Eurognosi in European Crisis - Literature review Example

Eurognosi in European Crisis Eurognosi in European Crisis The European crisis, also known as euro zone crisis, sovereign disaster or euro crisis is a continuing crisis affecting the euro zone countries since 2009 after a group of ten eastern and central European banks requested for a bailout (Boin, kengren & Rhinard, 2013). In that year, the European Commission forecasted that the EU economic output was to drop by 1.8 per cent (Karasavvoglou & Polychronidou, 2013). International Monetary Fund (2013) noted that the main factors that are determining the crisis are the weak actual and prospective growth, liquidation of sovereigns and banks, competitive weakness, substantial liability stocks, and huge debt-to-GDP ratios. Economic growth has been slow in the whole of European. It is also unevenly distributed (Gallie, 2013). The crisis has affected virtually every aspect of the society. It has affected eight ruling governments of the seventeen-euro zone countries. It has led to power transfers in Ireland, Greece, Slovenia, Portugal, Italy, Netherlands, and Slovenia. Unemployment rose reaching 27% in some countries like Greece and Spain (Eu. & European Union, 2012). The crisis has affected many people negatively. Around 2012, the euro crisis left government of Cyprus with the inability to refund its state expenses after; the Cypriot banks became exposed to the Greek debt haircut (European Dept., I. M. F. 2013). This literature review looks at the means Eurognosi, which is a private educational institution, can stay ahead of the economic crisis. The paper examines Eurognosis in Cyprus. Education Education is a type of learning where the skills, habits, and knowledge of people or a society are transferred to immediate generation through research, training, and teaching. Professionals usually conduct education. Most nations divided their education into preschool, primary school, secondary school, and University, apprenticeship, or college. According to Race (2012), preschools give education to children aged between three to seven years. Preschool education is imperative to a child as it gives him/her a competitive age in an education climate and the world. Children who did not go through a preschool are usually behind when compared to who passed through the system. Cooper (2012) noted that preschools give children child-centered curriculum, which unfolds the intellectual, moral, and, physical nature of a child, aged three to seven. Teachers emphasize and balance the three features of a child. Teachers possessing special training and skills are preferred to nurture preschools’ children. Primary Primary or elementary education takes about six to eight years of structured and formal education. Most children start the primary education while aged 5 or 6 years. However, differences exist between countries. Most countries have committed themselves to achieve universal enrollment in elementary education, by 2015 due to the Education for All Program advocated by UNESCO. The separation of elementary and secondary education usually happens at about 11 or 12 years of age. Secondary Education According to Gros, Alcidi & Biggs (2010), secondary education is a shift from comprehensive and compulsory elementary education for children to selective and optional higher or tertiary education. Secondary education can be identified as gymnasiums, high schools, middle schools, lyceums, vocational schools, or colleges. The identification depends on the system-adopted by a country. The main intention of secondary education is to offer common knowledge to students that prepare them for training or higher education. Higher or Tertiary Education Higher education also known as the third stage, post-secondary education or tertiary, is a non-compulsory education stage, which follows the completion of a secondary school. Tertiary education includes undergraduate, postgraduate, and vocational and training education. Universities and colleges offer tertiary education. Tertiary education results in the receipt of a diploma, academic degree, or a certificate. In most developed nations, over 50% of high school or secondary school graduates join universities. Higher education is vital to national economies. Importance of Education Keeping up with the World The world is continually changing. New technologies, knowledge, and information keep coming up. Education helps an individual keep track of the ever-changing world. It helps him/her adapt to the introduced changes. An educated individual has a high likelihood to become aware, understand, and be acclimatized of a new technology. For instance, an educated person knows the benefits of a computer, while an uneducated person may not know. Education and Healthcare According to Ross (2012), illiteracy habitually raises ignorance that can be hazardous to healthcare. Educated people have better knowledge of preventive measures that can help them escape a number of diseases. An uneducated person who is ignorant can ignore indications of diseases. He /she may also evade seeking medical help until the sickness becomes worst. Education enables a person take of his/her body and his/her family. Education makes the World Safer Education makes people understand the dissimilarity between wrong and right. An educated individual is conscious of the consequences of illegal or wrong actions. He/she cannot be easily influenced to do something that is morally or legally wrong. Furthermore, education enables people to avoid poverty. Many uneducated people live in poverty and therefore are sometimes forced by situations to adopt illegal ways like robbery and theft in an attempt to escape poverty. An educated person knows of his/her rights and his/her duties in the society. Therefore, education contributes to social peace and harmony. Education makes a Person Confident Otoole (2013) noted that education degree is a proof of knowledge to many. An educated person has a high chance to have attention of others. Mostly a non-educated person lacks the ability express himself/herself due to the lack of self-assurance. Furthermore, people might not take him/her seriously. Education thus gives a person the ability to communicate and influence others. Society Every society has a set of unspoken and spoken rules and expectations. Education is an example of expectations and rules. A society expects a person to go through education process, be employed, settle down, and others. Education helps a person become a useful and important constituent of the society. An educated person has a higher opportunity to contribute to his/her community. Education helps him/her participate actively in continuing developments and changes. Education and Economic Growth For Euen (2013), education produces innovators and workers needed in every economic environment. Innovators produce solutions to the problems that are facing the society. Workers on the other hand offer services for executions of solutions developed by innovators. Through the work of workers, innovators, and investors, the economic development of the nation can be ensured. Developed nations like Japan, U.S, United Kingdom, Australia, and others with high rates of literacy, have prosperous economies and a high per person income. Developing and underdeveloped where there are high levels of illiteracy rates, many people are poor. Education is thus important for economic growth and prosperity of a nation. Equality Education gives equal opportunities to every person. It can eliminate the differences caused by genders and social classes. Recruitments of employees are usually based on the applicant’s qualifications. They are not based on an individual social class or genders. Therefore, through education, a poor person raises the social ladder. Education thus brings equality. Education turns Dreams into Reality People have different dreams. Even though their certain dreams like to be the best footballer or athlete that may not require education, most dreams own their realization to education. Education open opportunities and gives skills to a person to realize his/her dream. For instance, education can give a person software engineering skills to develop applications. Realization of dreams makes an individual become self-dependent as he/she acquires financial independents. Education in Europe Mikk, Veisson & Luik (2012) noted that Europe has had a long-term compulsory schooling program aimed at acquisition of important competences, which has pushed up the number of students in schools. According to Westwood (2008), he number of students who joined higher learning institutes in 1991, were 68 million students. By 2007, the number had increased to 101 million students. In 10 countries, the beginning of compulsory education was pushed forward by a year. Children usually begin their formal education at early age. Between the year 2000 and 2009, the average participation rates of 3-years-old, 4-years-old, and 5-year-olds children increased in primary education. It increased by 15%, 3%, 7% respectively to about 77 percent, 90 percent, and 94% percent in 2009. The 3-year olds participation was roughly comprehensive in Spain, France, Demark, and Belgium reaching over 95 percent. In 2000 to 2009, secondary education participants rose by 5.5% to reach 50.4% in 2009. The rise might have been influenced by the need for a general education certificate, instead of a vocation certificate for university. Many male students participated in the vocational education than girls. Many 15-year olds attend school. From 2003, increase of the population of students within every school was between 50 to 100 students. The number of Students reduced in large schools. Arestis, Sobreira & Oreiro, (2011) discuss the ratio of teachers and students. According to them, the student/teacher ratio was 14:1 in primary education and 12:1 in secondary schools in 2009. The ratio in two-thirds of countries was one teacher per two students in primary education while secondary education it was one student against one teacher. Almost 90 percent of 17-year-old students were continuing with their education and post-compulsory participation in 2009. Romania, Malta, and Bulgaria had the lowest participation rates. However, they had significant improvement in the participation rates. In Cyprus, education is divided into preschool education, primary education, secondary education, and higher education. Preschool education offers curriculum for children aged between 3 and six years. Primary education involves children aged 6 to 12 years while secondary and higher education involve students aged 12 to 18 years and 18 years respectively. In 2012-2013 academic years, Cyprus had 340 primary schools with 4,144 teachers and 49,612 students. Youth unemployment is very high Cyprus. In 2008, youth unemployment was 9 percent but the rate has increased to 40 percent. European Commission for Education, Culture, Multilingualism, and Youth point the rise of youth unemployment to skill mismatch. Therefore, virtually all the students in the education system and those who have graduated need extra help to develop skills. Accreditation of Courses Cyprus According to Henningfeld (2012), higher education accreditation is a process for quality assurance process, in which an external body analyzes the operations and services of post-secondary educations. In most countries, the practice is done under the ministry of education. However, in the U.S the process of education accredited through a private. According to Adonis (2012), General Certificate of Education (GCS) is a form of academic qualification, which examination boards confer exams on students. GCS is used in the United Kingdom, Singapore, Sri Lanka, and Cyrus. In Cyprus, students with exception of veterinary medicine and Medicine students are expected to go through three A levels examinations. For Veterinary Medicine and Medicine, the first sitting is usually considered. European Computer Driving License (ECDL) Foundation certifies computer skills. According Ohana & Otten, (2012), the key mission of the Foundation is to enable skilled utilization of the ICT through development, endorsement, and giving out certificates. With over 11 million individuals participating in several programs, ECDL has a global presence. In Cyprus, Cyprus Computer Society (CCS) stands for ECDL. Teaching Methods Reed (2012) defined teaching methods as models and principles use for instruction. Danielson (2010) identify common methods use in teaching and instructing. According to him interactive, demonstration, recitation, memorization, or amalgamation of these methods are commonly used. In Cyprus, teachers use recitation when teaching preschool students. Crone &Towheed, (2011) pointed out that recitation involves the repetitions of the teacher’s words by the learners. Rata (2012) points out that demonstration involves the use of explanations, proofs, experiments, examples by a teacher to help the student understand to the lesson. Demonstration is used in primary schools and secondary schools. However, it is usually combined with recitation in primary schools. Interactive teaching method is used in secondary education. The method involves various interactions between the teacher and his/her students. Eurognosi Gill & Thomson (2012) point out that Eurognosi is the biggest European organisation of Southeast Europe founded in 1989 in Greece. According to them, Eurognosi provides high-quality education in languages and computer studies to students with four years of age to those in their adulthood. Eurognosi has its branches in Greece, Cyprus, Romania, and Bulgaria. Pashiardis (2013) confirmed the view of Gill and Thomson by pointing out that Eurognosi has 350 educational branches for computers and foreign languages. It annually serves over 60, 000 students. The organisation applies the latest methods and combines them with innovative technologies. It utilizes educational resources like videos, games, and interactive whiteboards to encourage students to take part in learning. Aizenman, Binici & Hutchison, (2013)highlighted that Eurognosi in Nicosia has eight branches, 26 in Cyprushas, 4 in Larnaca, 2 in Paphos, and 12 in Limassol. According to them, Eurognosi Aglantzia branch proffers students classes for Russian, Spanish, English languages and computer lessons. The branch has five English language teachers, one Russian language teacher, a computer teacher, and a Spanish language. The Aglantzia branch has roughly 300 students in every academic year. Advantages of Eurognosi 1. It helps many students learn skills not included in the curriculum. It offers language lesson, which are not part of Cyprus’ educational curriculum. 2. Eurognosi gives students important skills that are universal. Through teaching languages like Spanish, English, and Russian, it enables Cypriots to explore employment opportunities outside Cyprus. 3. It does not discriminate on age. The program targets small students from the age of four to those in their adulthood. 4. Eurognosi took important education close to the Cypriots. The organization has 350 branches in Greece, Cyprus, Romania, and Bulgaria. In Cyprus alone, it has 52 branches. Disadvantages 1. The organization has few teachers in its branches. Aglantzia has five English language teachers, one Russian language teacher, a computer teacher, and a Spanish language yet it has 300 students. 2. The program is expensive. Poverty stricken students cannot pay the requited amount. In 2012 to 2013 academic year, 76 students resigned because of payment difficulties. In the 2013 to 2014 academic year, 64 students dropped from the program. 3. Eurognosi offers only languages and computer lessons. Recommendations The European economic crisis influenced the European society negatively. It led to high unemployment, poverty, and economic and social destruction. Eurognosis as a private education can do the following in Cyprus to stay ahead of the crisis. 1) Eurognosis ought to focus on giving the youth imperative skills that they can use to tackle the economic crisis. In Cyprus, youth unemployment is 28 percent. The cost of unemployment is due to skills mismatch. Therefore, Eurognosi needs to focus on giving the students the necessary skills to escape the crisis. The teaching of language like English, Russian, and Spanish is another way of giving a competitive edge to the youths. 2) Eurognosis needs to widen its scope. It has to provide other lessons designed to give the youth necessary skills for challenging the skills. For instance, it can introduce units like business studies, software engineering, and others. 3) The organisation needs to focus on reducing operational cost to lower the cost of its services. It can do this by applying modern technologies, which does not require the existence of many teachers. Students can be taught using computers. In addition, students can be motivated to work together so that those with skills can help those without. 4) Eurognosi needs to work with Cyprus Computer Society (CCS), which stands for ECDL and the General Certificate of Education (GCS). CCS will authenticate its computer lessons while GCS will authenticate its other lessons. 5) The program ought to focus on developing critical thinking. It should focus on develop in the students the problems solving abilities. It should not only focus on giving them the skills that will win them employments. Instead, they should be able to develop solutions to the problems facing the society and thus creating their employments. Conclusion Eurognosi has done a lot the society of Cyprus society. However, it can stay ahead of the European economic crisis by providing the youth imperative skills and by widening it scope by including other important units. Again, it should focus on reducing operational costs, working with GCS and CCS, and on developing critical thinking in youths so that it can stay ahead of the economic crisis. Reference Books Adonis, A. (2012). Education, education, education: reforming Englands schools. London, Biteback Pub. Aizenman, J., Binici, M., & Hutchison, M. M. (2013). Credit ratings and the pricing of sovereign debt during the Euro crisis. Cambridge, Mass, National Bureau of Economic Research. Arestis, P., Sobreira, R., & Oreiro, J. L. (2011). An assessment of the global impact of the financial crisis. Basingstoke, Palgrave Macmillan. Boin, A., Ekengren, M., & Rhinard, M. (2013). The European Union as crisis manager: patterns and prospects. London: SAGE. Cooper, H. (2012). Professional studies in primary education. London, SAGE. Crone, R., & Towheed, S. (2011). The History of Reading, Volume 3 Methods, Strategies, Tactics. Basingstoke, Palgrave Macmillan. Danielson, C. (2010). Teaching methods. 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Mikk, J., Veisson, M., & Luik, P. (2012). Preschool and Primary Education. Frankfurt, Lang, Peter, GmbH, Internationaler Verlag der Wissenschaften. Otoole, F. (2013). Why education matters: the importance of education to Irelands economy and society. New York: SAGE. Ohana, Y., & Otten, H. (2012). Where do you stand? intercultural learning and political education in contemporary Europe. Wiesbaden, VS Verlag fur Sozialwissenschaften. Pashiardis, P. (2013). Modeling school leadership across Europe: in search of new frontiers. Reed, J. (2012). The adventurous school: vision, community and curriculum for primary education. New York: SAGE. in the twenty-first century. London, Institute of Education, University of London. Ross, A. (2012). Equalities and education in Europe: explanations and excuses for inequality. Newcastle upon Tyne, Cambridge Scholars. Westwood, P. S. (2008). Teaching methods. Camberwell: Vic, ACER Press. Journals Gros, D., Alcidi, C., & Biggs, M. (2010). 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