occupational therapy. The SENT considers parents' appeals against the decisio ns of LEAs in England and Wales about their children's SEN, if parents cannot agree with the LEA.The SENT considers appeals about refusals to assess, refusals to make statements, the contents of statements and decisions to cease to maintain statements. The constitution of the SENT is provided for in section 333 of the EA. There is a President and a chairmen's panel appointed by the Lord Chancellor and a lay panel appointed by the Secretary of State for Education and Employment or (as appropriate) the NAW. Each Tribunal consists of a chairman and two lay members. The procedure of the Tribunal is set out in the Special Educational Needs Tribunal Regulations 1995 made under section 336 of the EA.The Special Educational Needs Tribunal Regulations 2001 have been laid before Parliament and will, unless annulled, come into force on 1 September 2001. Where does Nigeria Stand in Inclusive Education? Education is not only a right of every child as advocated for by the United Nations (UN), it is a Constitutional enactment in Nigeria through ‘The Compulsory, Free, Universal Basic Education Act,2004 and other Related Matters' leading to the setting aside of two percent (2%) of the consolidated revenue for its implementation.It is also a punishable offence for anyone to deny a Nigerian child the opportunity to get at least the basic nine year compulsory and free education. Worthy of note is that the UBE Act not only stipulates that it is an offence for anyone to deny a Nigerian child the opportunity for free basic education but clearly pointed out Part 1 section 1, 2 and 3 of the Act that â€Å"Every Government in Nigeria shall provide free, compulsory and universal basic education for every child of primary and junior secondary school age. Every parent shall ensure that his child or ward attends and completes his:(a) Primary school education.(b) Junior secondary school education by endeavoring to send the child to primary and junior secondary schools.â€Å"The stak eholders in education in a Local Government Area, shall ensure that every parent or person who has the care and custody of a child performs the duty imposed on him under section 2(2) of this Act† The above are wonderful as far as the quest towards achieving the goals of the Millennium Development Goals (MGDs) as well as the targets of the Education For All (EFA) remain a cardinal objective of the present leadership in the education sector.It would be pertinent to point out that Nigeria in April 2000 joined over 170 other countries that met in Dakar, the capital of Senegal to re-affirm national commitment towards ensuring that they deliver the goals of EFA by 2015. Given the importance of UBE and need to ensure that it succeeds, stakeholders in the sector especially those that have held sway at the helm of affairs of the Federal Ministry of Education had for some time taken steps deemed necessary to ensure that the country not exit the status of being one of the countries not l ikely meet the target for EFAQ nor the goals of MDGs.â€Å"From a regional perspective, South and West Asia reported the greatest progress. This was mainly due to changes in India, where the number of children out of school fell by over 12 million as participation in primary education significantly improved for girls (accounting for more than 75% of the decrease). â€Å"Sub-Saharan Africa also made important strides, with a reduction of 10 million.This was largely the result of progress reported by the Governments of Ethiopia and the United Republic of Tanzania† the report added. For a country like Nigeria, the importance of the report comes in various forms but the most touching ones will be the positive aspect which noted that the Sub-Saharan African made important strides towards the global achievement accounting for about 10million out of the 28million that was recorded within the period.But unfortunately for the country, while the names of countries like United Republic of Tanzania and Ethiopia were clearly mentioned while others were listed on the detailed report, Nigeria appeared on the list with dots in this form (****) which simply means that there was no information available on the various performances and efforts of government and other stakeholders in the area of improving enrolment.It is should be on record that Nigeria is not a country to be pushed aside when the issue of rolling out policies, bright and wonderful policies at that aimed at achieving envious feat that can stand its own anywhere in the world. Though the country for the umpteenth time has failed to blow its trumpet, stakeholders would not disagree if this write-up notes that over 80% of government efforts are not well coordinated leading to none availability of credible, scientific and acceptable data that can be presented to relevant bodies.It is however gratifying to note that the leadership at the Federal Ministry of Education presently is doing a lot to change all that and when one takes a look at the latest decision to integrate the Mandrasah Education into the mainstream of at least the basic education, it shows that Nigeria is serious about meeting the set goals and targets.At this juncture, it will be pertinent to note that just about two-years ago during the celebration of the 2008 Education For All (EFA) week celebration, the then Minister of Education, Dr. Igwe Aja-Nwachuku said that at least about 11million Nigerian children are still without access to basic education in the country.