The Depiction Of Amores Perros Film Studies Essay

The Depiction Of Amores Perros Film Studies Essay During the twentieth century, Mexico was experiencing an era of economic instability and an obvious division of social classes. In Amores Perros Ià ±Ãƒ ¡rritu, the director brilliantly portrays the distinction in the separation of the classes, and the effect of the economy on society. In Amores Perros, Daniel, Octavio, Susana, and El Chivo represent the three social classes in Mexico, the rich, the poor, and extreme poverty. Octavio and Susana clearly represent the lower class. Ià ±Ãƒ ¡rritu emphasizes the lack of comfort and space through the characters dialogue and setting. Perhaps the timing of release was precise, (Mexico was weeks away from its presidential elections that broke the 70 year term of one-class ruling), but Amores Perros (Gonzalez-Ià ±Ãƒ ¡rritu, 2001) a ground-breaking Mexican film under new Latin American Cinema made record-high box office success within its very first few weeks of showing. Its sheer braveness and boldness at showing reality of life in the city served to shock and reveal to millions of people how modern-day life was in the one of the busiest energy hotspots of the World; of a world brimming with positive and negative energy, that lead people to the brink of despair. The metropolis is presented as exclusively Mexican, yet one that is not dissimilar from other cities in Latin America, whereby violence, self-interest and lust are omnipresent and whereby, as much as they are fundamental to ones survival, are also the very reason for ones downfall. Ià ±arritus interpretation of the DF (Mexico City) is a reflection of society that lives in constant fear, under great pressure, and in complete turmoil, literally and psychologically. He has produced an intimate social study of the people that make up and shape the city into what it is to this day. Without exaggerating the lack of law and order, he demonstrates that for the majority of its city-dwellers, the underworld is the only option if one is to survive. The director hooks us into the diegetic world of the film by condensing into three interconnected stories the images of the general pain of daily life as well as the social, political, and economic inheritance of todays alienated youth and the elder s who have prepared this crushing scenario for them.1 Ià ±arritu decided to reveal the more sinister side of what it is like to be living in the DF, and offered the viewer a subtle criticism of the Mexican political situation that feeds the rich and abandons the poor. In certain aspects his interpretation of the city differs from the way cities are shown in other Latin American and Hollywood films. His DF is as real as real gets; you win some and you lose some, but that is simply the way life goes. An ideal comparison is that with the 2000 Hollywood film by Steven Soldbergh, Traffic, which also combines three distinct stories into one, whereby one of the plots is set in Mexico. Interestingly, the director chose to use a handheld camera for the Mexican scenes only. The Mexican story appears grainy, rough, and hot to go with the rugged Mexican landscape and congested cities (1b). Shot through a sepia lens, it gives Mexico City a feel of a sleepy, developing-world frontier city, as opposed to Ià ±arritus interpretation of a cutting-edge modern metropolis. Soldbergh contrasted the sepia-tinged Mexico with a blue tinged USA,, whilst Ià ±arritu, on the other hand, used skip bleach and tinged the images with blue. Steven Soderbergh chose Hollywood stars namely Catherine Zeta Jones, Michael Douglas and Benicio Del Toro to play the leading roles which gives an unreal sense to the film, keeping the viewers one step away from reality. It demands the viewer to accept certain ludicrous tw ists. What further sets it apart from the viewer is that the plot involves high-profile characters such as the CIA, High Court American judges, and famous drugs cartels. What sets Amores Perros apart from other films that represent the city is that the characters are real, and based on characters one would meet in the street. Most filmmakers living in Mexico City have turned a blind eye to its problems or treat them superficially and hence fail to face reality. Ià ±arritu has not. Instead he has chosen to project a broader segment of society by looking at a trilogy of situations and characters interwoven across the class lines and geographies of contemporary urban Mexican society.'(2) Gonzalez-Ià ±arritu broke the expectation that many people had with regard to their view of the future of Latin American cinema. As he said himself, I am not a Mexican with a moustache and a sombrero and a bottle of tequila () nor am I a corrupt cop or a drug trafficker. There are millions like me. And this is the world I live in and the one I want to show.'(2b) In Amores Perros Ià ±arritu shows the consequences brought on a society from a city that offers nothing but a proliferation of social injustice, political corruption and neo-liberal dogma. However, although Ià ±arritu did to some extent take on serious social and philosophical issues, Amores Perros had a principal objective to entertain. Because the film did not receive any governmental funding, Ià ±Ãƒ £rritu was able to experiment with the social and cinematographic content. Crime and violence are key themes in the film, yet, unlike Hollywood, these events are not sensationalized but instead are presented rather mundanely. The story of Octavio and Susana is the most emotionally tense of the three and involves high levels of violence, self-interest and lust. However, all the stories work together, each with its individual tone and rhythm, in order to create a fuller image of life in the city. Fast editing, such as in the dogfight scenes, forbids the viewer from obtaining a real understanding of what they are seeing, reflecting the confusion and fast-pace of city life. By overloading the film with scenes of physical titillation he manages to create an intensification of our emotions hence reflecting those of the characters on screen. Violence within the film is rife, when even Ramiro is prepared to gun down his dog, danger is constantly a threat lying just around the corner. The cross-editing that occurs when Ramiro is being beaten up and Octavio is having sex with Susana is full of dark connotations of the violence and the phenomenon of family breakdown in Mexico today. Whilst Octavio may appear innocent and peaceful, he is still inflicting pain upon his brother, who in turn will have it thrown back at him when he runs away with Susana with his savings. The violence therefore is cyclical. The scenes draw the viewer in with an over-load of violence, blood, skin and sweat, and a soundtrack of Lucha de Gigantes to emotionally move them. Ià ±arritus grainy choice of resolution and skip-bleach, together with hand-held camera, a blurry vision, artificial lights, and a blue tint, give a sense of film noir, or gangster genre, which reflects perfectly the underworld and under-class that they live in. Violence is not only a result of poverty however, as is seen within the third story, another Cane and Abel-type plot whereby Gustavo Garfias hires a hit-man, El Chivo, to murder his very own brother. A somewhat less tense sequence, El Chivos story reflects that of Octavios in many ways; both opening sequence are in a car, and both follow a Cane and Abel theme. This reoccurring family rupture accentuates the affects city life has on its inhabitants and suggests that Mexican society itself is spiralling down into a vortex of violence. The physical and psychological mutilation, amputation, death, bloodshed, and cold-blooded killers-for-hire are not merely literal images but metaphors for something even more disturbing that holds society together- our animal nature that we try and domesticate,3 and ironically so, it is the human who emerges as the most destructive. This is because they have been envenomed by greed and self-interest, but at the same time have also been made to suffer from the actions of others. The violence presented is on the one hand very believable. Via setting, cinematography, use of unknown actors and even soundtrack, Ià ±arritu has given the viewer a real sense of the violence in Mexico City. The soundtrack is filled with pulsating music, squealing automobile tyres, and alternative whimpering and barking dogs. 3b Domestic family violence, dog-fighting and shop hold-ups are common in every society, and Ramiros secret criminal hold-ups also seem very realistic, as Ià ±arritu has not glamourized them. On the other hand, one could also argue that El Chivos story is slightly too fabled from the viewers point of view. A regular middle-class man, turned Revolutionary, turned hit-man may be slightly too intangible to believe yet El Chivos methods of killing however, are very unglamourized and therefore believable. Gustavos desire to have his brother killed is purely out of self-interest and greed for money, the consequence of a neo-liberalist, capitalist world. Gustavo represents a typical young middle-class man desperately trying to preserve his social and economic status, and being consumed by envy and greed, is willing to go to great lengths in order to do this. His weak character contrasts greatly with the larger-than-life presence of El Chivo who represents the opposite end of the political spectrum, of a schoolteacher turned Revolutionary. El Chivo is the most down-to-earth character in the film, distanced from the ills of society, who has chosen dogs as his sole companions. After all, they obey, they are loyal, and they do not even protest inhumane treatment. They lick the hand of the owner to the very end.4 Dogs contrast hugely with humans in this sense. This story is an interesting insight into the life of a nobody, of a near invisible, who in fact has had the most interesting life ou t of all the characters. His life is not driven by a sense of self-interest, as the only thing he has in his mind is the loss of his daughter, and the money that he acquires from the assassinations he carries out is all for her. He owns no flash belongings, except the watch and ring he found in the dump which he considers treasures. However, at the scene of the crash, he does nothing to help the victims, but steals their money and their dog. He seems to have no patience for human beings, only a great pity and deep love for animals. He laughs when his victims are in the newspapers, but cries when his dogs are killed. This love for his dogs contrasts greatly to the brutality of treatment of the fighter dogs within Octavios story and the dog serves as a link to suggest the world in which he lives, where humans are devoured by self-interest, and where they are made to fight to their deaths. Dogs also serve as a link in which to compare the distinctively different lives of the social classes so apparent in Mexico and the rest of Latin America. Whereas Chivos dogs are pacifist and rugged, (a direct reflection of their owner,) and Octavios is made to fight, Richie, a spoilt, kemp poodle, reflects his owner, the billboard model Valeria. The majority of the principal characters have obsessive temperaments, which in the end will inevitably lead to disappointment. Octavio has little or no family ties but instead lives in a cocoon of instincts and drives which compel him to pursue his brothers wife, who herself falls victim to her own self-interest and enters an intense sexual relationship with him. Valeria is obsessed with her looks, and Gustavo with his social status. Ià ±arritu has purposely highlighted this human flaw of extreme self-interest and contrasted it with a dogs faithfulness. Valeria, whilst herself the cause of another familys break-up, has her hopes shattered with the ruin of her modelling career. When before, she would look out of her penthouse window and see herself on the billboard, she now sees it has been taken down only to be replaced with advertisement for new publicity. Her colleague who tells her to forget the campaign breaks the news with no remorse, and the cycle of self-interest falls back on her. On a film that puts so much importance on every single event running up to the crash, had Daniel never left his wife, then Valeria would never have left the house to buy a welcome gift, and the crash would never have happened. Had he overcome his feelings of self-interest and lust with regard to Valeria, there would be no tragedy in which to tell the tale. Ià ±arritu shows how in every aspect, and on every level of daily living, self-interest is insidious. It is, again, the presence of three correlating stories that helps to portray how real each characters story is whilst the characters acting is also very believable. Amores Perros oozes lust and it is this sin that causes the destruction of the family unit in the case of both Octavio and Daniel. Adultery is a recurring theme in many films, and therefore it does not offer a new vision of life in the city as such, although in a dog-eat-dog world as is that in the DF in Ià ±arritus interpretation, it is not only the good guys who is betrayed. Whilst Ramiro is having illicit sex with the girl from work, little does he know that his very brother is seducing his young wife. The cinematography of the love scene between Octavio and Susana is, as was previously mentioned, sweaty and very passionate, yet it has not been glamourized. They have sex in the laundry room at home, Ramiro with his mistress in the stock cupboard at work, and Luiz Miranda Solares with his woman in a plush motel in the city. This sexual energy so common in Mexican society is psychologically and physically destructive and can only bring about problems. On the other hand, Ià ±arritu suggests that only those who live love intensely can escape the vulgarity of their everyday existence in the city. Therefore no matter which route one takes, they are destined to an unfulfilling existence. It is perhaps because there are multiple human flaws and vices presented in this film that Ià ±arritu does not delve too deeply into the theme of adultery. The pace of the film is too fast and so is that of the city, and the resulting destruction created by adultery plays only a small part in the destruction of Mexico City as a whole. Amores Perros certainly did on the one hand offer a new vision of the city to non-Mexicans. The fact that one of the set designers was foreign herself meant that she had a very rich appreciation of Mexican culture and neither exaggerated nor minimised its presence within every aspect of the film. The city within the film is a purely Mexican phenomenon via even the smallest details, be they mundane cultural activities, style of dress, mode of speaking or behaviour. Amores Perros had no Hollywood influences nor did the Mexican government play any role in the films content. This is important in order to appreciate the balance between message and entertainment value within the film. Perhaps what makes the stories so real is how the director interweaves politics within the everyday lives of the characters, placing their individual despairs within an undeniably political setting, suggesting that there is no escaping from the environment in which one is living in. It is this reality that gives a new vision to life in the city. On the other hand, certain elements within the film do not suggest any new vision of life in the city. The exaggerated circumstances of each character leads the reader to link it with Hollywood films that employ over-dramatized plots, dramatic backing tracks, explosions, and fast editing to name a few stylistic features. Corruption and instability within everyday living are stereotypical of Mexico, and Ià ±arritu has not avoided these stereotypes. However, as they are portrayed within an everyday existence, he has avoided branding these as a Mexican phenomenon. Furthermore, it has to be said that a film with no abnormalities would be unsuccessful, for where is the excitement in this? Ià ±arritu has created an exciting film offering a new vision of the city based on violence, self-interest, and lust. Word Count: 2761 References p.86 Throwing Politics to the Dogs, by Claudia Schaefer 1b. p.87 Throwing Politics to the Dogs by Claudia Schaefer 2. p84 Throwing Politics to the Dogs, by Claudia Schaefer 2b. www.imdb.com/amoresperros p.96 Throwing Politics to the Dogs, by Claudia Schaefer 3b. p85 Throwing Politics to the Dogs, by Claudia Schaefer 4. p96. Throwing Politics to the Dogs, by Claudia Schaefer

Comparative Study on Singapore vs Indian Higher Education System Essay

Abstract: In the world of globalization almost every country in the world wants their education system to be the best, so their students can obtain the necessary skills and knowledge taught by the schools/universities that meets the challenges of the 21st century. The present article explores how Singapore and Indian way of higher education system works; in which way both the countries differ and how they are leading in the field of higher education and it also highlight the different pathway that leads to the student’s progression from their nursery to doctorate degree. 1. 0 Indian education system: The University Education Report had set goals for development of higher education in the country. While articulating these goals Radakrishnan Commission on University Education, 1948-49 put it in following words: â€Å"The most important and urgent reform needed in education is to transform it, to endeavor to relate it to the life, needs and aspirations of the people and thereby make it the powerful instrument of social, economic and cultural transformation necessary for the realization of the national goals. For this purpose, education should be developed so as to increase productivity, achieve social and national integration, accelerate the process of modernization and cultivate social, moral and spiritual values. † India’s higher education system is the third largest in the world, after China and the United States. The main governing body at the tertiary level is the University Grants Commission (India) is a statutory organization established by an Act of Parliament in1956 for the coordination, determination and maintenance of standards of university education. Apart from providing grants to eligible universities and colleges, the Commission also advises the Central and State Governments on the measures, which are necessary for the development of higher education. Central Government is responsible for major policy relating to higher education in the country. It provides grants to University Grants Commission (UGC) and establishes central universities in the country. The Central Government is also responsible for declaration of Education Institutions as ‘Deemed to be University’ on the recommendation of the UGC. Accreditation for higher learning is overseen by 12 autonomous institutions established by the University Grants Commission. At the end of the third year of XI Plan (2009-10), the number of Universities has gone up to 493 (42 Central, 130 Deemed and 316 State Universities and 5 Institution established under Special State Legislature Acts) and the number of Colleges to 31,324, thus registering an increase of 36% in the number Universities and 48% in the case of Colleges in comparison to the figures at the end of X Plan (31. 03. 2007). During the academic year 2009-10, there had been 146. 25 lakhs (provisional) students enrolled in various courses at all levels in universities/colleges and other institutions of higher education as compared to 136. 42 lakhs in the previous year, registering an increase of 7. 2 per cent. Out of 146. 25 lakhs, 60. 80 lakh had been women students, constituting 41. 6 per cent. The comparative trend of total students enrolment and enrolment of women students, among states during 2009-10 had been increased. The enrolment of women students, in terms of absolute numbers, had been the highest in the state of Uttar Pradesh (8. 4 lakhs), followed by Maharashtra (7. 8 lakhs), Andhra Pradesh (6.1 lakhs), Tamil Nadu (5. 2 lakhs) etc. In terms of percentages, Goa accounted for the highest percentage of 59%, followed by Kerala (57%), Punjab and Meghalaya (51%) etc. indicating the dominance of girl students over boys in these states and A&N Islands (52%), Chandigarh (51%), Puducherry (50%) among the Union Territories. (Annual Report, University Grant Commission (UGC, 20092010)). The enrolment position in the academic year 2009-10 reveals that majority of students in the higher education system had been enrolled for a variety of courses at the under-graduate level. The students at this level constitute provisionally 86. 55 per cent of the total number of students in colleges and universities put together. The percentage of students enrolled for Master’s level courses had been 11. 49 per cent while a very small proportion i. e. 0. 89 per cent of the total number of students had been enrolled for research. Similarly, only 1. 15 per cent of the total number of students had been enrolled in diploma/certificate courses. As regards the distribution of student’s enrolment between universities and affiliated colleges, the largest number of students in the higher education system had been enrolled in affiliated colleges. About 90. 24 per cent of all the under-graduate students and 70. 83 per cent of all the post-graduate students had been enrolled in the affiliated colleges, while the remaining had been in the universities and their constituent colleges. (Annual Report, University Grant Commission (UGC, 2009-2010)). 115 IRACST- International Journal of Research in Management & Technology (IJRMT), ISSN: 2249-9563 Vol. 2, No. 1, 2012 There has in fact been considerable improvement in the higher education scenario of India in both quantitative and qualitative terms. In technical education, the IITs, and in management, the IIMs have already marked their names among the top higher educational institutes of the world. Moreover the Jawaharlal University and Delhi University are also regarded as good higher educational institutes for doing postgraduates courses and research in science, humanities and social sciences. As a result, students from various parts of the world are coming today for higher education in India. Apart from these higher education institutes there are several private institutes in India that offer various professional courses in India. According to the Department of higher Education, government of India, there are total enrolment of students (146. 25 lakhs), 42. 01% students had been in the faculty of Arts, followed by 19. 30% in Science and 17. 83% in Commerce/ Management. Thus, 79. 14% of the total enrolment had been in the three faculties of Arts, Sciences and Commerce / Management while the remaining 20. 86% had been in the professional faculties indicating the highest percentage in Engineering. /Technology (10. 33%), followed by Medical courses (3. 48%), etc. In the academic year 2009-2010, the total number of teachers in universities and colleges had been 6. 99 lakhs as compared to 5. 89 lakhs teachers in the previous year. Out of 6. 99 lakhs teachers, 86% teachers had been in Colleges and the remaining 14% in University Departments / University Colleges (Annual Report, University Grant Commission (UGC, 2009-2010)). accounting, teaching, medicine, law, agriculture, veterinary, polytechnic and others. 1. 2 The Current Scene: India is today one of the fastest developing countries of the world with the annual growth rate going above 9%. In order to sustain that rate of growth, there is need to increase the number of institutes and also the quality of higher education in India. Therefore the Prime Minister of India has announced the establishment of 8 IITs, seven Indian Institutes of Management (IIMs) and five Indian Institutes of Science, Education and Research (IISERs) and 30 Central Universities in his speech to the nation on the 60th Independence Day. The outlay for education during the 11th Five Year Plan, which runs from the current fiscal to 2012-13, represents a four-fold increase over the previous plan and stands at Rs 2500 billion. 1. 3 Advantages of Indian higher education: With India emerging as a global hub for commercial R&D (India Today International, 3 Oct 2009), R&D within the scope of Higher Education has gained greater importance. Now, the country is fast emerging as a major centre for cutting-edge research and development (R&D) projects for global multinationals such as Microsoft and Motorola as well as Indian firms. More and more companies in industries ranging from IT and telecommunications through pharmaceuticals and biotech are setting up ambitious R&D projects, in part to serve the Indian market, but also with an eye to delivering new generations of products faster to the global market. It has been stated that 150 international firms have set up R&D centers in India and in 2004 US patents office granted over 1000 patents to Indian units of US companies. India has developed one of the largest systems of Higher Education in the world with over 493 universities and 6500 vocational colleges catering to about 10 million students. India provides a big market and playing field for private initiatives at both the national and international levels. It is very rich in human resources, in terms of quantity as well as quality. Statistics from the Indian census bureau shows, over 35% of our population is below the age of 20. By 2020, it is expected that 325 million people in India will reach working age, which will be the largest in the world. This will come at a time when the rest of the developed world will be faced with an ageing population were as India with its bourgeoning middle class people who are willing to invest in quality higher education will be an asset for India’s growth in education. No wonder that foreign universities from the US, Canada, UK, Australia, New Zealand, and Singapore are vying for students from India. India, too, is trying to attract students from neighboring countries. It is also willing to cater to the needs of the Indian Diaspora. Many non-resident Indians are now sending their wards to India for professional education in the fields of medicine, engineering, and business management. For them, higher education in India is both cost-effective and culturally rich. 1. 1 Pathway of learning in Indian education system: The Indian Education System is comprised of six stages: nursery, primary, secondary, higher secondary, graduation & post-graduation. Schooling prior to university lasts 12 years. Higher education in India starts after passing the higher secondary education or the 12th standard. However, there are considerable differences between the various states in terms of the organizational structures within these first 12 years of schooling. The government is committed to ensuring universal elementary education (primary and upper primary) education for all children aged 6-14 years of age. These various stages of Education, set by the Indian Education Ministry, are instrumental in an individual’s growth. Thus to ensure consistency in the overall development of the individual, first 12 years of education are made basic for all. Graduation and Post Graduation though depends upon person’s academic interest. Depending on the stream, doing graduation in India can take three to five years. Postgraduate courses are generally of two to three years of duration. After completing post graduation, scope for doing research in various educational institutes also remains open. (See the table 1. 0 for details) Education system in India covers almost all kinds of careers right from health services, management, mass media, legal services, social science, home science, fine arts to environmental science, administrative services, fashion courses, vocational courses, engineering, technology and 116 IRACST- International Journal of Research in Management & Technology (IJRMT), ISSN: 2249-9563 Vol. 2, No. 1, 2012 If TeamLease Services were to be believed, by 2025 India will be proud possessor of a workforce equivalent to a quarter of the world’s human resource capital. This positive forecast comes with a rider. A study conducted by the staffing firm, TeamLease Services, suggests India has to harness the latent talent of its young and productive population to achieve this goal. As per the ‘India Labour Report 2009’ released by Teamlease Services in collaboration with IIJT Education, the India can achieve a per capita income of USD 4,100 (approximately Rs 187,554 at an exchange rate of Rs 45. 74 per dollar). The report says this is not impossible if a labourfriendly atmosphere is in place. The study suggests some drastic reforms in the labour policy. The report says, â€Å"If we harness this dividend by 2025, India will not only have 25 per cent of the world’s total workforce, but our per capita income will be USD 4,100. † The report further adds: â€Å"This would rise to USD 9,802 in 2040 and USD 20,836 in 2050. This will finally put poverty in the museum it belongs. † higher education. The pro-high technology policy of the government has invited billion of dollars of foreign investment in the fields of biotechnology, IT and research. The Ministry of Education (MOE) is responsible for controlling the development and administration of the schools and various government-funded educational institutions. In case of private schools, the MOE plays a crucial supervisory and advisory role. Education mainly revolves around the interests of the students. The teaching and pedagogical system follows a flexible approach that helps the students in developing their potentials and aptitudes. † [Source: Ministry of Education (MOE), Singapore] The Singapore education system aims to provide students with a holistic and broad-based education. Given the multi-cultural and multi-racial characteristics of Singapore, the bilingual policy is a key feature of the Singapore education system. Under the bilingual policy, every student learns English, which is the common working language. Students also learn their mother tongue language (Chinese, Malay or Tamil), to help them retain their ethnic identity, culture, heritage and values. The mission of the MOE is to mould the future of the nation, with a vision of Thinking Schools, Learning Nation. Since 2003, Singapore has also focused on nurturing a spirit of Innovation and Enterprise (I&E) among students and teachers. â€Å"Teach Less, Learn More† (TLLM) was a call for all educators to teach better, improve the quality of interaction between teachers and students, and equip students with the knowledge, skills and values that prepare them for life [Yearbook of Statistics Singapore, 2011]. For both public and private schools there are variations in the extent of the autonomy in their curriculum and the scope of government aid and funding. Students in primary school do not pay school fees, while students at secondary and Pre University levels pay subsidized school fees. The Ministry of Education aims to help their students to discover their own talents, to make the best of these talents and realize their full potential, and to develop a passion for learning that lasts through life. They have been moving in recent years towards an education system that is more flexible and diverse. The aim is to provide students with greater choice to meet their different interests and ways of learning. Being able to choose what and how they learn will encourage them to take greater ownership of their learning. They are also giving their students a more broad-based education to ensure their all-round or holistic development, in and out of the classroom. Singapore currently has three autonomous universities, with a fourth slated to open in 2012. They are the National University of Singapore (NUS), Nanyang Technological University (NTU) and Singapore Management University (SMU). The Singapore University of Technology and Design (SUTD) will be Singapore’s fourth autonomous university. It is developed in collaboration with Massachusetts Institute of Technology and Zhejiang University. SUTD’s mission is to advance knowledge and nurture technically grounded leaders and 1. 4 Issues for Indian Higher education: India is being projected as a would-be super-power by the year 2020; at the same time, higher education, which is growing at the rate of 20% per annum worldwide, is being counted as one of the most important ingredients in knowledge-based economies. India therefore faces a big challenge in achieving its goals in this respect. Private initiatives in higher education are not only feasible, but also desirable, if India is to meet the target of 20% of its youth in the age group of 17-23, as against 7. 2% today. The government has not been able to attain the desired level of literacy during the last 65 years. At the time of independence, the literacy level was just 14%; India’s target is a 100% literacy rate by 2020. At present there are 300 million adult illiterates in India and only 60 million out of 170 million children at the primary school level are able to make to secondary education. Out of these 160 million, only 9 million make it to post-secondary education. According to a recent report by Asian brokerage and investment group CLSA, India’s education and training market is valued at $40 billion and is growing rapidly. It is expected to be a $70 billion industry by 2012. Primary education (K-12) makes up about half of the market. However, India continues to face challenges. Despite growing investment in education, 35% of the population is illiterate and only 15% of the students reach high school [Source: India still Asia’s reluctant tiger, by Zareer Masani of BBC Radio 4, 27 February 2008]. As of 2008, India’s post-secondary high schools offer only enough seats for 7% of India’s college-age population, 25% of teaching positions nationwide are vacant, and 57% of college professors lack either a master’s or PhD degree[Source : SPECIAL REPORT: THE EDUCATION RACE, by Newsweek, August 18–25, 2008 issue] 2. 0 Singapore Education System: â€Å"Apart from enjoying a status of famous shopping and tourism destination, Singapore is also emerging as a place for pursuing 117 IRACST- International Journal of Research in Management & Technology (IJRMT), ISSN: 2249-9563 Vol. 2, No.1, 2012 innovators serve societal needs. This will be accomplished with a focus on Design, through an integrated multidisciplinary curriculum and multi-disciplinary research. The university is expected to open its doors in April 2012, with its campus constructed by 2015. A graduate medical school, Duke-NUS Graduate Medical School Singapore, was also created through a partnership between Duke University School of Medicine and NUS to increase Singapore’s capacity to develop a vibrant biomedical hub. Specialized institutions have also sprung up, both local and international. For instance, well-known business schools University of Chicago Graduate School of Business and INSEAD, New York University Tisch School of the Arts, LASALLE College of the Arts and Nanyang Academy of Fine Arts (NAFA) provide specialized education in the arts, and the Digipen Institute of Technology focuses on world-class technology education. In addition, polytechnics were also set up to train middle-level professionals and their main aim is to educate and nurture their students to excel in work and in life, and to equip young as well adult learners with skills and knowledge to enhance their employability in the market. A total of five polytechnic schools (Ngee Ann Polytechnic, Singapore Polytechnic, Nanyang Polytechnic, Temasek Polytechnic, and Republic Polytechnic) were established in Singapore to cater to students those who passed the secondary school and those who are interested in learning more technical subjects with hands on training. Most of the diplomas offered are three years duration and their course curriculum is designed to meet the industry needs. Last, but not the least; the Institute of Technical Education (ITE) was established as a post-secondary technical institution of excellence. The basic purpose of the institute is â€Å"To Create Opportunities for School Leavers and Adult Learners to Acquire Skills, Knowledge and Values for Lifelong Learning in a Global Economy† [Mission statement: ITE]. The Institute of Technical Education campuses were reorganized under the â€Å"Collegiate system† into 3 major colleges around the island, ITE College Central, ITE College West, ITE College East. You may also choose to send your children to one of the over 300 private education institutions in Singapore. Private schools offer a large variety of courses, including language and professional programmes. When choosing a private school, do make sure it has proper accreditation. The EduTrust for Education and Singapore Quality Class for Private Education Organizations are two hallmarks of quality implemented in Singapore. Under the MOE, The Higher Education Division (HED) oversees the provision of tertiary and technical education in Singapore as well as registration of private schools. It oversees nine statutory boards — five Polytechnics, the Institute of Technical Education (ITE), the Science Centre Singapore (SCS), the Institute of Southeast Asian Studies (ISEAS) and the Council for Private Education. HED also oversees the development of four autonomous universities (the National University of Singapore, the Nanyang Technological University, the Singapore Management University and the Singapore University of Technology and Design). (See the table 1. 0 for details) More details can be found in MOE website. 2. 2 The current scene: The proposed vision of Singapore education is to develop a self-sustaining education ecosystem offering a diverse and distinctive mix of quality educational services to the world, thus becoming an engine of economic growth, capability development and talent attraction for Singapore. Education ecosystem refers to a cluster of mutually reinforcing, complementary education institutions which vary in terms of student enrolment numbers, country of origin, cultural environment, nature of activity, academic level, academic discipline/subjects, research interests and price. This network of institutions will raise education standards, create more choice for Singapore students and enrich the overall student experience. Singapore has placed an essential emphasis on education. This can be seen from the fact that education spending forms at least 20% of the budget of Singapore. Primary education has become compulsory for all the citizens of Singapore and if parents fail to enroll their children into school, it is considered a criminal offence. Singapore’s public schools maintain high standards of teaching and learning. According to the World Economic Forum’s Global Competitiveness Report 2009/2010, Singapore was ranked 1st internationally for the quality of our educational system. Singapore was also rated as one of the world’s best performing education system, with an excellent teaching force, according to the McKinsey & Company 2007 report How the World’s Best-Performing School Systems Come Out on Top. Enrolment in educational institutions, see table below [Yearbook of Statistics Singapore, 2011] 2. 1 Pathway of learning in Singapore education system: According to the system, students in Singapore generally undergo six years in primary school and four to five years in secondary school. They can then enroll in post-secondary institutions, pre-university courses, or move on to the polytechnics. Eligible students are subsequently given the opportunity to enroll in the universities. [Source: Ministry of Education, Institute of Technical Education, Singapore Polytechnic, Ngee Ann Polytechnic,118 IRACST- International Journal of Research in Management & Technology (IJRMT), ISSN: 2249-9563 Vol. 2, No. 1, 2012 Temasek Polytechnic, Nanyang Polytechnic, Republic Polytechnic, National Institute of Education, National University of Singapore, Nanyang Technological University, Singapore Management University and Singapore Institute of Technology. Note: Data for primary, secondary and junior college exclude private schools. 2. 3 Advantages of Singapore higher education: Singapore has several competitive advantages that position it well as a global education hub. These include a strategic geographical location, reputation for educational excellence, a vibrant business hub (which presents opportunities for institutional-industry collaboration), and a safe and cosmopolitan environment. Singapore can capture a larger share of the global educational market (estimated at US$2. 2 trillion), and increase educational services’ contribution to GDP from the existing 1. 9% of the GDP to a projected 3 to 5% in 10 years. [Source: Executive Summary – Developing Singapore’s Education Industry Prepared by the Education Workgroup]. About 120 of the 353 primary and secondary schools in Singapore have some form of exchange programmes which allow students to visit overseas schools. In 2005, the Ministry of Education set up a SGD 4. 5 million School Twinning Fund to facilitate 9,000 primary and secondary school students to participate in these exchange programmes, particularly in ASEAN countries, China and India. [Source: Forss, Pearl (2005-10-13). â€Å"Education Ministry sets up $4. 5m fund to facilitate student exchange programmes†. Channel News Asia]. Singapore Government aims to increase the numbers of foreign students studying in Singapore from the current 97,000 to 150,000 by 2015. Based on current statistics, approximately one-fifth of those applying through UCAS are third-country nationals mainly from mainland China, India, Malaysia and Indonesia. Singapore is aggressively moving forward to become an education service provider in the region, the Economic Development Board has also continued to pursue brand-name foreign universities to set up specialized campuses to serve an international market from Singapore. The number of students studying for foreign qualifications in-country – Transnational (TNE) programmes – was 36,700 in 2001. According to latest HESA TNE data for 2009/10 the number of students studying for a UK qualification in Singapore is 42,715 – The majority of these are delivered in partnership with local private institutions. According to the Progress in International Reading Literacy Study (PIRLS) done in 2006, cited by MOE in a 2007 survey by the Fraser Institute, Singapore was ranked fourth among 45 education systems. Dr Kishore Mahbubani, Dean of the Lee Kuan Yew School of Public Policy at NUS, also proudly claimed that educational leaders around the world are flocking to Singapore to copy Singapore’s successful educational model. He said that some North American schools are even using similar textbooks as those used in Singaporean schools. While Singapore is clearly proving to be a popular destination for students from Asia, small numbers of students from Europe, the United States, and Australia are also choosing to study in Singapore. Many international students consider Singapore to be a comfortable introduction to Asia, providing both the chance to get a Western education at a leading institution and become familiar with Chinese language and business practices as well closer to their home country. Moreover, most MNCs have their regional base here and with Singapore positioned as the business and commercial capital of the region, job opportunities for graduating students are aplenty. Given the better job prospects that Asia currently offers as compared to the US and Europe, it is likely that Asian students will continue to pursue their higher studies within the region and more specifically in Singapore. This is a win-win situation for all – the students, Singapore’s education industry and the companies based in the city-state. [September 22, 2009, in Doing Business in Singapore] 2. 4 Issues for Singapore Higher education: Critics of the education system, including some parents, state that the education system is too specialized, rigid, and elitist. Often, these criticisms state that there is little emphasis on creative thinking, unlike education systems in other societies, such as those in the States. Those defending the current education system point out that Singaporean student have regularly ranked top when competing in international science and mathematics competitions and assessments. Detractors believe this is more an indication of students’ skills in using rote to prepare for a certain style of competition or examination than of their ability to think critically. There have also been complaints about excessive educational streaming at a young age. A popular local film, I Not Stupid, highlights the competitiveness of the system and the social stigma that students struggling with studies have to face. The best students are streamed into the best and normal classes, while the others are streamed into the foundation class, where teachers usually allow them to get worse, since they are part of the â€Å"ungifted† class [Source:http://en. wikipedia. org/wiki/Education_in_Singapore# Development_and_future_plans]. â€Å"Singapore’s Ethnic Education Problems† The problem is a serious and persistent one. Figures from the Education Ministry show that while Singaporean exam results have increased across the board over the last decade, the stark disparities between the city-state’s main three ethnic groups remain. In 2008, just 59. 3 percent of Malay students achieved 5 passes at O-level, the exams taken by 15 and 16-year-olds, compared to 86. 2 percent of Chinese and 73 percent of Indians. [Source: Written by Ben Bland, Feb 2, 2010 in http://www.asiasentinel. com] 119 IRACST- International Journal of Research in Management & Technology (IJRMT), ISSN: 2249-9563 Vol. 2, No. 1, 2012 Overview of the Singapore vs. Indian Education System Table 1. 0 Conclusion: I understand that I have different ways of thinking and different mindsets compared with most people. My comments only show my perspective, not an absolute authoritative assessment of the situation. I admit to have a certain level of subjectivity due to my previous involvement in the system and my limited set of experiences. Progression pathway for the students might be different from county to county but what is the key in higher education is who provides better service with high quality education at affordable rate is in high demand worldwide. 120 IRACST- International Journal of Research in Management & Technology (IJRMT), ISSN: 2249-9563 Vol. 2, No. 1, 2012 REFERENCES [1] [2] [3] [4] [5] [6] [7] [8] [9] Blackwell, Fritz (2004), India: A Global Studies Handbook, United States of America: ABC-CLIO, Inc. , ISBN 1-57607-348-3. Vrat, Prem (2006), â€Å"Indian Institutes of Technology†, Encyclopedia of India (vol.2) edited by Stanley Wolpert, 229231, Thomson Gale: ISBN 0-684-31351-0. Department of Education, Government of India, http://www. education. nic. in/higedu. asp http://www. indiaedu. com/education-india/higher-education. html Annual Report Ministry of Human Resource Development, Government of India 2006-2007. Draft Report of Working Group on Higher Education for the XI Plan, Planning Commission, Government of India (2007) Selected Educational Statistics 2004-2005 (as on September 2004), Ministry of Human Resource Development Government of India (2007) Agarwal, P (2006), Higher education in India: The need for change. New Delhi, Indian Council for Research on International Economic Relations. URL: www. icrier. org/publication/working_papers_180. html. Higher Education in India-Restructuring for increased innovation, Document prepared for the World Bank, June 2006. [10] UGC: Chairman’s Nehru Memorial Lecture, University of Mumbai, Nov. 24, 2006 (available on the Web) [11] UGC Annual Report 2004-05, 2006-2007, 2009-2010 [12] Wikipedia, (2008). [13] Educationworld, [14] [15] [16] [17] [18] [19] [20] http://en. wikipedia. org/wiki/Content_analysis† The Human Development Magazine, www.educationworldonline. net Ministry of Education (MOE), Singapore (www. moe. gov. sg) Singapore Education (2010), Government of Singapore, http://www. singaporeedu. gov. sg Crescent Achievements (2006) Co-Curricular Activities – Singapore found at http://www. crescent. edu. sg/achievements/cca. htm Ministry of Education, (2004) A Broader Picture of School’s Performance in Academic and Non Academic Domains found at http://www. moe. gov. sg/press/2004/pr20040924b. htm Contact Singapore,(2010) http://www. contactsingapore. sg/investors/live/education/ http://www.channelnewsasia. com/stories/singaporelocalnews/vi ew/294891/1/. html. http://www. asiasentinel. com/index. php? option=com_content&ta sk=view&id=2318&Itemid=195 AUTHORS PROFILE NaganathanVenkatesh obtained his Degree and a Master degree in Computer Science from University of Madras, India as well he also holds another Masters Degree in Human Resource Management and presently he is pursing PhD in Computer Science & Engineering from University of Madras, India. As Research Scholar, from NITTTR(National Institute of Technical Teachers Training and Research.

Intel in China Essay

Mr. Tang and Mr. Li are the participants of an interesting incident in the Beijing’s division of Intel China that can be analyzed with the help of some important Chinese concepts like face, hierarchy and preservation of social harmony. Mr. Tang is the new manager of the marketing programs of Intel China in Beijing, and has a background of Western education and years of working experience in the United States. Mr. Li is a young but skilful account manager, enthusiastic and assertive, who has been carrying on the project of creating a manual of tips for software vendors for two months and plans to carry it on till its completion. After taking over Beijing’s Intel division Mr. Tang decides to study the work of each employee and to make changes where necessary. One of his adjustments involves Mr. Li’s project. Since Mr. Tang considers this task extremely time-consuming and unsuited for an inexperienced employee, he decides to discontinue his project and assign him to a more appropriated one. He asks Qing Chen (Mr. Li’s supervisor) to inform him of his resolution, but Mr. Li opposes firmly to this change, asserting that his superior is not being respectful. Analyzing the situation we can see that there are several Chinese communication patterns which play an important role and influence these people behaviour. Mr. Tang uses an intermediary (Miss Chen) to communicate the problem to his employee, and this is a common strategy in China. He avoids direct confrontation with Mr. Li, and this is an act that aims to safe face for both of them. However with his response, Mr. Li is causing Mr. Tang to lose face, he is endangering his authority and his ability to control and guide his employees. It’s clear that Mr. Tang is acting in the best interest of his company, and his power shouldn’t be questioned. In fact, in Chinese business context is very unusual to see an employee reacting like Mr. Li, questioning a boss’ decision and showing dissent. But, even so, Mr. Tang shouldn’t fire him, given Mr. Li’s important role in the company and the number of guanxi he has established with other firms’ managers. Regarding Miss Chen, her lack of authority and of immediate response to Mr. Li’s critics is probably caused by her inexperience in managerial positions. In their next meeting Mr. Tang should try to make him understand the reason of his decision, without forgetting to start by praising his work and his efforts. Chinese people are very concerned about reputation and the need to be respected by others, so to avoid both Mr. Tang and Mr. Li to feel embarrassed and lose face, the best solution is for Mr. Li to accept Mr. Tang’s decision. This act, that implies giving face, will be very appreciated by Mr. Tang, who in the future will not forget to reward his employee. In China preserving the social harmony plays an important role when doing business, and Mr. Li should try to shape his working attitude according to this concept, that is also part of the Intel philosophy. In conclusion, I find myself completely in accordance with Mr. Tang managerial style, he acted like a pure Chinese, not as an expatriate. Actually, given Mr. Li’s excessive response, it looks like he is the one who has been influenced by Western ideas.

Emrys Westacott - ThoughtCo