Seven Principles for Good Practice in Undergraduate Education

Arthur W. Chickering and Zelda F. Gamson

Adopted from the March 1987 AAHE Bulletin
Prepared by: Marian Villanueva,SN
1. Encourage Contact Between Students and Faculty
Frequent student-faculty contact in and out of classes is the most important factor in
student motivation and involvement. Faculty concern helps students get through rough
times and keep on working. Knowing a few faculty members well enhances students
intellectual commitment and encourages them to think about their own values and future
plans.
2. Develop Reciprocity and Cooperation Among Students
Learning is enhanced when it is more like a team effort that a solo race. Good learning, like
good work, is collaborative and social, not competitive and isolated. Working with others
often increases involvement in learning. Sharing ones own ideas and responding to others
reactions sharpens thinking and deepens understanding.
3. Encourage Active Learning
Learning is not a spectator sport. Students do not learn much just by sitting in classes
listening to teachers, memorizing pre-packaged assignments, and spitting out answers.
They must talk about what they are learning, write about it, relate it to past experiences and
apply it to their daily lives. They must make what they learn part of themselves.
4. Give Prompt Feedback
Knowing what you know and dont know focuses learning. Students need appropriate
feedback on performance to benefit from courses. When getting started, students need help
in assessing existing knowledge and competence. In classes, students need frequent
opportunities to perform and receive suggestions for improvement. At various points during
college, and at the end, students need chances to reflect on what they have learned, what
they still need to know, and how to assess themselves.
5. Emphasize Time on Task
Time plus energy equals learning. There is no substitute for time on task. Learning to use

ones time well is critical for students and professionals alike. Students need help in
learning effective time management. Allocating realistic amounts of time means effective
learning for students and effective teaching for faculty. How an institution defines time
expectations for students, faculty, administrators, and other professional staff can establish
the basis of high performance for all.
6. Communicate High Expectations
Expect more and you will get more. High expectations are important for everyone for the
poorly prepared, for those unwilling to exert themselves, and for the bright and well
motivated. Expecting students to perform well becomes a self-fulfilling prophecy when
teachers and institutions hold high expectations for themselves and make extra efforts.
7. Respect Diverse Talents and Ways of Learning
There are many roads to learning. People bring different talents and styles of learning to
college. Brilliant students in the seminar room may be all thumbs in the lab or art studio.
Students rich in hands-on experience may not do so well with theory. Students need the
opportunity to show their talents and learn in ways that work for them. Then they can be
pushed to learn in new ways that do not come so easily.

Reference:http://www.celt.iastate.edu/teaching-resources/effective-practice/sevenprinciples/

10 BARRIERS TO EDUCATION AROUND THE WORLD

JUNE 02, 2014
Children in poor countries face many barriers to accessing an education. Some are obvious like
not having a school to go to while others are more subtle, like the teacher at the school not
having had the training needed to effectively help children to learn. Here we list 10 major
barriers to education, and look at how the Global Partnership for Education is working to
overcome them.
1. A lack of funding for education
While the Global Partnership for Education is helping many developing countries to
increase their own domestic financing for education, global donor support for education
is decreasing at an alarming rate. Total aid delivered for basic education has dropped for
three years in a row, resulting in a 16% reduction between 2009 and 2012. Aid to basic
education is now at the same level as it was in 2008. This is creating a global funding
crisis that is having serious consequences on countries ability to get children into school
and learning. The 59 developing countries that are GPE partners face a funding shortage
of $34 billion over the next four years for primary and secondary education. Money isnt
everything, but it is a key foundation for a successful education system.
The Global Partnership is aiming to raise $3.5 billion in new investment from donor
countries into the GPE fund, as well as increases in other aid to education, and is also
asking developing country partners to pledge increases in their own domestic financing.
If these pledges are made, GPE estimate that they can leverage a further $16 billion in
spending by developing countries on education, aiming to close the global education
funding gap.

2. Having no teacher, or having an untrained teacher

Whats the number one thing any child needs to be able to learn? A teacher of course. Were
facing multiple challenges when it comes to teachers. Not only are there not enough teachers
globally to achieve universal primary education (let alone secondary), but many of the teachers
that are currently working are also untrained, leading to children failing to learn the basics, such
as maths and language skills. Globally, the UN estimates that 1.6 million additional new teachers
are required to achieve universal primary education by 2015, and 5.1 million more are needed to
achieve universal lower secondary education by 2030. Meanwhile, in one out of three countries,
less than three-quarters of teachers are trained to national standards.
Since 2011 the Global Partnership for Education has helped to train over 300,000 teachers
worldwide. With a successful replenishment, GPE can make teacher recruitment and training a
top global priority for delivering quality education for all.

3. No classroom
This seems like a pretty obvious one if you dont have a classroom, you dont really have
much of a chance of getting a decent education. But again, thats a reality for millions of children
worldwide. Children in many countries in Sub-Saharan Africa are often squeezed into
overcrowded classrooms, classrooms that are falling apart, or are learning outside. In Malawi, for
example, there are 130 children per classroom in grade 1 on average. Its not just a lack of
classrooms thats the problem, but also all the basic facilities you would expect a school to have
like running water and toilets. In Chad, only one in seven schools has potable water, and just
one in four has a toilet; moreover, only one-third of the toilets that do exist are for girls only a
real disincentive and barrier for girls to come to school.
Since 2011 funding from the Global Partnership for Education has helped to build or rehabilitate
53,000 classrooms. If they receive the money they need from donors like the UK, the GPE can
ensure that many more children are able to learn in a decent classroom.

4. A lack of learning materials

Outdated and worn-out textbooks are often shared by six or more students in many parts
of the world. In the United Republic of Tanzania, for example, only 3.5% of all grade 6 pupils
had sole use of a reading textbook. In Cameroon, there are 11 primary school students for every
reading textbook and 13 for every mathematics textbook in grade 2. Workbooks, exercise sheets,
readers and other core materials to help students learn their lessons are in short supply. Teachers

also need materials to help prepare their lessons, share with their students, and guide their
lessons.
Between 2011 and 2014, the Global Partnerships developing country partners are on track to
distribute 55 million textbooks thanks to GPE support.

5. The exclusion of children with disabilities

Despite the fact that education is a universal human right, being denied access to school
is common for the worlds 93 million children with disabilities. In some of the worlds poorest
countries, up to 95% of children with disabilities are out of school. A combination of
discrimination, lack of training in inclusive teaching methods among teachers, and a
straightforward lack of disabled accessible schools leave this group uniquely vulnerable to being
denied their right to education.
Children with disabilities are one of the Global Partnership for Educations priorities over the
next four years. With a successful replenishment, the GPE will be able to work with its 59
developing country partners to promote inclusive education. The Global Partnership has pledged
that by 2018, 80% of its partner countries will have explicit policy and legislation on education
for children with disabilities.
6. Being the wrong gender
Put simply, gender is one of the biggest reasons why children are denied an education.
Despite recent advances in girls education, a generation of young women has been left behind.
Over 100 million young women living in developing countries are unable to read a single
sentence. At least one in five adolescent girls around the world is denied an education by the
daily realities of poverty, conflict and discrimination. Poverty forces many families to choose
which of their children to send to school. Girls often miss out due to belief that theres less value
in educating a girl than a boy. Instead, they are sent to work or made to stay at home to look after
siblings and work on household chores.
Ensuring girls can access and complete a quality education is a top priority for the Global
Partnership for Education. Since its inception, GPE has helped 10 million girls to go to school.
28 of GPEs developing country partners have succeeded in getting equal numbers of girls and
boys to complete primary school. With a successful replenishment, GPE aims to increase the
percentage of girls completing primary school from 74% to 84% by 2018.
7. Living in a country in conflict or at risk of conflict

There are many casualties of any war, and education systems are often destroyed. While
this may seem obvious, the impact of conflict cannot be overstated. In 2011, around 50% of all
of the worlds out-of-school children were living in countries affected by conflict. Conflict
prevents governments from functioning, teachers and students often flee their homes, and
continuity of learning is greatly disrupted. Worryingly, education has thus far been a very low
priority in humanitarian aid to countries in conflict only 1.4% of global humanitarian
assistance was allocated to education in 2012.
Since its establishment, the Global Partnership for Education has committed 61% of its funds to
conflict-affected and fragile states higher than most other donors. Of the 29 million children
GPE hope to get into school between 2015 and 2018, 23 million are living in fragile and conflictaffected states. The Global Partnership is also right now looking at how to further improve its
operations to accelerate support to countries in emergencies or early recovery situations.
8. Distance from home to school
For many children around the world, a walk to school of up to three hours in each direction is not
uncommon. This is just too much for many children, particularly those children with a disability,
those suffering from malnutrition or illness, or those who are required to work around the
household. Imagine having to set off for school, hungry, at 5am every day, not to return until
7pm. Many children, especially girls, are also vulnerable to violence on their long and hazardous
journeys to and from school.
By investing in new schools, more schools, the Global Partnership for Education is helping to
reduce the distances children have to travel to get to school for a decent education. With pledges
of support from donors, the GPE can help ensure no child has to endure such long journeys just
to fulfil their basic right to education.
9. Hunger and poor nutrition
The impact of hunger on education systems is gravely underreported. Being severely
malnourished, to the point it impacts on brain development, can be the same as losing four
grades of schooling. Around 171 million children in developing countries are stunted by hunger
by the time they reach age 5. Stunting can affect a childs cognitive abilities as well as their focus
and concentration in school. As a result, stunted children are 19% less likely to be able to read by
age eight. Conversely, good nutrition can be crucial preparation for good learning.
The Global Partnership for Education seeks to address national priorities as decided by
developing country governments themselves. Where under-nutrition is a major concern, the GPE
is stepping in to address the problem. For instance, in Lao Peoples Democratic Republic, an
innovative School Meals Program funded by GPE is addressing students nutritional deficits as
well as promoting self-reliance, community ownership, and sustainability through integrated
local food production and the active involvement of community members. As a result, Lao PDR

has seen increased school enrollment (especially for girls), improved nutritional status, reduced
household expenses, and stronger student-teacher-parent and community relations.

10. The expense of education (formal or informal fees)

The Universal Declaration of Human Rights makes clear that every child has the right to
a free basic education, so that poverty and lack of money should not be a barrier to schooling. In
many developing countries, over the last decades governments have announced the abolition of
school fees and as a result, seen impressive increases in the number of children going to school.
But for many of the poorest families, school remains too expensive and children are forced to
stay at home doing chores or work themselves. Families remain locked in a cycle of poverty that
goes on for generations. In many countries in Africa, while education is theoretically free, in
practice informal fees see parents forced to pay for compulsory items like uniforms, books,
pens, extra lessons, exam fees or funds to support the school buildings. In other places, the lack
of functioning public (government) schools means that parents have no choice but to send their
children to private schools that, even when technically low fee, are unaffordable for the poorest
families who risk making themselves destitute in their efforts to get their children better lives
through education.

The Global Partnership for Educations primary purpose is to help strengthen the national
education systems of the poorest countries, building their capacity to deliver quality affordable
education for all citizens. The GPE specifically priorities the most marginalised children out of
school, supporting countries to find ways to provide even the poorest families with access to
basic education.

References:
http://www.globalcitizen.org/Content/Content.aspx?id=2417db3a-16e7-44aa-9198be80656722eb

OBSTACLES IN LEARNING

The primary reason for us to go to schools and colleges is to become educated. And being
educated means you have knowledge about things. This knowledge is gained by learning things.
For some, learning is an easy job, for the rest it is a challenge. If you are one of those who find it
difficult to learn things, then read on further to find out what might be the problem against
effective ways of learning, and practical tips to learn better.
1) Being distracted: *You get distracted too soon. Your ability to concentrate is low. This is a
major and most common obstacle to learning.
*Tip to avoid being distracted: Learn to meditate. This lowers your brain wave frequency and
helps you control your mind. You will develop good concentration and focusing ability.
2) Not asking for help:
*You might be thinking that the person who would help you would think of you as needy. Or you
might be egoistic. Or you are too sure of the things you know.
*Tip to get help: Any of the above will harm you in the long run. When in doubt always clarify.
You will never become lower than somebody if you ask for things you don't know. The idea must
be to gain knowledge, it does not matter from where and whom it comes from.

3) Unclear priorities:
*You know what to do. But you do not know which ones to do before doing the others.
*Tip to prioritise: Make three columns with headings as "task", "outcome if done now",
"outcome if done later" . Below the headings write down task and the outcome respectively. You
can now check which of the tasks require your immediate attention and which ones can wait
based on the outcome you think would occur.
4) Worrying and being anxious:
*The easiest way to fail at something is worrying and being anxious about it.
*Tip to stop worrying and being anxious: Have faith and confidence in the things you do. Be
sure about the outcome. Uncertainties lead to worrying. If you already know the outcome of
things then there is no need to break your head over it. If you think the outcome will be negative,
you can invest time on thinking about the alternative instead of worrying.
5) Not rendering your own work, but copying :
*You are a copying machine. You are re-generating what others already know. It is an offence.

*Tip to overcome the copying habit: Copying other's work is easy, but it is a big threat to your
knowledge base. By copying you are diminishing your ability to learn. Instead learn what needs
to be learnt out of other's work and improvise or think of ways to implement it to develop
yourself. 6) Not questioning what you are reading or hearing: *You are blindly accepting
everything, chances are that things could be wrong and you still believe they are correct.

6) Not questioning what you are reading or hearing:

*You are blindly accepting everything, chances are that things could be wrong and you still
believe they are correct.
*Tip on questioning data: You have to have an in-depth knowledge about things. And this comes
only when you take trouble to dive deep and "ask" what you don't understand. Question when
you are not satisfied with the answer. The only way to become an expert about anything is
through analysis and questioning facts and assumptions. You can do this by exploring the data.

7) Environmental disturbance:
*You might be in a place where there is a lot of noise, or too many people, or uncomfortable seat
etc.
*Tip to beat the environmental disturbance: Start with identifying the cause. Is it the temperature
in the room? Do you have people talking loudly around? Is the place quite? Is there a
background noise? Is the light appropriate? When you figure this out, the next step would be to
resolve the issue. For which you will either have to go for replacement (in case of a bad chair or
light) or re-locating (noisy places) where in you have to find alternative place to focus on things
you are learning.

Read more at: http://www.careerindia.com/tips/obstacles-to-learning-and-the-ways-to-overcome-them007726.html