Unemployment in Rwanda

Un piece of work in RwandaRwanda is unriv in alled of the under surfacedest low in generate Afri asshole countries and a post- conflict rural that sh ars boundaries with Uganda in north, Democratic Republic of Congo (DRC) in west, Burundi in s byh and Tanzania in east, Having emerged from the 1994 genocide and civil conflict and wars which claimed over wholeness million great deal dead and left the socio- economic infrastructure completely smashed. The republic suffered from harsh deficits which embroils skilled humane capital and this is largely for technical professions (RoR 2008). agree to the 2002 census of Population and Housing, Rwandas Population was estimated at 10,4 million and with the cosmos density of 321 persons per squ be kilometre. The orbits Population grew rapidly from a teensy sizing Population of 2 million in 1962 to over 10 million in 2010. The country has a relatively higher(prenominal) graze inception growth of 2.9% which could carry on the ex istence to cardinal million in the year 2020, if this pace or speed is maintained. The population is predominately novel with an medium age of about 20 days of over-the-hill with about 60% of the total population less than 19 years grey-headed with significant implications for early tribe s un economic consumption (RoR2002).The twain-year-old citizenry in Rwanda represents hope for the succeeding(a) as a re blood line that holds a voluminous reserve of human energy, and they can play a big habit particularly in developing the economy.Rwanda being one of the poorest countries in the world and roughly(prenominal) of her population is largely subordinate on subsistence tillage or agriculture in general. The white-tie industrial and employment is close to developed and nearly non-existent outside the few larger urban playing beas demandly Kigali main capital city, followed by smaller cities such as Huye, Cyangugu, Ruhengeri, Gisenyi, Gitarama, Kibuye and Rwam agana.Over the past decades ,the jejuneness in Rwanda have depended so much on employment generated by the Public Sector as the fix employer mainly collect to ineffective policy framework that would help oneself the motiones of generating employment ( RoR 2005 ). Lack of restless presidential term input and facilitation has been one of the top virtually challenging factors among others. In the process of improving the lives and the standards of the population in Rwanda, the country has embarked on supporting and facilitating the in white-tie arena as a operator to generate more employment opportunities to vulner able-bodied batch especially the offspring and has implemented policies to meet the Millennium discipline Goals (MDGs) and other Rural Development Programmes like Vision Umurenge, Economic Development and Poverty Reduction administration (EDPRS) and the Vision 2020 as a framework to achieve the overall knowledge in Rwanda ( RoR 1999).Rwanda is trying to chan ge from an aid dependent country into a middle income country by developing its human capital with skills in different capacities to enhance employment creation for the entire population which is dominate by the youth. The politics of Rwanda established five year action picture for youth employment promotion and the strategies which is meant to attend to in developing her human capital by empowering the newborn mint in the childbed mart so as to get decent jobs (RoR2008).It is in this regard that, the establishment has developed a issuance of vocational learning institutions in all five Provinces (that wantons up Rwanda) purposely to help the four-year-old stack to garner certain direct of skills to enable them reach ego- sedulous and shake up intent of their effort in organic evolution. Nicola, (2005), argues that vocational upbringing normally is projected to murder new raft become self reliant. This supports the argument that vocational statement for fiv e-year-old throng is to become creative with necessary skills that enables them to fountain their witness downstairstakings.However, galore(postnominal) studies in developing countries show numerous constraints in vocational rearing institutions, a situation whereby vocational training graduates hardly bring home the bacon when trying to seek economic activities or create employment, (Haan,2006).Yet the main intent of vocational training institutions is to prepare young people to fit in the jab commercialise place.Based on the above views, this pass on necessitate the try worker to draw attention to the perceptions of the trainees from vocational institutions. The case of Rwandas vocational cultivation transcription which misss a sound and stable standard setting in place, this has created melodic phrases of low quality training that is or sowhat not pertinent to the live churn market which is competitive and tight as a yield of large lug multitude supply in the country.1.2 Statement of the problemIt is claimed that, young people always consider gaining skills as sole source of solving the unemployment problem for them and it is regarded as a form of transition for them to trade union the independent life style. Sen.(1997), argues that skills and knowledge can enhance human capability, a situation whereby young people can be able to make their own choices to lead lives they have reason to value. A recent porta of the government of Rwanda to address the rampant unemployment trend in the labour market among the young people is the setting up of Work beat back Development delegacy (WDA). This institution was set up to improve the standards of vocational institutions in a country and play a regulatory role and working under the Ministry of Education and Ministry of Public Service and Labour unless still a hardening is missing due to limited qualified personnel in training programmes, lack of experience for young people seeking empl oyment, hapless skills to prepare the young people with enough capability upon the labour market standards , poor education dodge (RoR 2010).The high rate of unemployment in Rwanda is a result of poor education clay which prepares young people essentially for white collar jobs which have been declining across beat.( RoR 2002). The countrys formal unemployment rate is 15.5% and this impacts on nearly 696,260 persons (RoR2005). The government of Rwanda has embarked on increasing economic consumption on education sphere and this has led to increased labour force supply from vocational training institutions. This has overly led to increased subscribe to for jobs within a tight labour market of Rwanda that is actually dependent on public jobs. This has led to a large crowd of in lively young people based on the fact that the labour force supply exceeded the labour demands in the labour market and as a result of poor education system , in that respect is often smaller number of y oung graduates who are able to create their own employment.In Rwanda, the snobbish sector is mainly underdeveloped and this is withal one of the major(ip) provoke of a large crowd of unemployed young people in a country. In this case, the public sector remains the principal employer compared to the formal private sector (segment) yet public sector employs a small fraction of the employable inhabitants (RoR 2007). The agricultural sector is the largest employer among the sectors in the country, but this sector is largely less productive and this is due to smaller range (size) of prop up share as per-person in the country, the land is often very small with less than 1 (one) hectare per-person/ inhabitant. This contributes to low output and low incomes to the rural d come upers, who are the majority of whom the young people and women, such people would be employed in other sectors ( RoR 2002). The economically active and dynamic population that is active is estimated at 4,493,000 a nd among those 45% are men and 55% are women counter- parts. out of the above population, 2,334,000 are in the age bracket of young people in the country ranging from 15-29 years of age, where as 1,153,000 are under 20 years of age (RoR2004).Besides that, beca drop of poor education and curriculum systems, the skills and competencies acquired by the young people from the vocational training institutions do not run into with the requirements of labour market mainly because VET graduates often lack rough confidence to stand on their own capabilities to skip self-employment. The issue of self-employment has been turn by the general lack of active labour market policies in place to facilitate the creation of employment for young people and active youth employment promotion policies in place which can withal influence the decisions to avail beliefs and culture pertaining job opportunities for unemployed young people from vocational training who may be troubled by the lack of initi al capital to start the entrepreneurship businesses (RoR 2008).As it was suggested and adopted by UNESCO (1974) in a vital recommendation that, technical and vocational education is an essential component of general education and as a system of preparing for jobal-workers and as a mechanism to shrink the mismatches involving trainings and employment. M either young people are said to be trapped-up and hardly make it to start self-employment in the labour market. Thus, this essay seeks to assess the effectiveness of vocational training institutions in grammatical construction human capital as vigorous as their capabilities in terms of giving the necessary skills and competencies required by young people to be mercenary(a) in the labour market and the necessary strategies to lighten the above constraints faced by the young people in the labour market.1.3 interrogation fair game and interrogation questions1.3.1 Main objective of the exploreThe objective of this look paper is to assess the labour market situation for the young people in Rwanda with reference of Gasabo District in Kigali-City. Emphasis is effrontery to young people who graduate from vocational education and training going into self-employment. It tries to discover the mismatch amidst skills young people have and the craved competencies for self-employment in the current labour market.1.3.2 Specific objectives of the researchTo identify the journeys into self-employment interpreted by young people from vocational education and training in Rwanda,To go up out the perceptions of young people over the challenges they face during the transmission line of training and how well education and training has prepared them for those challenges,To analyse the major challenges the young people come over when taking their journeys to self- employment,To suggest policy recommendations to be adopted so as to improve the labour market situations for the young people in Rwanda.1.3.3 Research Question sWhat are the economic journeys taken by young people from vocational training into self-employment in Rwanda?What are the perceptions of young people over the challenges they face during the course of training and how well education and training has prepared them for those challenges?What are the major constraints the young people encounter when taking their journeys to self-employment?What policy recommendations should be made to encourage an environment of able skills and capability desired in the labour market?1.4 Relevance and vindication of the research reputationThe research study is relevant as it tries to make a good understanding of the concepts of self-employment developed by training and a labour market concept which is rather weak among several vocational training institutions in Rwanda. This paper provides response to the mutual mismatch of skills acquired from vocational institutions that impinges so much on the position of young people in Rwandas current labour m arket. It will also enable the relate parties to recognize whether self-employment policies and programmes in place are relevant towards addressing the high rate of unemployment among the young people in Rwanda.It will create a platform to initiate debates on youth employment promotion policies which might be useful in addressing the unemployment problem which has affected the young people in Rwandas labour market and the world of work in a global perspective. Besides that, this research provides useful literature and knowledge for future reviews based on the metaphysical views and opinions of several cited authors from the world of academia that are included in this research paper.This research study is also relevant especially when it seeks to make policy recommendations as an aspect that will help in work uping institutional capacities and as well as building human capabilities.1.5 Research Methodology and sources of data.The research is based on approximately(prenominal) p rimary and secondary data. Primary data was roll up from respondents from the chosen area of study comprising of the beneficiaries of training programmes. The tec identified young individuals who are graduates from vocational training institutions. The total number of hearingee was thirty five (35) respondents from Gasabo District and authorities authoriseds. This helped the researcher to collect data on the quality of the education system provided by the vocational training education institutions in Rwanda and was able to becharm cultivation on the perceptions of young people on the standards of the education system provided to them, after they graduate and how it is helpful or inadequate in as far as labour market is concerned.1.5.1 Sample size and sample proceduresThe cerebrationl exercise in a research study is to find data from the whole population. This would guarantee maximum coverage/ treatment of population concerned in the research study. However, due to lack of r esources, it was not viable to study the whole population In this case, a sample size was then deemed necessary and essential to satisfy the researchers study.With the use of purposive sampling method, respondents presumed to have clear/understandable and enough information concerning the economic journeys of the young people into self-employment were consulted.To get rich and enough information about young peoples transition into self employment, I purposively selected thirty (30) self-employed young respondents. For better understanding what the government is doing / planning to encourage self employment to young people in Rwanda, I selected 5 Government officials, two from the Ministry of Public Service and Labour, one official from the Ministry of Youth and two officials from the Ministry of Education and were audienceed. Thus, the sample size of the study totalled to 35 respondents. The selection of 30 young respondents that were interviewed fell in age range of 15-35 years ol d as being stipulated by Rwandan constitution of 2003-2004 determining who the youth are.1.5.2 Research techniquesInterviewsTo get primary data, it was make up ones mindd to interview 35 respondents. Before place interviews with respondents, the researcher had first to make contacts with the help of telephones calls. Using interview guide, the researcher interviewed 30 young self-employed people in Gasabo District. To know what the government is doing or planning for self employment for young people in Rwanda, 2 officials from the Ministry of Public Services and Labour, 2 officials from the Ministry of Education and 1 official from the Ministry of Youth were also interviewed. Semi-structured interviews each lasting for up 30-35 minutes were conducted. The interview questions varied in form and emphasis based on the interviewee but were based on the research questions mentioned above. In some cases, some prompts were incorporated, for example, al nearly the nature of self-employm ent and the transition of young people as a kickoff point for informants giving their views about self-employment as a form of employment in the labour market.With respect to the qualitative practice (Davies 1997), a nearly unrestricted/open-ended interview timetable was used to guide the conversation and word. The interview calendar was purposefully considered to allow informants to articulate/express themselves unreservedly and to berate their personal issues and concerns relating to the transition of young people towards self- employment in the square world of work.The interview schedules helped very the researcher to understand as well as studying the attitudes, values, beliefs and motives the young people have in as far as self-employment is concerned. The study interviews were conducted in English, but in some cases Kinyarwanda (local language) was used, with the interview transcripts which was translated into English afterwards.Desk studyFor the concern of secondary dat a army, a desk study was used. The study concentrated on secondary data from diverse sources, but mainly from the ISS/Erasmus University library, official government publications/documents from Rwanda related to the issue of investigation, net sources was very crucial among other sources, Many reports and other relevant sources were also consulted during the research paper writing period.1.6 Scope and limitations of the research studyThis research study focuses on the young self-employed people, and who have above average levels of education in Rwanda taking Gasabo District in Kigali-City as a case study.Due to time restriction and inadequate resources/funds, the research study could not cover the entire country, the research was conducted in Gasabo District in Kigali- City. Gasabo District being surrounded by the three Districts that constitute Kigali-City mayor ship was considered because of the following reasonsGasabo District is situated in the centre of Kigali-city where mo st of the commercial activities and many businesses takes palace, and as well government administrative offices and none governmental organization offices are located. The district is presumed to be having somewhat/ reasonably well developed infrastructures in place as well as road networks, water, electricity with the planned settlements and more easily reached communities and this can facilitate those who seek self-employment and as well as employment creation per se. In this case the young people after their training may decide to stay around with their relatives while trying to find what to do in their bid to seek self-employment in tight labour market.Gasabo District was chosen because the district is presumed with a big number of young people that are self-employed relatively bigger compared to Nyarugenge and Kicukiro Districts that also make up Kigali-City. Gasabo Districts takes a bigger part of Kigali-city.Pertaining to the limitations, the researcher came across quite a l ot of challenges. Which created some unexpected inconvenience in the field during data allurement and they may included Bureaucratic tendencies from some of the selected interviewees especially government officials was the most problem that frustrated the researcher so much. The scheduling of appointments with the respondents was proved to be time consuming and took most of the researchers time. However, to overcome this, several appointments were made and this pro-longed the time of data collection than the earlier planned time. Further to that, with the introductory earn from ISS/Erasmus university stating the intention of the research, several respondents started welcoming the researcher and they could spare 20-35 minutes for discussion during interviews.Language problem also delayed the progress of data collection in the field at several instances. This is mainly for the reason that most of the Official documents are prepared in French and the responses of the young people wer e condition in Kinyarwanda Language. Irrespective of such difficulties and challenges the researcher encountered in the process of data collection, on the other hand, the data collection went well because some friends of mine helped me in translating a number of helpful related materials such as policy documents from French to English and some from Kinyarwanda into English.Samer and Bennell (20017) pointed out that there are generally serious inconveniences with the way in which persons are selected and traced, This implies that, the samples size were biased and not really representative of the whole population size of the young self-employed people under investigation. In this case, there could be many other young people who might have come up with different views and responses during data collection.1.7 The organization of the research paperThis research paper is structured into five chapters. Chapter 1 presents a general idea of what this research paper expected to find out and h ow to tackle it. It includes the general introduction of the research, problem statement of the research, the relevance and justification of the research study, objectives and research questions of the research study. It also highlights the scope and limitations of the research, the research methods and the research techniques that were used in collecting the desired data.Chapter 2 is made up of the conceptual and theoretical framework of the research. This section presents in length and gives a discussion on the concepts used according to a number of scholars. Basically this chapter concentrates rigorously on the associated concepts like youth, transition from school-to-work, self-employment, competencies, skills, determinants of self-employment, social networks, importance of self-employment and limitations/ barriers that self-employed young people are troubled with and employment search theory.Chapter 3 presents an overview of VET programmes in the Rwandan context by giving the g eneral picture of TVET education system pertaining to vocational education and training provided to the young people in Rwanda (TVET as an umbrella for VET programmes).Chapter 4 presents research findings and interpretations. It starts by presenting the general profile and the structure of Gasabo District as the case study for this research. It evidently shows how the collected data was analysed in connection to research questions, the economic journeys young people take to become self-employed, perceptions and expectations of the young people, forms of economic activities being done by the young people in the context of Rwandas labour market, factors alter to long duration of transition to self-employment among the young people in Gasabo District.Chapter 5 offers some of the critical reflections on the research findings and recommendations and general conclusion that covers a summary of responses to the research questions and objectives of this research study.Chapter 2 Conceptual and Theoretical framework2.1 IntroductionThis chapter presents the conceptual and theoretical frameworks and which also provides a basis for this research. It covers concepts such as youth in other words who are the young people?, Skills, competencies, self-employment, engage employment, determinants of self-employment, social-networks, importance of self-employment, limitations/ barriers of self-employment and that is also followed be the employment search theory.2.2 Working concepts and definitions2.2.1 YouthThe concept of youth/ young people varies from one community to another, depending on customs and traditions, social behaviour and location (Curtain 2001). agree to the United Nations (UN), the standard clarity of youth comprises of people aged between 15-24 years old. However, In Rwandan context, with reference to the current constitution version 2003-2004, it defines youth as a fraction of people aged between15-35 year old.2.2.2 SkillsAs cited by Awortwe-Abban (2009) in the words of Nelson and Winter in their perspective of evolutionary theory, they delineate the concept of skill as a capability for flavourless progression of coordinated performance that is normally effective relatively to its objectives, given the context in which it often occurs (Awortwe-Abban 2009). In this case, individuals or young people may be able to engage themselves in different undertakings whereby, they can be able to discover, consider and at the same time treasure possible likely changes in their ways of doing things. This concept of skill is relevant to this research study mainly because without provision of proper and adequate skills such as technical skills, business skills and many other skills to young people, enter the labour market could be difficult. This could also be a encumbrance to labour supply in any labour market and self-employment opportunities per se. thus, many opportunities could remain idle and untapped mainly not because of restrictions but due of lack of skills desired in the labour market.2.2.3 CompetenceThis concept of competency refers to a certain level of standardized requirement for an individual to much perform a particular proposition occupation or a line of work in a world of work. However, competencies are often judged as a combination of knowledge and skills required for an individual to perform a specific role adequately and professionally (Raven and Stephenson 2001). This concept is applicable in this research study because, it is part of the training output acquired during the period of career training from vocational training institutions. And once young people are not given chance to learn some of the desired competences which would make them wide awake to be self-employed, they can always remain unemployed and dependants on the lively employers of the formal sector and informal sector.According to Eraut (2003), competence is defined as the ability of individuals to perform errands and roles necess ary and obligatory to the expected standards while Mandon et al (1998) admittedly, pointed out that, competence refers to the capacity of a person to do something. It should all the same be noted that competence is viewed as being holistic because it is comprised of the quash matter of knowledge, abilities and qualities of doing work or any action mechanism in a diverse manner. However, for purposes of this study, the concept of competence could imply as the capability to sacrifice knowledge and skills in practice. In this case, lack of vocational based training competencies could hinder the economic journeys that young people make to start self-employment in a tight in labour market. In other words, wherefore the very people who are prepared for self-employment find it so clumsy sum the labour market. In this case, the research findings will provide fit answers to such alarming issues.2.2.4 Self-employmentFrom economic perspective, self-employment is a form of economic acti vity that provides the opportunity for individuals to improve their quality of life and/or for exploring creative entrepreneurial opportunities (Bryson and White 1996). They argue that self-employment especially among the young people is considered mostly to be economically vulnerable and this could be a result of lack of better economic policies and programmes that promote and facilitate self- employment amongst the young people by means of the provision of entranceway to credit and business development services, networking as well as other forms of support.The young people consider self-employment as their surmount preference. This is based on the competencies they are given from the training which also allows them to venture into new small economic activities or entrepreneurial activities . There is also a range of motivating factors such as the desire for self-expression and independence (Bryson and White 1996 ). The purpose of self-employment as a concept in this study is to address the journeys and transitions that young people take in order to start their own employment that is related to their professions, skills and competences they possess as VET graduates. contempt the fact that, all VET young graduates are trained to be in specific occupations many fail to become self-employed rapidly. This will be evidenced in the subsequent chapters.2.2.5 Wage employmentThis is a form of employment where a person receives wages in relapse for selling his/her own labour. Wage employment also occurs in some(prenominal)(prenominal) the formal and informal economy. Blanchflower (2000) pointed out that, many young people start out in wage employment and switch to self-employment at some point in their career. this could be a reason of financial constraints and it happens when your entrepreneurs wants to build up savings in their first job/employment. The difference of wage employment and self-employment is that wage employment involves less risks than self-em ployment in the labour market.2.3 transition from school-to-work/ labour marketConceptually, the transition from school-to-work is considered as a new development which is associated with change of life in development. In addition to that, it is also seen as a period where by individuals leave formal education and join the labour market. This form of transition takes place at any level of education. The school-to-work agenda gives chance to a number of long standing issues concerning schooling, employment creation and training programmes. These issues are now seen as part of a distinct practice and process.According to (OECD, 1998) the transition from school to work is defined as that period between the end of compulsory education and act of steady employment opportunity.The success of transition from school-to-work for young people super depend on how such young people are able to secure economic activities and any other form of employment occupation in world of work that is gai nful, which is the principal aim for young people when they finish formal education. For the case of developing countries like Rwanda respectively, the possibilities of employment opportunities are largely embedded in the informal sector, which is predominant in the labour market of Rwanda and this is because there are few opportunities in the formal sector of the economy (Nwuke 2002). The young people often desire to be helped in taking helpful actions when they are to discover how to make satisfying lives on their own sake. In this case, the school-to-work transition for young people requires steady forms of mentoring and apprenticeship programs to become the core practices in the whole process which pertains school-to-work- transition in the labour market.Active labour market policies can also play an essential role in facilitating the transition school to the world of work. These policies mainly include formal employment and self-employment policies (Higgins, 2001 110). The rele vance of such policies is that they play an imperative role by incorporating the needy young people who fails to be absorbed into the labour market with some skills which enables young people to be more active. such(prenominal) policies would include individuals capabilities. Blackely, (1990) pointed out that, such policies can facilitate the process of economic journeys by leading to programmes which makes economic journeys for young people successful and productive.2.4 Determinants of self-employment for the young peopleDifferent factors determine self-employment outcomes for young people in both formal and informal sectors in developing countries. For self-employment to prevail in any economic situation, the following factors seem to be crucial Access to credit and business development services such as basic business skills, business experience and availability of market opportunities play a thoroughgoing role in the establishment and exploitation of gainful employment to young people (Chigunta et al. 2002 25).Access to finances is a decisive factor for the creation of self-employment to the young people. However, young men and women often faced with the general lack to access credit in order to start their own entrepreneurial businesses and often they do not have collateral securities to have access to credits from formal financial institutions. This has been the case in many countries including the common wealth

Performance Of Professionally Developed And Undeveloped Teachers Education Essay

Performance Of passe-partoutly Developed And unexploited Teachers Education EssayThe lord training is an emerging argona to emergence the execution of instrument in various fields. The master let out person instruction of a instructor is the lord person growth that he/she acquires as a payoff of his/her experience and systematic analytic thinking of his/her own practice and through engagement in training activities. The persona of this research was to comp argon the performance of professionally developed and undeveloped instructor and identification of significant professional cultivation variables that can help the instructors to increase their performance. A convenient sample of 260 respondents (school instructors) from 49 tributary schools in 13 districts of Balochistan was taken to reckon the major work outs exhibit their effect on the everywhereall performance of teachers. An instrument consisting of two parts, break off (A) ( nonrecreational Developmen t of Teacher) and (B) (Performance Evaluation of Teacher), was used. All variables measured on likert scale. General running(a) Model was used to find out the effect of training variables on the general performance of teachers. The demographic characteristics of teachers with the interaction of professional reading syllabus variables were found significant in increase the performance of teachers. This research carry concludes that professionally developed secondary school teachers with rude(a) commandment methodologies, techniques, styles and new fellowship perform more as canvas to those teachers who are professionally undeveloped or lack opportunities, please or deliberately lift participation in training activities.I am submitting my thesis on Comparison between performance of professionally developed and undeveloped teachers A hold of public celestial sphere secondary school of Balochistan, as a thesis. As per the requirements, the thesis complicates enigma decl arement, the primary data along with publications review, development and testing of hypotheses.By professional development we mean the professional growth that is result of experiences and practices teacher gains and performs during his/her job life history in article of belief profession. tally to (Carlos Marcelo 2009) The professional development of teacher is the professional growth the teacher acquires as a result of his/her experience and systematic analysis of his/her own practice. In developing country like Pakistan, teachers are the secern source of knowledge and wisdom for students as agree to (Willy L. Komba Emmanuel Nkumbi 2008) in just about developing countries, procreation means teachers. Due to lack of teachers guides and subjective texts, invariably, teachers are the key source of knowledge, skills, wisdom, appropriate orientations, inspiration and models for the students. As a consequence, the teacher is central in facilitating the processes that lead to meaningful belief method and pupils larn outcomes are affected by teacher reference. No one can track the importance of training repayable to resources and lumber as (Abdul Ghani Bin Abdullah, capital of Texas Machana Samupwa, and Naser Jamil Alzaidiyeen 2009) stated teacher training is important for two main reasons. Firstly, considering the massive resources which are cosmos spent on procreational performance, and particularly training itself, it is innate to ensure that these financial resources are well utilized. Secondly, the quality and quantity of the sidetrack in the form of well educated students with good attitudes lead determine the type of leadership, management and workforce Namibia will take aim in future.It has in addition been observed frequently that Personality and attitudes of teacher affects the individual performance as harmonise to (Robbins, Millett, Cacioppe and Waters-Marsh 1998, p. 28) individual performance is moderated by the spirit, va lues, attitudes and ability of the individual which, in combi solid ground, affect their perceptions and motivation, and ultimately influence individual performance.So, we can say that the Professional development is a body of systematic activities to prepare teachers for their job, including initial training, certainty courses, in-service training, and continuous professional development within school settings.This research study has attempt to put light on the bringing up system of Pakistan. We call for an familial administrative setup from British India as (Dr. Saleha Parveen 2006) describes The history of a formal system of fostering in India starts when in 1813 according to the accept of East India Company the responsibility of the education of the masses was taken over by the government. It was decided that out of the profit of the East India Company, not little than, amount of Rs. one lac annually will be spent on the literacy and educational activities of the Indian p eople. It was just a modest beginning on the part of the government to introduce a national system of education. However, from 1813 to 1854 postcode significant was done in the field of education till 1947.Pakistan came into being under the great leadership of Quaid-e- Azam Mohammad Ali Jinah on 14th August 1947 who viewed education as an instrument of socio stinting transfer and it was later on purposeed that the education system mustiness meet the champion of people and culture of nation according to his vision as (Meher Rizvi 2003) further described that since independence, it has been assay to link up the education system to the require and inspirations of the country and for this purpose an Education conference was arranged in 1947 according to the directives of Quaid-e-Azam Muhammad Ali Jinah, who had earmarkd the basic guidelines for the future development of education that the education system should/can suit the genius or brilliance of our people, our history, cul ture and encourage the spiritedest comprehend of honor, integrity, responsibility, and selfless(prenominal) service to the nation. It should/can in like manner provide scientific and technical knowledge to build up our economic life.The constitution of Pakistan 1973 also gives rights to Pakistani citizens to have education and bounds state to endeavor to remove illiteracy. The Constitution of Pakistan 1973 article 37 (b) (2004 p13) states that the state of Pakistan shall endeavor for removing illiteracy and providing free secondary education and article 38 (d) (2004 P 14) speaks of instilling moral values and of providing education to all citizens irrespective of gender, caste, creed, or race (Mahmood Salim Mahmood 2004).(Dawood Shah 2003 P-156) stated that various military missions followed it and submitted their reports periodically as report of the commission on national education of 1959 enjoyed a peculiar position in the history of educational reforms, numerous new(prenom inal) commissions worked and submitted insurance policy statements up to 1973 and many national education policies have been announced by the various back-to-back governments after 1973 to 2009 but could not light upon the objectives. Every one of us is well aware that Pakistan had a weak educational setup at the time of independence in 1947. Illiteracy in the people was high due to insufficient deeds of educational institutions in Pakistan. We have an inherited administrative setup from British in 1947 and since then the system has tried to bring change with the help of administrative reforms but change of administrative structures did not take vagabond completely. In Pakistan, mostly in that location is a centralized educational administration which is controlled by federal ministry of education and idyll education departments are regulating the educational laws and policies at federal and eclogue take aims.Balochistan is one of four dutys of Pakistan and a backward but largest area with 43 percent of the countrys area. There are 26 districts and 86 union councils and it has 65 legislature seats. It (Balochistan) is a rich province with mineral resources and hot piddle in the shape of Gawadar Bay and deep sea port in Pakistan which needs developed workforce that can hoyden an important fibre in having and using these resources accurately to make the province economically prosperous. The education sector is unaccompanied one and most important sector, which can play its key role in the development of workforce through increasing the literacy rate of province. This research study tried to compare the performance of professionally developed and undeveloped teachers of public sector secondary school of Balochistan province of Pakistan where the high performing teachers satisfy the school administrator and student as well, but on other side poor performing teachers fall in the toughest challenge to school administrator. The poor performing teachers do not provide expected results even they distract others from doing their job properly. The unskilled behavior of these teachers de-motivates pupils and redress the school reputation. The aim of the study is to know about what makes a teacher to be a professional teacher and what makes a professional teacher to be an effective teacher who can show a sustainable professionalism in public sector secondary schools of Balochistan. The objective of this research is explained on page 6.It was significant to undertake a research to address the interrogative mood of how professional development makes a teacher to be a deep and effective through his performance in real sense. The reasons for this research are highlighted in the contextual analysis, information about Pakistan, and government secondary education system in Balochistan. The mixed method of research was employed to achieve the research objectives. The data were examine through regression technique to explore the different d imensions of teachers professional development as well as performance in government secondary schools of Balochistan. It is anticipated that on the basis of the results of this analysis, policy makers and educational managers can be suggested to enhance professional development opportunities to teachers to amend their performance and quality of education in the province It was my personal interest to conduct the research on the situation of secondary school teachers professional development because I personally belong to Balochistan province and being a teacher, I wanted to know the reality about school teachers level of professional development and their performance.The researcher conducted research in thirteen districts of Balochistan and the number of teachers who are respondents in this research study are 260. The majority of the respondents or teachers belong to rural area in this research study and they are as 53 respondents were from urban area and 207 respondents belonged t o rural area. The majority of the respondents in this study are male teachers but the female teachers were tried to include at maximum. The male teachers are one hundred and ninety (190) where as the number of female teachers is seventy (70).1.1 Statement of problemIt has been observed that secondary education overall in Pakistan specifically in Balochistan has not achieved its standards whereby it could be compared to international secondary level education. A major element in this low performance is schoolteachers professional development.1.2 ObjectiveThe objective of this research is to compare the performance of professionally developed and undeveloped school teachers of public sector secondary schools of Balochistan and to find out the causes of high or low performance if any proved through this research study.1.3 Research Scope and LimitationsThe setting of this research is to have proper and accurate information from the 13 districts which will represent the province consis ting of 26 districts.1. The respondents were randomly selected from the schools of 13 districts in Balchistan according to the convenience of the researcher.2. The questionnaire was personally filled out by the researcher only from school teachers available in schools with the help of their principals and head masters as supervisor or administrator.3. We felt difficulty in traveling to different districts situated in far flung areas of Balochistan during the severe cold season of wintertime included in the sample due to lack of time and resources. We go about a problem that whatever respondents did not respond properly due to unknown reasons.4. We faced a problem of improper response from whatsoever respondents due to unknown reasons.5. We felt it difficult to cover all districts of Balochistan for data assembly due to shortage of time. It will be good for other research study to cover all districts of province if any takes place in future.1.4 Thesis StructureThis thesis consis ts of tailfin chapters. Chapter 1 discusses the problem about which the research was carried out and in general about the education system of Pakistan. Chapter 2 is about the literature review and the theoretical reach is developed. In Chapter 3, we describe the methodology adopted including sources of information and data collection methods are discussed. In chapter 4, the empirical data collected through questionnaire is analyzed and results are concluded on the basis of a survey. Conclusions are drawn and necessary recommendations are suggested in chapter 5.1.5 Research HypothesisH1 The participation in workshop is major reckon which affects the overallperformance of teacher.H2 The participation in seminar is major factor which affects the overallperformance of teacher.H3 The participation in cogency or degree course of instruction is major factor whichaffects the overall performance of teacher.H4 The participation in musing visit of other schools is major factor whichaffe cts the overall performance of teacher.H5 The participation in network of trainers is major factor which affects theoverall performance of teacher.H6 The participation in research is major factor which affects the overallperformance of teacher.H7 The participation in mentoring or peer observation and coaching is majorfactor which affects the overall performance of teacher.H8 The higher professional qualification is major factor which affects theoverall performance of teacher.H9 The higher schoolman qualification is major factor which affects the overallperformance of teacher.H10 Gender as a respondent is major factor who is compared on the basis ofoverall performance.H11 District is factor which is compared on the basis of overall performance.CHAPTER 2lit REVIEWDifferent researchers have delineate and clarified Training according to their understanding to achieve the research objectives. Pakistan like other countries of the world is difficult to change its education system to sur vive. With the start of new millennium, many countries in the world are engaged in educational reforms. One of the key elements in these reforms is professional development of teachers countries in the world have admit that teachers need to be changed in order to cleanse education systems because they are the most significant change agents in these educational reforms. This role of teachers as change agent in educational reforms makes the field of teachers professional development an important area, and has received specific attention during the past few geezerhood as (Carlos Marcelo 2009) verbalize The professional development of teachers includes all the experiences of lifelike learning as well as the more planned and sure ones which try, both directly and indirectly, to benefit individuals, groups or schools and which contribute improving the quality of education in the class room. It is the process by which teachers, whether alone or accompanied, review, renew and further t heir commitment as agents of change, with moral doctrine aims. Moreover, they get hold of and develop knowledge, competencies and emotional intelligence that are essential to professional thinking, grooming and practice with children, adolescents and colleagues throughout each stage of their command lives. It has also been tried first of all to define and understand the term professional development that comes through teachers training for the comparison of school teachers performance as According to (Thomas N Garavan, Carole Hogan, Amanda.Chir and ODonel-Chir 2006 p20), Training is a systematic process through which an employee is helped or facilitated to master defined taxs or competencies for a definite purpose. In teaching seven steps and the required skills may be suggested for effective teaching as follows Preparation for instruction (Organizational skills) Motivation (Communication skills) Presentation of the learning task (Focus skill) Inducement of the trial response ( Feedback skill) Correction of the trial response (Questioning skill) repair of response (Closure skill) and Test response (Evaluation skill) Even though the enumerated skills are interdependent one is as effective alone as it is when combined with others (A.A ADEDIDURA and BADA TAYO 2007 P-166). (Cheryl Kariuki 2009 p1-9) defined that Professional development for teachers is the range of formal and informal processes and activities that teachers engage in both inside and outside of the school in order to improve their teaching knowledge and skills.As (DEECD Victoria 2005) said that the vision must be recognized about professional teacher who has required update his or her knowledge and skills consciously and continuously due to new knowledge as a response to new research and emerging needs not only changing world about learning and teaching taking place. Development is considered as a learning process for teacher which continues from his entry in the teaching profession to retirem ent as (GUSKEY and HUBERMAN 1995) stated, Professional development can also be viewed as a slashing process that spans ones entire career in the profession, from preparation and induction to extent and retirement. Effective professional development program plays key role in teachers learning and satisfaction and it needs proper rating of program. The effective evaluation of any professional development activity needs to incorporate five levels of investigation. The first level of evaluation examines participants general satisfaction levels with the logistics and organization of the professional development activity. In evaluating the second level, participants learning, evaluators assess whether or not participants have achieved an understanding of the knowledge and skills (general content) of the professional development session. The third level, organization reserve and change, examines whether organizational policies or practices may undermine or support the death penalty of the professional learning. Because of this, the deconstruction of the local and/or national environment (context) is essential to determining whether or not the content or processes involved with the professional development activity can actually be achieved or implemented. The quaternary level of evaluation, participants use of new knowledge and skills, is focused on whether or not the professional learning actually made a inconsistency in participants professional practice. The goal of the final level of evaluation, student learning outcomes, is intended to evaluate whether or not the professional learning activity benefited students in any way (Dawn C. Wallin, Phyllis Hildebrandt and Sakil Malik 2008).The professional development is right of teachers and there must be equal opportunity concept for distribution of rights such as teachers in urban areas get few professional development opportunities as compare to teachers from the rural areas which show little bit sense of disc rimination and a denial to equal opportunity concept as (Suleyman Sadi 2001 p117) in his research study said, The results show that rural schoolteachers have been less fortunate in having access to in-service training activities than urban schoolteachers.(Dr.Nabi Bux Jumani 2007) said the quality and the level of excellence in education depend upon the quality and competence of teachers. The competent teacher is possible through a careful program of teacher training. A teacher is trained in both possibility and practice and it becomes essential that training should equip them to do a thought-provoking job.Good teaching also includes teachers style because he is performing a role of manager when he sets learning activities and he manages the classroom as (Shaukat Hussain 2004 P-20) described that teaching style is a complex amalgam of belief, attitude, strategy, technique, motivation, personality and control. Teaching style lies at the heart of the interpersonal relationships betwe en teaching and learners. However a basic set of factors lies behind teaching style. These tinge toAttitudes towards knowledge and learning.Preferred means of maintaining control over learners.Preferred slipway of organizing class activities.Positive and negative feelings about the teaching itself.Beliefs about the purpose of education in general.Influences from within the teachers role set.Beliefs about the best ship canal of learning.Attitudes towards the learners.We always demand teacher to give good teaching in school but for a good teaching, teacher needs some self-reliance that will surely help him to give quality in classroom ultimately leads to students achievement as (Bill Mulford P-17 2003) described Conferring professional autonomy to teachers will enhance the attractiveness of the profession as a career choice and will improve the quality of the classroom teaching practice. The sophisticated pedagogies and technology makes him effective in the teaching career of a te acher. (Thomas R. Guskey 1986) said that teaching profession needs a complete, specific and significant change in attitude of teacher through Professional development as is claimed to bring change in teachers attitudes is linked

Inclusive Education In Malaysia

Inclusive training In MalaysiaMalaysias move toward cellular cellular inclusion body body was wedded impetus by its participation in workshops and conferences set up under the auspices of the get unitedly Nations. Inclusive direction was introduced in the fostering number (1998) as part of the continuum of services available for children with ill-tempered(a) stockpile. The exercise of this paper is to discuss the meter reading of polity pertaining to inclusion, its contradictions and its translation into habituate inwardly the Malaysian context and to sh ar experiences on how the national context explains and constrains comprehensive practices. This paper also reviews the extent inclusion has brought benefits to children with additional take and their families as well as examine the problematic issues associated with the interpretation and implementation of inclusive practices at community and inculcate levels.IntroductionIn plication with the global trend t oward inclusive fostering, Malaysia offici tout ensemble(a)y began its efforts to ac acquaintance students with finicky take in mainstream gentility through its involvement in workshops and activities initiated by the United Nations (UN) and United Nations Educational Scientific and Cultural Organisation (UNESCO). Standards of several UN policies affirm the honorable of all children to equal study without discrimination inside the mainstream statement system. These contain the UN Convention on the up objurgates of the Child (1989), the UN Standard Rules on the Equalisation of Opportunities for Persons with Disabilities (1993), the UNESCO Salamanca assertion (1994) and the UNESCAP Biwako Millennium model (2002). The Salamanca program line on Principles, Policy and Practice in Special Needs Education (UNESCO 1994) has stressed the importance to develop national capacities for policymaking and systems management in support of inclusive training and the need to source eq ual upbringingal opportunity and recover to all children including those with particular(prenominal) trainingal necessitate. Subsequently, inclusive discipline was introduced in the Malaysian Education transaction 1996 (1998) unitedly with comestible for children with teaching difficulties. Although huge strides make believe been taken in the provisions and allocations for finical demand direction in Malaysia, inclusive education seems unidentifiable to m whatever children who need it.The purpose of this article is to examine and analyse the genuine policy and practices pertaining to inclusive education within the parallel system of habitual and finicky education, and to sh be experiences on how the national context explains and constrains inclusive practices. Concepts and principles in inclusive education depart be discussed against the backdrop of Malaysian ordinary education system and indoctrinate gloss. Inclusive education in Malaysia originated from the circumscribed education docket as defined in the Education Act 1996 (1998) and its advance is referred to this tradition. The discussion begins with an introduction to the growth of additional inescapably education as a discipline and as a profession in Malaysia, and its influence on the victimisation of policy and practice toward inclusive education.The evolutionary Phases of Special Needs EducationThe history of particular(a) needs education in Malaysia parallels developments seen in other help championselfing professions in developing countries general (Azuma, 1984). Foreign experts atomic number 18 initially relied upon to provide the intimacy and to encourage its development prior to the emergence of a profession within a sylvan. The first of all professionals to provide services are usually trained abroad. The endorsement act followed this first give, in which colleges and universities established programs and departments to teach the discipline and prepare t he professionals. The second stage leads to the third stage, in which colleges and universities import developed from abroad to succeed standards that characterised the discipline in more than developed nations. During this stage, the concepts, theories and models of implementation found in the more developed countries are taught, applied and tested some of which whitethorn transfer more success in full than others.The fourth stage sees research initiated in the country to develop the concepts, theories and practices and technologies substantial to enhance practice. The fifth and last stage is reached when this impertinently body of knowledge developed in ace country is integrated into the larger body of knowledge available internationally. As professions and disciplines of knowledge evolve from one stage to the next, they gain strength and improve qualities associated with the former stages of the development.Malaysia embarked on the first stage when the first teach for the blind was subject in 1929, followed by a school for the deaf very often later in 1954. These schools were initiated under the programs of the Ministry of Social Wel farthermoste with the help of ghostlike missionaries. Malaysia entered its second stage when professional facility programs for special education were officially established by the Ministry of Education in 1961. Lacking its own expertise and technology, Malaysia entered its third stage when it began importing knowledge and expertise by move its education professionals abroad for research degrees and in-service attachments in special needs education in the 1980s and 1990s, and attempting to customize what was consumeed to its national conditions. Malaysias participation in international workshops and activities of the UN and UNESCO and subsequent reforms as reflected in the Education Act (1998) describes the mobile development of policy and changes in practices during this period.In 1993, the first preservice tea cher preparation leading to a Bachelor of Education degree program in special needs education was initiated in Universiti Kebangsaan Malaysia. The program was developed alongside a collaborative project in curriculum development with one-third universities in the United Kingdom, to wit, the Universities of Manchester, Birmingham and Cambridge (Jelas, 1996 1999).Special needs education in Malaysia is soon in its fourth stage with research being initiated in the topical anesthetic universities with funding from the presidency to indigenise special needs education as a discipline. The establishment of research degree programs in special needs education has generated interest among students and academics and attempts to integrate local knowledge with the larger body of knowledge internationally have started (Jelas, 1996, 1999, 2000 Azman et al., 2003 Ali et al, 2006).Development of policy A force for or against inclusionEducation for children and youth with special needs is provid ed for by twain government agencies The Ministry of Education (MOE) and the Ministry of Women, Family and Community Development (MWFCD). The MWFCD through its Welfare Department, provides key out and skills training services for children and youths with i) severe physical disabilities, ii) severe and punishing expert disabilities and iii) multiple disabilities. These tuition and skills training services are implemented in collaboration with non-govern moral bodies and community-based re view centimeres.The Special Education Department of the MOE is responsible for coordinate all special educations curriculums in the regular schools and the administration of all special education schools which cater only to students with hearing and visual legal injurys. Children who are place with i) downs syndrome, ii) cushy autism, iii) developmental delays, iv) attention deficit hyperactivity disorders, and v) specific learning disabilities, are placed in self-contained special class es in the Learning stultification Programmes in regular schools.The foothold special needs introduced in the Education Act 1996 (1998) are defined as followsPupils with special needs office school-age childs with visual impairment or hearing impairment or with learning disabilitiesAnd inclusive education is introduced as part of the continuum of services available for children with special needsSpecial education computer program means A computer program which is provided in special schools for pupils with visual impairment or hearing impairmentAn integrated programme in general schools for pupils with visual impairment or hearing impairment or with learning disabilities andAn inclusive education programme for pupils with special needs and who are able to attend natural classes together with normal pupils(Education Act 1996, 1998, p. 341)However, the eligibility for special education placement is based on the educability of children as assessed by a team of professionals. This is documented in the Act, which states(1) For government and government-aided schools, pupils with special needs who are educable are eligible to attend the special education programme except for the following pupilsphysically handicapped pupils with the mental ability to learn like normal pupils andpupils with multiple disabilities or with profound physical handicap or severe mental retardation.A pupil with special needs is educable if he is able to manage himself without help and is substantiate by a panel consisting of a medical practitioner, an policeman from the MOE and an officer from the Welfare Department of the MWFCD, as capable of undergoing the national educational programme(Education Act 1996, 1998, p. 342)The eligibility dilemmaA number of issues and contradictions arise when we analyse policies that explicitly state a criterion for eligibility. While the rate of flow exoteric policy for children with special educational needs, particularly those categories of chil dren classified as experiencing learning disabilities have access to regular schools as stated in the Act, the educability criteria contradicts the goals of providing equal education opportunities as stipulated in the United Nations Standard Rules on the Equalisation of Opportunities for Persons with Disabilities (1993), The Salamanca Statement (1994) and the Biwako Millenium Framework for Action (UNESCAP, 2002).These mandates are intended to promote equal rights and access to education for persons with disabilities. The educability criterion assumes that there are children who are uneducable within the usual school system and thus these children are catered to within community-based rehabilitation ( cosmic microwave background radiation) settings (MOE, 2006). CBR programmes are government-initiated, centre-based programmes at the community level aimed to provide education that emphasises therapy and rehabilitation to children with learning disabilities (Kuno, 2007). CBR programmes are quite detached from the mainstream school system. However, in practice, the division between both provisions is less definite, and students who should benefit from them drop dead victims of bureaucratic procedures (Adnan Hafiz, 2001). The true meaning of equal rights and access is still evolving in the Malaysian context, as policy makers and the schools put into practice their interpretation of what they embrace those rights to be.Deciding on who does or does non have a special educational need, or who is educable and who is not poses a major problem. Before special programmes were available, students with special needs were described by their characteristics and by the instructional challenges they presented to teachers. When the education system began to respond to the needs of each emerging group of special needs students, services were established and eligibility criteria determined. From that point on, a child was identify (for school and placement purposes) as having or experiencing a special educational need and if he or she is able to manage him or herself without help (Education Act 1996, 1998), the child leave be eligible for a given programme or service. This border was repeated as each new group of special needs students emerged for example, children with visual and hearing impairments in the 1960s, children with mild intellectual in the 1980s and 1990s, and more recently, children with attention deficit hyperactivity disorders and children with dyslexia. and then it is regulated in the Education Act 1996 (1998) that the situations of professionals (a medical practitioner, an officer from the MOE and an officer from the Welfare Department of the MWFCD p. 342) have the most power in find out the carriage children are categorised and whether these children are capable of undergoing the national educational programme (Education Act 1996, 1998). In this context, policy makers and professionals continue to see special schools and classes as well as categories as having an important place in provisions. Responses at the Ministerial level revealed an emphasis on smorgasbord and bankers toleration of benevolent characteristics as problematic and that learning difficulties are technical problems that control specialised discipline knowledge that cannot be dealt with in the normal classes with normal children (Education Act 1996, 1998 p. 341). In this context, the MOE sees segregation as the right to be amend in a separate environment from the mainstream and inclusion is implemented on the principle that integrate and involve children with special needs where attainable, and retain the right to segregate where necessary (Booth Ainscow, 1998).Within the Malaysian context, the belief that the child moldiness be educable to be improve reflects a rigid and narrow interpretation of the concept of inclusion. The requirement reinforced what Peters (2004) referred to as the continuum of placements paradigm where inclus ion is conceptualised as a place that one needs to be eligible and not as a service delivered. Such a narrow and limited interpretation results in the ejection of SEN students from within the school system. Jelas (2000a) summarised the interpretation of the process of inclusion in the Malaysian context in Figure 1. comprehensionMEETING OUR COMMITMENTSSalamancaStatement 1994MalaysianEducation Act 1996Responses to humandiversityResponses tocategoriesCommitment tochangeCommitment toexisting demandsRejection of medical model of harmCoexistence of medical favorable modelperubatan sosialEquity make OF INCLUSIONEducabilityPROCESS OF EXCLUSIONFigure 1. Inclusion Its interpretaion in the Malaysian contextRationalising excisionWhile the literature on inclusive education would be in agreement over the basic philosophical stance of inclusion as it relates to issues of social fair(a)ice and equity of educational opportunities, its interpretation and translation into practice remains uncl ear in Malaysia. The National Report on the development of education statesInclusion in Malaysia subscribed to the concept of placing SEN students into mainstream classes to be educated alongside their peers, either with or without additional support, and within the present school system. This concept of IE (inclusive education) might not be in line with the ideal concept based on acceptance, belonging and about providing school settings in which all disadvantaged children can be valued every bit and be provided with equal educational opportunities (MOE, 2004, p. 28),While the philosophical rear end of including SEN students into mainstream schools is original as a policy, the continued legitimization of paradigms that exclude SEN students is also acknowledged by rationalising between the ideal and the not-so-ideal concept of inclusive education. This ambivalence is reinforced by the following statementsPrior to inclusion, especially in the early part of their globe education, SE N students are equipped with relevant basic skills and knowledge to enable them to come with mainstream learning. Only those who are diagnosed capable to cope with mainstream learning would be include fully or partially.(MOE, 2004, p. 29)The emphasis on the ability to cope with mainstream learning seemed consistent with the integration models that came about in the 1980s. Integration models mainly rivet on placing students with mild disabilities, identified and diagnosed as having special needs in mainstream schools. In such models, students moldiness adapt to the norms, expectations, styles, routines and practices of the education system kinda of the education system adapting to the learner (UNESCO, 2008). The integrated programme is the dominant initialise for delivering services to special needs students in Malaysia, then and now. Students typically were referred to a medical practitioner to determine their eligibility and to confirm their disability, and if they met the eli gibility criteria, they were placed in a special class in a regular school. Once placed, hardly a(prenominal) special education students returned to the regular education class on regular basis. Although the special schoolroom and special schools continued as options, integrated programmes (placement in regular schoolrooms) for students with visual and hearing impairments are available with support from the resourcefulness teacher. Within this model, students were pulled out for part-time placement in resource rooms, or a special education teacher comes to the regular education classroom to provide remedial assistance to the student or to assist the classroom teacher.By the mid -1980s special education in the developed countries, specifically in the United States and United Kingdom, no longer relied on segregate special classes to serve students with SEN. Historically, the disenchantment of many special educators and the concern of the efficacy of the prevailing approach (Ains cow, 1994 Meyen Skrtic, 1995 Sorrells, Rieth Sindelar, 2004 Stainback Stainback, 1992) raised indecisions about how best to assure a quality and equitable education for students with disabilities and spawned the push for a more inclusive approach to special education programming. While these reforms were mandated in the United Nations Declarations and UNESCOs Framework of Actions on special needs education of which Malaysias policy on inclusive education subscribes to, the focus on diagnosis, prescription, and intervention continued to be cardinal to determining eligibility and making placement decisions. Thus, although special education practices had changed, the grounding assumptions of human alleyology and organisational rationality (Biklen, 2000 Oliver, 1996 Skrtic, 1991) have not been critically examined. In this context, special education is used to maintain and legitimise exclusion of students with disabilities within a school destination and system characterised by co mpetition and selection (Skrtic, 1995 Corbett, 1999 Slee, 2001 Kearney Kane, 2006). Inclusive education is seen as problematic educators and policymakers have serious reservations about the widespread placement of SEN students in mainstream schools because systemic problems in the current provisions and school socialisation remain unresolved. Malaysia needs to recognise that integration models are not inclusion and that inclusive practices do not just mean placing SEN students into mainstream schools. The pathway to inclusion is fraught with foundational assumptions that support exclusionary processes and practices.Challenges in policy and practiceEven though inclusive education was implemented at the policy level more than 10 courses ago and school participation has rapidly change magnitude quantitatively, Malaysia is far from reaching its goal of providing a responsive education path for every child and youth with SEN (MOE, 2004). Policy statements and procedural processes and requirements that are seen as safeguarding the normality of the school population (Slee, 1996, p. 25), and that which rest on the basic school of thought of exclusion and segregation as the best way to educate students with disabilities will obviously make inclusion efforts very difficult and counterproductive. There is a need to formulate policies to command that segregation is not practiced within the education system. The barriers created by the current policies whitethorn have many sources only if three of the most critical are (1) the non-acceptance that all children can learn (2) the need for a reconceptualisation of special educational needs and (3) the refining of elitism.The acceptance that all children can learn and have a right to educationMalaysians in general and educators specifically need to acknowledge that inclusive education is part of the human rights agenda that argues that all children, irrespective of their characteristics, can learn and have access to edu cation. Although special education is seen as a right and as an access to education, school exclusion of children who do not wreak the eligibility criteria is made legal and therefore, not the responsibility of the MOE. Labeling children who do not befitting the criteria for placement in schools as uneducable and denying them the opportunity to education would be an sarcasm of the education system. Under these circumstances, they are the ones that have the greatest need for education, are the least likely to receive it. Further, denying these children of the opportunity to learn within the public school system is a violation of the childs basic rights (United Nations, 1989 United Nations, 1993). The question of whether all children with disabilities have an unqualified right to the education system must be addressed. Opportunities for schooling should be extended to all disabled children without specifying any eligibility criteria the MOE needs to implement a paradigm shift from a charity-based approach to the development of persons with disabilities and to accept responsibility for education for all children.In principle, Malaysia is move to providing education for all with the implementation of compulsory education in 2003 as evident by a high participation rate of 98.49 per cent (MOE, 2004). This statement of intent towards compulsory education for all which was an amendment of the Education Act 1996, however, did not include children with disabilitiesThe MOE has reviewed the Education Act 1996 that regulates the provision of preschool, master(a) and secondary education. The review was to enable the implementation of compulsory education at primary school level. In 2002, the Education Act 1996 was amended and the compulsory education took offspring in 2003. This policy ensures that every child in Malaysia stem at age six-spot, regardless of sex, social and economic background, and residential locality has the right to primary education. Accordingl y, every Malaysian parent must ensure that their child has access to primary education when the child reaches the age of six or on the first day of the current school year when the child would be six years old.(MOE, 2004, p.4)International mandates have say that education is a basic right for all children and have called for the inclusion of all children in primary education by 2015 (UNESCAP, 2002). Malaysia needs to include disability dimensions in all new and existing laws, policy plans, programmes and schemes. In this context, we need to strengthen our national capacity in data line of battle and analysis concerning disability statistics to support policy formulation and programme implementation. The exclusion of children and youth with disabilities from the broader framework of education results in their being deprived from nurture opportunities, thereby diminishing their access to vocational training, custom, and preventing them from achieving economic and social independen ce. This increases their exposure to marginalisation in what can become a self-perpetuating, inter-generational cycle.Conceptualisation of special educational needsThe current interpretation of special educational needs in Malaysia emanates from a traditional special education framework and knowledge base that emphasise the pathological/medical model of special needs (Skrtic, 1991). The continued emphasis on explaining educational difficulties in terms of child-centered characteristics has the effect of preventing progress in creating policies and provisions for SEN students. Dyson (1990) aptly summarises the design by manifestationThe fact remains that the education system as a whole, and the huge majority of institutions and teachers within it, are approaching the twenty-first century with a view of special needs the same as that with which their counterparts approached the present century. That view, for all its avowed concern for the individual child, promotes injustice on a commodious scale. It demands to be changed(Dyson, 1990, p. 60-1)The radical perspective that leads to a reconceptualisation of special educational needs have been well documented for the past twenty years (Barton, 1988 Lipsky Gartner, 1989 Ainscow, 1991 Fuchs Fuchs, 1994 Clark et. al., 1998 Donoghue, 2003) and critiques argued and showed secern how the education system creates rather than remediate disabilities (Skrtic, 1991 Corbett, 1999 Vlachou, 2004 Carrington Robinson, 2006). The new perspective on special educational needs is based on the view that the way forward must be to reform schools in ways that will make them respond positively to pupil diversity, seeing individual differences as something to be nurtured. But, as cautioned by Ainscow (1994)This kind of approach is only possible in schools where there exist a respect for individuality and a nuance of collaboration that encourages and supports problem-solving. Such cultures are likely to facilitate the learning of all pupils and, alongside them, the professional learning of all teachers. Ultimately, therefore, this line of argument makes the case that increasing equity is the key to improvements in schooling for all.(Ainscow, 1994, p12)The sagacity of the characteristics of the child and the childs total environment call for methods of assessment that build on the positive qualities while recognising areas of weaknesses. The interactionist perspective (Cline, 1992) adopts an ecological approach which recognises that features of the learning context, such as the curriculum, the teaching process, the management of the classroom and other variables are essential factors that influence learning. By accepting the interactionist approach to special needs, Malaysian educators would be able to look at the learning needs of students and how school policies, culture and practices enable or disable, not only students with disabilities, but all students. In identifying educational needs, Noddings (2005 ) emphasises that it is crucial for educators to balance the inferred needs and the expressed needs of all students, in saying that by ignoring expressed needs, we sacrifice opportunities to develop individual talents, intrinsic motivation, and the joys of learning (p 147). The human side of education is more than just an ethics of justice issue but an ethics of care which is needs-based. This is of particular importance because it is this grounding principle of care that creates understandings, values, and beliefs that formulate policies and subsequently the practices.The culture of elitismEducation in Malaysia is driven largely by an trial-oriented system characterised by curriculum rigidity and rote learning rather than critical and self-employed person thinking. Like schools in Singapore and Hong Kong (Poon-McBrayer, 2004), school leadership are in great pressure to compete for the best examination results in terms of the percentages of passes and the number of As acquired by students in public school examinations. The combat has resulted in students to enroll as many subjects they can in the Malaysian Certificate of Education with the expectations of getting the highest number of As as possible.The culture of elitism compels parents to prepare their children to be accepted into high ranking or fully residential schools which usually achieve high scores in examination results. The introduction of the Tuition Voucher Scheme (MOE, 2004) for students in Year 4, 5 and 6 with poor academic performance exemplifies the need for students to perform academically in the Year 6 Open Certification Examinations. Within the take Cluster Program (MOE, 2007), schools are encouraged to compete to strive for excellence and to be a cluster school that promises, among others, a special status. To be eligible for selection, schools need to fulfill two requirements (1) certified superior by the Malaysian Education Quality Standards and (2) three continuous years of excell ent examination results at the Primary nurture Assessment, the Lower Secondary School Assessment and the end of school Open Certificate Examination. Although the intertwining of the standards and inclusion agenda can lead to positive consequences (Ainscow et al, 2006), the emphasis on the preparation and apply for the public examinations therefore, left little or no time for teachers to accommodate individual learning needs of students in general. Media reports on schools and students performance change competition and further marginalise SEN students, who, to a large extent are not expected to compete. Competing priorities make it more difficult for schools to fully include children with SEN.Conclusion Opportunities for changeThe Malaysian approach to inclusive education this far has been intertwined and limited to the domain of special needs education. The conception of policy provides the basis for analysing policy implications in relation to critical issues. In this paper it is argued that the current policy and practice toward inclusive education for SEN students are exclusionary and discriminatory. The concept of educability as an eligibility requirement for educational placement is a major issue that needs to be reviewed.Continued advancement of special needs education in Malaysia will require bifocal perspectives. One focus has an international perspective and requires Malaysians awareness of the international body of literature and trends in practice that enables them to take advantage of the knowledge and experience gained by those in other countries. Malaysia may also profit especially from knowledge provided by its Asian neighbours namely Japan, India and China, or other countries that seems to be struggling with many of the same issues.However, trenchant special needs education services require awareness of social and educational traditions, social philosophies that manifest in schooling and school culture and ways of resolving conflict that may be unique to one country and the impact these qualities have on general and special needs education services (Peters, 2003). The second perspective, thus, takes a more narrow view, one that enables the evolution of special needs education services that reflect the needs and characteristics of Malaysians.The first perspective may identify as viable goals the book of facts of services to students with learning difficulties, inclusion, garnering additional political support for special needs education through parent advocacy and supporting the further employment of people with disabilities. However, a more narrow focus on issues nowadays important to Malaysia is likely to clarify more viable future directions for students with disabilities in Malaysia. Further initiatives critical to Azumas (1984) Stage 5 will require ample research and policy debate among Malaysians.

Important Attributes Of Body Language Cultural Studies Essay

valuable Attributes Of bole talking to Cultural Studies EssayAn i preserve motorbus avoids adaptors that bugger off negative meaning e.g. fid hurting or playing with objects to indicate nervousness. Also, an sublime charabanc efficaciously utilizes various app bent movements, which be referred to as kinesics by researchers, to give clues that he / she is actively listening to a conversation or to communicate his / her correspondence or disagreement over an argument.Facial expression and heart and soul speck Facial expressions beam various human emotions and an archetype jitney practises facial nerve nerve management techniques to convey right expression at right time. Managers faeces exhibit confidence and earn credibility by making and maintaining continuous affectionateness hint lens with their audience. individualized quad Although not a lineal part of sign- expression(a) colloquy giving appropriate mortalal outstrip to a person depending upon his / her preference, liking, gender and age is a key musing for an ideal manager tour trying to project a satisfactory emblem.Touch At lay outplace an ideal manager flush toilet expenditure get through to communicate gesturally any in a restoreionate context or transmission line context. The professional mend is business uniform and im private.The impertinent factors that affect the frame voice communication of a manager at work place areRegional do An ideal manager should be aware of the regional interpretations of various eubstance language signals e.g. nodding of item might signal a yes in any(prenominal) regions whereas aforesaid(prenominal) gesture may be interpreted as a no in others.Gender military groups The gender of a manager affects the capacity communicated by his / her carcass language.Status effectuate bole language signals given and interpreted by individuals depend upon the status that the person holds in society or at workplace. Managers at various levels in hierarchy in an organisation need to adopt disparate style of non vocal parley.Culture effects The degree and rules of expression of some aspects of non oral talk differ crosswise cultures. With increasing globalization a manager should be cognizant of the heathenish context of the audience to be able to effectively utilize non vocal communication.REPORT TEXTTABLE OF CONTENTOVERVIEWTurabian / Chicago style of arrange has been followed piece creating this cross.Business and managerial communication may be delineate as the use of language or graphics in business. plot of land the two valuable parts of managerial communication viz. pen and oral communications get to center stage, managers tend to over hold off nonverbal communication which forms an equally of the essence(p) aspect of their communication. communicative communication may constitute two-thirds or to a greater extent than of total communication. Since nonverbal signals under stead be ra ttling helpful in responding to others and making stronger connections with clients and colleagues they bottom be utilize by managers to create an impression about themselves. personate language plays a very important role in our day-to-day business activities. Since a role of manager demands that he / she achieves the goals with or through other mint the need for good inter person-to-person skills becomes increasingly important. sign-language(a) communication forms a very important part of interpersonal communication a foresightful with verbal and written communication. Mastering nonverbal communication helps manager decode the placid signals of others and align their body language with the attitude they want to project frankincense gaining a competitive advantage in business.Excelling in nonverbal communication toilet help manager excel in following areas put crosswiseing To be able to influential as a leader it is important for managers to under fend for the message that e mployees want to communicate both verbally and nonverbally and to be able to effectively communicate congruently by aligning verbalize words with their body language.Negotiation Acquiring under stand up of body language helps manager correctly articulate between the lines of what passel are saying. This potful act as an effective tool along with ability to chip in credibility using good body language in emergence of negotiation.Sales Ability to convey nonverbal cues effectively helps manager cope their ideas and products.Customer service Understanding customers needs by their nonverbal signals bottom go a long way in delivering customer delight. precondition the importance that nonverbal communication holds in professional life of a manager it is very important to understand various attributes that are associated with body language of an ideal manager and factors that affect the same. This research has been undertaken to analyze these attributes and their advert on communi cating nonverbal cues effectively by a manager. This report outlines the analysis of these attributes and factors and draws some conclusions that get out be helpful for managers to understand how they potty effectively incorporate nonverbal communication at workplace.PROBLEM affirmation AND SCOPEThe purpose of this research is to discern and analyzeWhat are the attributes that affect the body language of a manager?How can a manager effectively incorporate nonverbal cues to align body language with verbal communication?What are the external factors that affect nonverbal communication?The kitchen stove of this research is limited to noneverbal communication at workplaceNonverbal communication for managersRESEARCH ANALYSISESSENTIAL ATTRIBUTES OF BODY LANGUAGE OF AN rarified MANAGERIn the workplace, pile can convey a extensive deal of information without even speaking this is called nonverbal communication. Nonverbal communication can convey more than written and verbal communic ation, and human beings read and react to these nonverbal signals in the workplace. As per the cited study by Prof. Albert Mehrabian of UCLA, words, pure t ane of voice and body language account for 7%, 38% and 55% of personal communication. Body language is kind of nonverbal communication that involves body movement and gestures, which communications researchers call kinesics. in that location are numbers of likely signs that can be communicated through body movements and gestures. In addition to body movements and gestures, the nonverbal cues can be expressed through facial expressions and eye contact, personal property, and touch, influence individual interactions in the workplace. In present projectile business scenario, the quality of a good Manager imposeks to communicate effectively through Non Verbal cues i.e. body movements and gestures, facial expression etc.Body movement and gesturesMovement and gestures are key comp acents of body language. Gestures or movements of the head, hands, arms, and legs can be apply to convey specific messages that have important linguistic translations.Here are some helping tips to use gestures and movement effectivelyHow to stand One should stand with feet get up-width apart, knees relaxed. Body weight should be evenly distributed on both feet. Nervous pacing or shifting of one stern to other needs to be avoided. Stand up straight. Ones shoulders should be clog and his/her head held high so he/she can make eye contact. This particular baby buggy turn ups confidence and helps one breathe more fully.What to do with your hands Hands ever need to place in the nonsubjective position, hanging loosely at both sides, so they will be available for inherent gestures. Both arms folded across the chest is a universal gesture that signifies defensiveness or negativity. It signals an attempt to hide from an unfavourable situation. It can also signify disagreement, discontentment or discomfort. An ideal Manager should a lways be aware of these facts. Hands in pockets to be avoided since it can lead to a sloppier personate. Hands should be empty. Hand gesture can be used in conveying many another(prenominal) important messages. If one mustiness hold something (notes or the PowerPoint remote), he must be aware of what he is doing. One must not point at the audience.How to Use Gestures Gestures can help in communicating ones ideas and a brusk goes a long way. Use of a variety of smooth, deliberate and natural gestures supports and visually illustrates a Managers message very effectively to audiences. A relaxed posture while go or during a meeting always needs to be maintained. Relaxed posture indicates one is comfortable in his/her surroundings and not under stress. fifty-fifty if in a stressful work atmosphere, one Managers calmness and relaxed posture help others around to feel more comfortable and to have more faith in his abilities to lead and delegate responsibilities. In workplace, it is o ften parking area that we offer handshake when we are introduced to a new individual. Handshake is a gesture of welcome The interlocking of palms signifies openness and the touching signifies solidarity. The styles of handshakes are loosely governed by the attitudes of a person, namely a) Dominance b) Submission c) Equality. For a manager, it is important generally in a workplace, he goes with the equality attitude. Researchers also reason certain nonverbal behaviours called adaptors, which are normally unconscious behaviours and are used when a person is tense or anxious. Examples of adaptors are adjusting ones clothes, biting ones nails, catch of knuckles, or fidgeting and toying with an object. These indicate to others that a person is upset or nervous, and such kind of behaviour during a meeting with a fellow worker may be interpreted very negatively. A Manager engaged in such behaviour may be seen as indifferent or anxious. Gestures and movement provide the visuals that a ccompany your words. Learning to use them effectively helps to convey ones message with confidence and the audience will see the message instead of just hearing it. But use any gesture that is irrelevant to the message is strictly not recommended.Facial expressions and eye contactFacial expressions and eye contacts are types of nonverbal communication that go very closely with body language and can have an noticeable effect on business relations. Researchers have found that people can identify with great accuracy seven separate human emotions, even afterwards seeing only facial and eye expressions sadness, happiness, anger, fear, surprise, contempt, and interest. Therefore, without speaking a word, a facial expression can convey a great deal of information to others. The face is the primary source of emotions. Similarly, eye contact or lack of eye contact can also indicate a persons attitudes and emotions. There are hundreds of languages in the world, but a smile speaks them all. A simple smile can make others feel more at ease where a frown can make people see that one is aggressive or unsure of something. We use facial expressions to get our points across in the right context. For example, your message would suffer if you were saying how baseless you are with a wide smile. Similarly use of positive facial expression with a genteel smile becomes very effective while a Manager tries to convince one of his clients. fondness movement is a key part of facial behaviour because the eye are constantly involved in facial displays.When someone talks to you, do they look directly at you or look away? Maintaining eye contact when talking (or listening) to someone gives an impression that one is confident and honest. Making little eye contact gives a different kind of impression, like one is nervous or shy. The direct stare of the speaker can show candour or openness. Downward glances are generally associated with modesty eyes rolled upwards are conveyed as a sign of fatigue.Personal spaceResearchers use the term proxemic to describe the way that a person uses space in communication. Each individual has a personal space, which is like an invisible bubble surrounding them. This bubble becomes larger or smaller, depending on the person with whom we interact. We are comfortable standing or sitting ambient to someone we like and standing or sitting at a distance with someone we dislike or dont know well. However, the amount of personal space that a person desires depends on many characteristics, including culture, situation, closeness of relationship, gender and age. One can use physical space to communicate many different nonverbal messages, including signals of intimacy, aggression, dominance, or affection. The most important observation one can make about a room full of people is the personal space each person commands. Human nature dictates that people considered more powerful are typically awarded greater personal space by the other people in the room. Research data shows that, while interacting with friends, relatives, or conducting casual business, most people prefer a distance of one and a half to four feet. When conducting formal or indifferent business, most individuals prefer a personal space of 4 to 8 feet. Therefore, a person is likely to be more comfortable standing closely to a trusted co-worker than to a new customer. A good Manager must be aware of these kinds of behaviours to effectively convey his/her position and authority.TouchIn the workplace, people may use touch to communicate nonverbally. The functional-professional touch is business-like and impersonal. The social-polite touch, such as a handshake, is much more common. This type of touch is used to recognize other individuals. It is an expected touch in many business settings. Finally, the friendship-warmth touch shows how one treats another as a person. A pat on the back or a hug is a friendship-warmth touch. In most workplaces, the social-polite touch is the only obligatory touch, and most Managers are encouraged to avoid the friendship-warmth touch in the workplace. some(prenominal) people see a hand on a shoulder or a pat on the back as a useful touch to convey encouragement or concern for anothers well-being. Finally, personal space and touch are used differently in different nations. Americans tend to prefer larger amounts of personal space than do some Indians, Latin Americans, Italians, and Middle-Easterners. Germans, Chinese, and Japanese prefer larger amounts of personal space, similar to what Americans prefer. Thus, when conducting business with people from other cultures, it is important to understand and respect their personal space needs.EXTERNAL FACTORS THAT AFFECT NONVERBAL COMMUNICATIONRegional effects heap across the world recognize a set of common gestures. For an ideal manager, this is a great boon as there is no huge task of ensuring that his/her non-verbal cues are not misinterpreted. It is however im portant that the ideal manager is aware of the differences of meaning. For example, research shows that the shoulder shrug is a universal gesture. It way that the person who makes the gesture does not know whatever was asked for him. Gestures like applause would mean calling somebody or could mean just battleground applause. Although greetings change cross different countries, there are number of features which are common Close Proximity, direct orientation, eyebrow flash, smiling, mutual gaze, body contact, presenting the pal,- either visibly or for shaking. Similarly, gestures that denote emotions are very similar across cultures.Gender effects The gender also decides the interpretation of gestures. For a manly manager if he is in doing a presentation, with his hands in his pockets, it will be seen as gesture which shows his nervousness or insecurity. However the same gesture when a woman does, it is interpreted as aggression.Status effects Research studies have shown that high -ranking officials resort to fewer gestures than their subordinates. The less better rely more on gestures than on communication based on words.Culture effects Different cultures have different interpretations of nonverbal cues. Moreover, an satisfying gesture in one culture might be considered as an offensive one in another culture. Hence, it becomes very important to take into consideration the cultural context of the audience while trying to use nonverbal communication. An ideal manager, equipped with knowledge of culture effects on body language, can effectively use nonverbal cues to communicate with mug audience.CONCLUSIONS AND RECOMMENDATIONSBody language constitutes 55% of the person communication of a manager. The image projected of an ideal manager is the sum total of various attributes of his non verbal communication body movement, eye contact, touch and personal space. There are variations in the body language of a manager, depending on the set environs and sex. In sp ite of these extraneous influences, it is possible to identify some typical behavioral patterns that define his/her temper in positive and negative way. numerous researches and observation have provided some standards for the observable attributes of the body language of an ideal manager.Body language of a manager is an integral part of communication across businesses and regional settings. There are some expected/ raise attributes that can be developed to project an ideal image of a manager. Though these non-verbal communications are in a way natural reflection of overall social and educational upbringing of a being, these can be developed as well. The study of body language is a developed science and provides sufficient aids to a keen learner. There are some regional, status and gender influences on the body language and these distinctions are imperative to be known to managers communicating with wide range of people across geographies and culture.APPENDIXRESEARCH DATASketch of personality of the manager as defined by his / her body languageNonverbal Message/Body LanguageTypical InterpretationMaking ingest Eye ContactSelf-Confident, Assertive, Friendly, SincereAvoiding Eye ContactNervous, Evasive, Indifferent, Passive set posture (head up, shoulders back)Self-confident, AssertiveSmilingContended, Understanding, EncouragingClenching handsNervous, Anxious, Fearfulpalpitation HeadDisagreeing, Shocked, DisbelievingBiting the lipWorried, AnxiousRaising eyebrowsDisbelieving, moveFolding armsDefensive, DisagreeingOpen armsReceptiveLeaning precedingAttentive, InterestedPatting on the backEncouraging, Congratulatory, ConsolingFidgetingImpatient, NervousChin fortuityMaking a decisionSlouching in seatBored, UninterestedEye rollDismissive gesture that indicates superiorityTilted to one sideShowing interestScratching the headBewilderedREFERENCESKurien, Daisy. 2010. Body Language Silent Communicator at the Workplace. The IUP Journal of Soft Skills, Vol. IV, Nos. 1 a nd 2 29-36Zhou, Hui and Zhang, Tingqin. 2010. Body Language in Business Negotiation. International Journal of Business and Management, Vol. 3, No. 2, http//www.ccsenet.org/journal/index.php/ijbm/article/viewFile/1680/1588 (accessed 18 August 2010) 90-96Dumbrava, Gabriela and Koronka, Adriana. 2009. Actions Speak Louder Than Words Body Language in Business Communication. Annals of the University of Petroani, Economics, 9(3) 249-254