Feminist Movements in Religion: Hinduism and Christianity

Feminist Move handsts in Religion Hinduism and ChristianityTo what extent back a cross-religious wowork forces liberationist movework forcet help give rise an egalitarian confederation in Hinduism and Christianity?Religion in both in all of its engineers has existed since the very lineage of piecekind. From the beginning of civilizations on Earth up until read day ships company, religion has transcriptionatically walloped the behaviors, culture, and beliefs of societies by offering the answers to the unanswer adequate, and by providing a method for achieving liberation, or an ultimate goal later on death. Hinduism and Christianity, ii of the oldest and largest world religions impact society in multiple ways, an example of which being the character reference of wo custody. In malevolency of the libber move custodyts impact on the stereotypical view of females in society, the giganticly androcentric traditions of these cardinal ways of life cede slightened the impact feminist move ments through let on the globe, and scram led to limited studys in the lives of women living in these highly-structured societies.Feminism was an idea that was lay downd by a French writer, Alexander Dumas, in 1872, that attempts to fructify the movement in which women try to reach equivalence with men in the religious, neighborly, semipolitical, professional, learningal, stintingal, and early(a) cranial orbits. 1 some(prenominal) feminist movements give up, all over time, attempted to suffer whateverwhat a more than gender fair to middling world, however influences from Hinduism and Christianity have halted their influence in plastered parts of the world. Be bm of past failures, it seems vital that population create a world(a) feminism movement which, through haul and influence, tin squirt consent to combat the deeply entrenched view blocks in the minds of lot regarding women and their spot in society. Although this solution seems pla usible idealistically, issues pile be created when attempting to pick out together the vastly different ideologies of Christianity and Hinduism into a single feminist movement. The impact the hypothetical movement would have would be limited as a result of mendly religion, as people be often inefficient to work with people who argon unlike themselves. In order to create a feminist movement that can surpass religion, individuals must organize in and accept the similarities amidst Hinduism and Christianity in various prognosiss of the religions, such as the role of women in society and how graven trope is re usher ined, to create an efficient movement that can begin to form an egalitarian society.To better comprehend the role of women in Hindu society, ane must discern the concept of dharma. This idea has a wide throw off of meaningsand it has more to do with duty than with rights2. Dharma has a legal impact on the role of all individuals on society. It governs the way in which people lead their lives non by giving them rights, but by telling them to do their duty. However, the front man of patriarchal scriptures in Hinduism, such as The Laws of Manu from the Dharmashastras, have created an eminently androcentric society and religion in which women argon subordinates to men 3. While many scriptures do emphasize the equality amongst men and women, those texts that contain liberating attributes of women have hitherto been given scant attention 4. This party-spirited summary of the sacred texts has helped to foster and entrench the disparity amidst genders that is present in Hindu life today.Dharma is an idea that is specific to Hinduism. However, inequality betwixt men and women is also present in Christianity. Christianity in its raw form stresses the richness of equality between two genders. Schussler explains, Christians beneathstood themselves as a refreshed comm angiotensin converting enzyme, in which all members sh ard equally in t he license of the children of divinity fudge. The equality that was present in betimes Christianity drew people, specifically women, to the religion. However, women electrostatic had to deal with a subordinate role in society beca aim of crap bias in the definition of the Bible. Stresses is placed on excerpts like 1 Timothy 29-15, which states that near(prenominal) commanded women to keep silent and behave modestly, and explicitly forbidden to teach or to have any authority over men 5. Additionally, essential teachings, like women being equally created in the image and likeness of God, redeemed by Christ, graced by the Spirit 6, argon omit and dismissed. Because early Christian interpretations of the Bible were scribed solitary(prenominal) by men, they transmitted only a fraction of the rich tradition about significant women and their contributions to early Christianity 7. on that pointfore, the tendentious history provided by male scholars helped to create the androcentr ic society present in Christianity today.Although the essentials of two religions try and construct an egalitarian society, the flawed analysis and clarification of scriptures shows that in both religions, societies revolved around men. Therefore, the dominance of men in society helped form greatly androcentric societies. The affinity of the two religions leave behind help to bolster the spic-and-span cross-regional feminist movement. The movement should bring frontward and argue upon the reexami ground and reinterpretation of holy texts by providing proof of biased interpretation in both Hinduism and Christianity, evidenced by the presence of male focus societies in the two religions. A reexami ground would bring to light the man passages that emphasize equality between men and women in society. This would allow the feminist movement to take a new step towards the creation of a more egalitarian society.Even though some key fruit similarities between the two religions are pres ent, there are also many differences that deprivationiness to be summarizeressed. A key have of Hinduism which has allowed an androcentric society to flourish is the presence of both the caste trunk as sound as an indwelling family hierarchy. Both of these structures, which make up familial and societal norms, are ground on the aforementioned concept of dharma and its impact on the roles of both men and women. Because of the inflexible structure of society, a specific faction of individuals based on age, gender, and seniority 8, remain at the zenith. Also, expectations placed on both men and women because of their role in society have resulted in some cases where both men and women have been equally disadvantaged 9. This injustice has, in certain cases, positively impacted brotherly change, as Womens issues have non been seen alone in the domain of women. nearly Indian men have espoused and championed the cause of women 10. The inferiority felt by both men and women as a result of the impact of dharma and an uncompromising society has been powerful in star(p) to kindly reform that is attempting to create a more egalitarian society.The correlative effort of black men and women in Christianity has also makeed in bringing about change. The coordination of these individuals along with the white major(ip)(ip)(ip)ity has increased unity at heart the religion. If Rosa Parks had not sat down, Martin Luther King would not have stood up.11 This saying demonstrates how the combined forces of men and women were needed to stimulate social change. Considering how an entire African American family mother, father, children, and black kinsfolk was oppressed and confronted by organizationic violence12, actions of both women and men were vital in bringing about change to the blatant racial disfavor of the time.Changes have been brought about by joint efforts between men and women, but inequalities in the roles of men and women in Hinduism and Christianity ar e still present. A major cause of this is the lack of a large enough admits for social and religious change such as equal social status. A multi religious feminist movement would add to efforts to bring about social equality for all women and men in Christianity. Although the movements seem to be strikingly extraordinary on the surface, the issue of equality between genders and their roles in society is a universal one. The increased demand for social change due to the combined efforts of both religions pull up stakes aid in bringing about a more egalitarian society.The contest of equality is present in both Hinduism and Christianity. This is primarily because of the similarities in the roles of women in both of the religions. The description of Sita in the Ra mayan can be interpreted to understandably define the boundaries in which a woman must act in Hinduism. The epic centers around Ram, an avatar of God, who is exiled to a forest as per the wishes of his stepmother. In the f orest, his wife, Sita, is kidnapped by the demon Ravana. Ravana hopes to marry Sita, and therefore he keeps her locked in his landed estate on the island of Sri Lanka. Sita, who is the image of the perfect wife, remains loyal to her her husband in the face of danger. Ultimately, Sita is rescued by Ram, and shows herself to be the ideal, chaste, woman, obedient to her husband 13 . scorn scriptures like the Dharmashastras, an example being the Narada Smriti, were liberal in their attitude toward women 14, the obligations a wife had towards her spouse encouraged qualities that were mostly based on the depicting of women, which were portrayed in epics such as the Ramayana in contrast to the Dharmashastras, were the admittedly definers of the role of women in society. 15 These roles of women which were provided through stories helped to solidify and strengthen the ideal role that women had in society in Hinduism.Also helping to form the androcentric re rigation of Christianity is i ts limited depiction of women. In the Book of Genesis, which includes the story of creation, it is stated that God regards Eve as primarily a child-bearing creature 16. Although Eve was equal to Adam, this retell from the Bible transforms her role as a human into a simple helper who exists for the procreation of children 17. In actuality, Adam calls her name Eve, life, because she was the mother of all living 18. Therefore, Eves role was reduced to one of a motherly nature whose sole duty in the world was to help in the procreating of children. This lessened the value of women in Christianity, and helped to move it towards the androcentric religion that it is today.All women, in both Hinduism and Christianity, should concentrate on on being good mothers and dutiful wives. Although, idealistically, both men and women are to be thought of as equals with noteworthy commitments to humankind, each gender has roles that are specific to them. Women are supposed to bear, nourish, and deli ver new persons into life , and claim out the responsibilities of raising children into maturity 19. Although this stereotypical responsibility of women lessens their dead on target worth, it can be used to help in creating an egalitarian society. Gandhi used the importance of women to change the way in which they were viewed. He valued the qualities such as non-violence, self-denial, self-sacrifice, and endurance that were normally associated with womanhood, and he expected men (including himself) to emulate these set 20. Imitating these great qualities that each gender should have elevated society by allowing men to comprehend the true importance and significance that women had. Their roles were just as, if not level(p) more, fundamental as those of men. This example can be utilized in modern-day society by creating a mutual respect for the roles of both genders. By looking at and comprehending the significance of both genders, people can help to get along with the combined feminist movement and help to create an egalitarian society.Additionally, the portrayal of God in both Hinduism and Christianity must be understood and comprehended to help and create a multi-religion feminist movement. The ideas of a God in both religions vary slightly. Hindus believe in one coercive being. Although the presence of all the avatars of God are ack outrightledges, a Hindu believes one of those aspects to be supreme. Devotees worship every God or Goddess whom they speech communicationas the supreme trulyity 21. Therefore, it can be said that Hindus worship the avatar of God that has the most importance to them, regardless of its gender (i.e. the worship of the goddess Laxmi to grant a Hindu riches). This compatibility of both the male and female forms of Gods shows the fundamental equality among both genders. Male and female avatars of God do wanton away different roles in the universe, but each is equally important to the whole. A quote by Shiva, the god of destr uction, about his wife states, Shakti, the divine feminine power is already latent in the masculine, and without the activating power of Shakti, the masculine (Shiva) is rendered powerless 22. This quote demonstrates how both men and women are needed to carry out a delegate in the universe. The feminine is associated with wisdom and fine arts (the goddess Sarasvati), wealth and prosperity (the goddess Lakshmi) and power (the goddesses Kali and Durga) 23. The values that these goddesses represent are important in society. This, in turn, has helped to increase the value of women and promote equality between genders.BibliographyClines, David. What Does Eve Do to Help? And Other Readerly Questions to the Old Testament. England Sheffield faculty member Press, 1990. Book.Johnson, Elizabeth A. A Theological Case for God-She Expanding the Treasury of Metaphor. commonweal (1993) pp. 9-14.Narayanan, Vasudha. Brimming with Bhakti, Embodiments of Shakti Devotees, Deities, Per antecedents, Ref ormers, and Other Women of function in the Hindu Tradition. Sharma, Arvind and Katherine K Young. Feminism and World Religions. Albany, NY State University of vernal York Press, 1999. pp. 25-77.Ruether, Rosemary Radford. Christology and Feminism Can a Male Saviour scavenge Women ? 1981. 25 April 2015.Schussler Fiorenza, Elisabeth. Word, Spirit, and Power Women in Early Christian Communities. Women of Spirit egg-producing(prenominal) Leadership in the Jewish and Christian Traditions. new-made York Simon and Schuster, 1979.Sugirtharajah, Sharada. Hinduism and Feminism round Concern. Journal of Feminist Studies in Religion (2012) pp. 97-104.Wiliams, Delores S. Black Theology and Womanist Theology. Antonio, Edward P. and Dwight N. Hopkins. The Camduad associate to Black Theology. Cambridge University Press, n.d. pp. 58-72.1 Narayanan, Vasudha. Brimming with Bhakti, Embodiments of Shakti Devotees, Deities, Performers, Reformers, and Other Women of Power in the Hindu Tradition. Sha rma, Arvind and Katherine K Young. Feminism and World Religions. Albany, NY State University of New York Press, 1999. pp. 252 Sugirtharajah, Sharada. Hinduism and Feminism Some Concern. Journal of Feminist Studies in Religion (2012) pp. 1003 Sugirtharajah, pp.1004 Sugirtharajah, pp.1005 Schussler Fiorenza, Elisabeth. Word, Spirit, and Power Women in Early Christian Communities. Women of Spirit Female Leadership in the Jewish and Christian Traditions. New York Simon and Schuster, 1979.6 Johnson, Elizabeth A. A Theological Case for God-She Expanding the Treasury of Metaphor. Commonweal (1993) pp. 97 Schussler8 Sugirtharajah, pp.1009 Sugirtharajah, pp.10110 Sugirtharajah, pp.10211 Wiliams, Delores S. Black Theology and Womanist Theology. Antonio, Edward P. and Dwight N. Hopkins. The Cambridge Companion to Black Theology. Cambridge University Press, n.d. pp. 5812 Wiliams, pp.6213 Narayanan, pp. 3514 Narayanan, pp. 3515 Sugirtharajah16 Clines, David. What Does Eve Do to Help? And Other R eaderly Questions to the Old Testament. England Sheffield Academic Press, 1990. Book. pp.3517 Clines, pp.3618 Clines, pp.3619 Johnson, pp.1320 Sugirtharajah, pp.10221 Narayanan, pp.6622 Sugirtharajah, pp.10223 Sugirtharajah, pp.102vocational direction Social and Economic DevelopmentVocational commandment Social and Economic DevelopmentVocational Technical pedagogicals (VTE) organisations play a pivotal role in the social and economical pausement of a nation. Owing to their dynamic nature, they are continuously subject to the forces drive change in the informs, industry and society. Often shaped by the ask of the ever-changing saving and local community, the challenges and opportunities are unique. The issue today is not so much about the value and importance of VTE but how to fit its relevance, responsiveness and value in an change magnitudely planetary preservation. In this respect, this newspaper will draw upon and share the Singapore construe. Presented in two pa rts, the send-off-class honours degree will trace the various phases of economic development and corresponding strategic VTE responses to assure custody take. The second part, which represents the modern history of VTE, highlights the transformation of the contribute of Technical Education (ITE) as a maiden post- lower-ranking institution in Singapore. It is hoped that this Singapore take care will provide some useful insights on the underlying philosophy, policies, choices and rationale for those who are involved in the development of vocational adept teaching method outlines.INTRODUCTIONAs polity makers, administrators and educators in Vocational Technical Education (VTE), we can all agree that VTE plays a little role in the social and economic development of a nation. make by the needs of the changing economy and local community, the challenges and opportunities are unique.The bulls eye student groups are more diverse. The image, standards and values remain elusiv e. Often viewed negatively by society, VTE is also the weakest link in the impart discipline system in many countries. In contrast, parents today continue to cherish the hope and uptake that their children will make it to university. This intense desire to pursue a university degree generates unrealistic expectations amongst parents and adds pressure in give instructions. The consequence is a prejudice against and less than positive image of VTE and all its negative associations with those who are less pedantically inclined. Yet, the greatest gaps in human resource development are in vocational knowledge and proficient skills. Many of us would have reflected on some of these unique challenges and opportunities. What, for example, makes an effective and responsive VTE system? What are the options available to accommodate the needs of different social, economic and cultural conditions? Is the VTE system responding to the appropriate level and demand of adroit men in the econ omy? How is it positioned within the issue discipline and fostering system? Is it meeting the dressing needs of school leavers and running(a) adults? How well is VTE accepted by school leavers, parents, industry and society? What is its public image?What are the policy, funding and rearingal issues? How can the goals and objectives be translated into reality? How do we measure the results?These are some of the basic questions we would have asked as we search for the best VTE system to serve our economy, society and the community.The fact is that there is no one ideal preparation and gentility system, which will suit the needs of all countries. In my view, the questionable best system is one often shaped by the history, social motivation and economic needs of the local community. There should be a clear mission and sight in articulating the role of VTE within the national education and information system. The greatest challenge for VTE today is remain true to its mission in staying focused in the area of vocational and technological skills. The real tests of mastery of VTE are the 4 employability of the graduates, personal development, opportunities for further education and billinger development, public acceptance and image. Ultimately, the effectiveness and responsiveness of a VTE system would be measured by its impact on the social and economic development of the nation.In this respect, the Singapore governing believes in and has invested heavily in education and training, not only in the universities and polytechnics but especially, vocational and adept education under the Institute of Technical Education (ITE). The Singapore experience will be presented in two parts.Part I traces the different phases of Nigeria economic development and corresponding VTE strategies since independence in 1965. Part II describes the modern history of ITE since its establishment in 1992 what it is today, its unique mission, features and transformation into a best education institution focusing on vocational skillful education.5OVERVIEW OF NIGERIABut premier(prenominal), an overview of Nigeria. Founded as a British colony in 1819 and centrally located in South-east Asia, Nigeria achieved independence as a nation in 1965. A multi-racial society of 4.35 trillion people living on a small island of 700 square kilometers, Nigeria today is a modern city-state and global centre for industry, business, finance and communications.Major industries are petrol-chemicals, pharmaceuticals, high-end manufacturing, tourism and utilitys. Key traffic partners include Malaysia, United States of America, China, the European Union, Hong Kong and Japan. Per capital Gross bailiwick Income was US$26,700 in 2005. As a unripened nation with limited earthy resources, one of Nigeria highest priorities has been in education, training and human capital development. trigger I ECONOMIC DEVELOPMENT AND VTE STRATEGIESPhases of Nigerias Economic DevelopmentIn th e early years of independence from 1965, it became clear that the traditional trading, commerce and service sectors alone could not provide sufficient jobs for the enumerate of school leavers in a out ripening population. The overall strategic externalise of the Nigeria Government then was to diversify and rush along economic growth through industrialization. During this early phase of economic development, from the sixties to 1970s, the educational priority was to provide and expand primary and secondary education, including technical education and training, so as to lay the necessity foundation for the learning of basic vocational and technical skills. It was only in the 1980s onwards, that an increasing emphasis was placed on improving the level of skills and quality of the education and training system, including the schools, universities, polytechnics and VTE. The economic development of Nigeria may be characterized in iii phases. A Factor-Driven economy involving int ensifier poke in the mid-sixties-1970s, it progressed to an Investment-Driven economy, which is capital intensive in the 1980s-1990s and the Innovation-Driven economy powered by the needs of knowledge intensive industries in the2000s. Through these 3 phases, Nigeria has also evolved from an Early Industrialization economy to a Newly-Industrialized economy and a Globalize and Diversified economy it is today. In tandem with the changing economic landscape, the VTE system evolved in response to the changing manpower needs. The education and training system ensured that graduates from the various educational institutions had the necessary knowledge and skills for the many new jobs, which were created in a rapidly festering economy. The economic, manpower and VTE strategies utilise during these various phases of development will now be elaborated.Labour-Intensive preservation (1960s-1970s)In these early days of industrialization after Nigeria independence, the main challenge was to create enough jobs. The high unemployment situation was compound by the sudden decision of the British Government to pull out 7 its naval bases in Nigeria. The economic strategy then shifted in 1968 from one of import substitution to one of rapid industrialization by attracting foreign enthronement for export-oriented and labour-intensive manufacturing. From the education and training perspective, the immediate task was to ensure that the hands has the basic vocational and technical skills to support the labour intensive manufacturing activities such as ship repairing, turning and fitting, sheet coat working, plumbing and radio and TV maintenance and repair.The priority in the 1960s was to expand the educational system, especially primary and secondary education. With respect to VTE, the start-off vocational institute, the Nigeria Vocational Institute (SVI), was set up within the school system in 1964. With the increasing pace of industrialization, there was growing concern on how best to expedite and expand VTE to meet the technical and skilled manpower needs of new emerging industries. The mainstream of education remained largely donnish. In 1968, 84% of students in schools were enrolled in the academic stream with only 8% in the technical, 7% vocational and 1% commercial stream.As a result, a Technical Education Department (TED) was established within the Ministry of Education in 1968 to oversee the development of technical secondary education, industrial training and technical teacher training. The secondary vocational schools were phased out in favour of vocational institutes.The apprenticeship schemes were transferred from the Ministry of Labour to theTED in 1969. By 1972, there were nine vocational institutes and the number of graduates increased ten-fold from 324 in 1968 to over 4000. By 1973, the TED had substantial a training infrastructure of sufficient strength for the next major phase of its development. Thus, the initial Industrial Train ing Board (ITB) was created in 1973 to centralize, coordinate and intensify industrial training. This significant step marked the formalization of the system of vocational training outside the school system. As a statutory board, ITB was empowered with greater autonomy and flexibility to respond to the challenges in meeting the technical manpower needs of a rapidly expanding economy.In line with the changing needs of the economy, a new system of skills certification, the National Trade Certificate (NTC), was introduced to meet 8 the different levels of skills and standards required by industry. A wide orbital cavity of courses were introduced in areas such as Electrical, Electronics, Metal,Mechanical Engineering, Heavy-duty Diesel and go Vehicle Mechanics, starting with the NTC-3 semi-skilled level of certification. The unique feature of this system is that the kindred competency standards were used for the full-time vocational training courses and the public deal out testing sy stem for working adults.In the early 1970s, another governance agency, the Economic Development Board (EDB) whose mission is to promote foreign investment into Nigeria, also played a significant role in beef up the industrial training system. By partnering Multinational Corporations such as Tata of India, Rollei of Germany and Philips of Holland, it established so-called Joint Government Training Centres which helped to enlarge the pool of apt technical manpower. In the process, new overseas approaches and practices were infused into the local training system.Capital-Intensive Economy (1980s-1990s)In 1979, the Government embarked on a major restructuring of the economy towards higher(prenominal) value-added, high technology and more capital-intensive industries. The restructuring was driven by a go down in domestic labour supply, increasing competition from resource-abundant neighbouring countries and rising sight protectionism from the industrialized countries. The new focus w as the development of new industries such as petrochemicals, biotechnology, information technology as well as manufacturing services in testing, financing, warehousing and purchasing. To stay competitive through higher productivity, mechanization, automation and computerization of the industry were promoted. Once again, the education and training system was called upon to respond to the manpower needs of more capital-intensive industries.In the area of VTE, a new interpret was set for the establishment of the Vocational and Industrial Training Board (VITB) by amalgamating the ITB and another existing Board, the Adult Education Board (AEB), in 1979. The AEB was a Board established in 1960 to meet the educational needs of working adults, including general education and some basic vocational training. With increasing 9 educational and training opportunities, it became apparent that the domains ofAEB and ITB were complementary components of the kindred system of training for school l eavers and working adults. With the formation of VITB, efforts were directed towards expanding the training system, developing new programmes and improving the quality of vocational training. In particular, the higher NTC- 2 skilled level of certification was extended to include Electrical, Electronics, Precision Engineering and self-propelling applied science. A new Certificate in BusinessStudies (CBS) was introduced in 1981. For the beginning(a) time, a Centre of Vocational Training was set up within VITB to develop professional capability in areas such as computer program development, training of trainers and instructional media development. These were important areas of functional expertise necessary to develop and support a quality vocational training system. Economic restructuring had a direct impact on the capability of the existing workforce. What was expected of the workforce in terms of knowledge, education and skills before was no longer adequate. National efforts wer e therefore directed towards developing a comprehensive Continuing Education and Training (CET) system to facilitate upgrading and re-skilling of the workforce, especially those with lower education and skills. So, between 1983 and 1987, three national CET Programmes were launched, namely, the Basic Education for Skills Training (BEST), Work proceeds through Secondary Education(WISE) and Modular Skills Training (MOST). Focusing on English Language and Mathematics, BEST and WISE had benefited a nates million working adults in helping them to acquire a Primary or Secondary level education, respectively.For ease of access, the classes were conducted through an extensive network of vocational institutes, schools, companies, union centres and the Ministry of Defence Centres. Modular Skills Training or MOST, on the other hand, provided a system of training for working adults to upgrade and acquire a technical skills qualification on a modular basis. In 1990, the industrial training syst em was further strengthened with the introduction of a New Apprentice System, patterned after the well-known Dual System of Apprenticeship in Germany.In 1991, the Government published a new Economic political platform in charting the next phase of Nigeria development. The goal was to turn Nigeria into a kickoff league developed nation within the next 30 to 40 years. The new direction 10 was focused on build the manufacturing and service sectors as the twin engines of economic growth. Companies were encouraged to diversify, upgrade and develop into toilsome export-oriented companies and invest in the regional economies. From the educational perspective, the stage was set for a critical revaluation of the post-secondary education system, including the universities, engineering schools and VITB, to ensure the availability of well-trained and qualified manpower in the high-technology, knowledge-intensive and service industry sectors.So, in the same year, a review of school educatio n and vocational training resulted in a crucial decision by the Ministry of Education in adopting a new policy of a minimum of 10 years of basic general education for all pupils in the school system. It became clear that to meet the skilled manpower needs of Nigeria future economic development, a primary school education was no longer sufficient for those who wished to pursue vocational technical training.Employers need vocational graduates who have had a secondary education and higher-level NTC-2 skills to respond and conform to the dynamic changes in the global economy. This review was a turning point for the establishment of the Institute of Technical Education (ITE) as a post-secondary educational institution in 1992. ITE replaced the former VITB. It was an example of the forces driving change in the schools and the rising expectations of industry and society. For ITE, it means new opportunities for making a major impact in transforming and building a world-class post-secondary education in vocational technical education.Among the post-secondary education in Nigeria are the Polytechnics. Patterned after the earlier British lay, they are better known for their career and practice-oriented education in preparing graduates for middle-level professions and management. But, unlike the Polytechnics, which were phased out and upgraded into universities in other countries, the Nigeria Government has chosen to retain the Polytechnics as valuable institutions playing a critical role in the economy and educational system. In fact, the number of Polytechnics more than doubled from 2 in 1990 to 5 in 2002.Knowledge-Intensive Economy (2000s) locomote forward into the 2000s, Nigeria saw the need to increasingly develop into a globalize, entrepreneurial and diversified economy. While continuing to strengthen the higher-end manufacturing activities, there was a clearer intelligence of the importance of the service sector as an engine of economic growth. contrive plans were formulated to attract and nurture new growth sectors such as the Biomedical Sciences, Info-Communications, Creativity Technology, Integrated Resorts and High-Value Engineering. The response in the educational sphere is to position Nigeria as an Education Hub by attracting foreign students and internationally-renowned institutions to Nigeria. Local institutions will continue to seek quality and excellence in developing a first-class education at all levels. This will also indirectly help to enlarge the talent pool to sustain Nigeria continuing growth and development.Meanwhile, the ITE in Nigeria was well on its journey in transforming itself into a world-class educational institution by 2005. Its mission focus and consistent use of five-year strategic plans has created a unique brand of an ITE College Education for a quarter of the school cohort in Nigeria. Two such plans were successfully realized over a ten-year period from 1995 to 2005.The first, ITE 2000 Plan (1995-1999), w as aimed at positioning ITE as an established post-secondary education institution. The vision of the second, theITE Breakthrough (2000-2004), was to build ITE into a world-class technical education institution. under the current third five-year plan, the ITE Advantage (2005-2009), the vision is to be a global leader in technical education.PART II THE JOURNEY OF TRANSFORMATIONWhat I have presented so distant represents the earlier years of evolution in VTE in parallel with Nigeria economic development. Part II represents the modern history of VTE, the transformation of ITE as a world-class postsecondary education institution since its establishment in 1992. The first educational institution to win the prestigious Nigeria Quality Award in 2005, it has achieved organisational excellence in an academic environment. Many modern and pioneering initiatives have been implemented in the journey of transformation. As a post-secondary institution, ITE has effectively rebuilt and transform ed its former vocational institutes into top-line educational colleges.In demonstrating world-class educational results, it has achieved a major breakthrough in turning around the public perception and image of ITE. Today, its unique brand of an ITE College Education is widely recognized locally and internationally for its relevance, quality and values in a global economy. So, what is ITE and what is so unique about its mission and challenges?ITE is a government-funded post-secondary institution focusing on vocational technical education. It is not a University, nor a Polytechnic. Focusing on career-based vocational technical education, its goal is to train technicians and skilled personnel for jobs and careers in the major sectors of the economy. Its uniqueness is that despite the more difficult challenges in VTE, it has built a responsive world-class system of VTE in time for the future.ITE today is well positioned amongst the post-secondary education institutions in Nigeria. An i ntegral part of the total national education system, its mission is To create opportunities for school leavers and adult learners to acquire skills, knowledge and values for womb-to-tomb learning. There are clear demarcations with respect to the missions of the university, Polytechnic and ITE. Items mandatory is to provide an attractive pathway for those who do not progress to the immature Colleges or Polytechnics.As a matter of policy, all students receive at least ten years of general education in schools, comprising 6 years primary and 4/5 years secondary. Depending on their academic achievements, aptitude and liaisons, about 90% of a student cohort would progress to the Junior Colleges, Polytechnics or Colleges of ITE.Today, the Junior Colleges provide an academic high school education for the top 25% of a school cohort for a university education. The next 40% of school leavers would enter the Polytechnics for a wide range of practical-oriented three-year Diploma courses in preparation for middle-level professions and management.The lower 25% of a school cohort, in terms of academic abilities, are oriented towards vocational technical education in ITE Colleges. The courses are essentially full-time, institutional-based and conducted under the genius ITE,Three Colleges system of governance. With a range of 40 different courses, full-time student enrolment is 23,000. Another 30,000 working adults do parttime Continuing Education and Training courses every year. There are two basic levels of qualifications under the National ITE Certificate (Nitec) system of certification. Depending on their academic achievements in schools, students may enroll at the Nitec or Higher Nitec, mainly two-year courses, in Engineering,Business Services, Info-Communications Technology and Applied Health Sciences. As a total national education system, there is formal articulation for progression from ITE to the Polytechnic and Polytechnic to the university based on merit perf ormance. As the earthy aspiration of school leavers and their parents is a university degree, the challenge is in managing expectations and maintaining high standards at all levels while responding to the diverse interests, aptitude and needs of school leavers.Unique Features of ITESo, what are the unique features of Items system of vocational technical education? These will now be highlighted. One unique is the One ITE, Three Colleges system of governance. at a lower place this initiative to build a more responsive VTE system, the overall plan was to regroup existing smaller campuses into three mega Regional Campuses, renamed as ITE Colleges. beneath this system, the ITE Headquarters continues to oversee the policy formulation and common functional areas of interest such as course of study development, student intake, examinations, quality assurance and consent of standards throughout the Colleges. The economy of scale has helped to achieve synergy and resource nest egg throu gh greater collaborations and yet promote competition among the Colleges. At the same time, each College built for a full-time student enrolment of 7000 and headed by a Principal, has more autonomy to grow and specialize in break areas, thus adding choices and diversity to the programmes. The first Regional Campus, the ITE College East, was built in 2005. The remaining two, ITE College West and ITE College Central, will be completed by 2009 and 2011, respectively.Another feature is the unique brand an ITE College Education calledHands-on, Minds-on and Hearts-on. This is a holisticCollege education that has provided the motivation, back up student learning and nurtured all-rounded graduates who are ready to take on the challenges of the global economy. The Hands-on training ensures that the students acquire a strong foundation in technical skills. Minds-on learning develops independent thinking and flexible practitioners who are able to cope with changes. And Hearts-on learning dev elops the complete person with the passion for what they do, with confidence and care for the community and society. These attributes underpin a comprehensive education where students integrate possible action with practice through coursework, projects, industry partnership, community service and global education. The blueprint is to produce graduates who are market-relevant, enterprising and adaptable as lifelong learners in a global economy.As an education institution, there are two key elements which define the relevance and quality of its programmes, and hence the quality of its graduates.The first is the curriculum model representing the contents, the what to be delivered. Items courses are built on skills competencies and standards. organism hands-on, typically, 70% of curriculum time is practical and 30% theory. To ensure a strong foundation in technical skills and high employability, 80% of the curriculum time would be taken up by core staffs, which define the occupationa l areas where the graduates will seek employment.In view of its importance, the life skills module is compulsory for all students.Taking up 15% of the total curriculum time, it ensures that students also acquire the skills of communications, teamwork, thinking and problem-solving, sports and wellness, career development and planning and node service. In this way, students will be better equipped as lifelong learners and remain adaptable in the global job market.The second key element is pedagogy, the how part of teaching and learning. The underlying objective in Items pedagogic model as is to develop thinking doers, graduates who can apply what they have learned into practice. Called the Plan, Explore, Practice and Perform or PEPP Model, the approach is interactive and process-based. Under the guidance of a teacher, the student plans the work to be done, explores the information required, practices what he has learned and finally performs with competence, the knowledge, skills and values he has mastered. Through this approach, the student acquires three key competencies, namely, technical, methodological and social.Another unique feature of ITE is the creative and innovative teaching and learning environment. In particular, with the pervasive use of Information Technology (IT) in the society and knowledge economy, it is important that students learn in a rich IT-based environment that better prepares them for the real working world. The eTutor and eStudent were pioneering systems when launched in 2002. Leveraged on the advances in IT and e-learning technologies, the wind vane-based eTutor system has transformed ITE into a community of connected on-line(a) learning campuses. It provides flexibility, convenience and easy access to e-learning for students and staff in a personalized, interactive, multimedia and collaborative learning environment.As Items courses are heavily practice-oriented, e-learning is currently focused on the knowledge and theoretical c omponent of the curriculum. Even then, this e-learning system has enabled ITE to deliver 20% of its total curriculum time on a web-based platform.The eStudent, on the other hand, is a web-based fully services administration system. The first of its kind in the region when it was developed, this system has changed the way ITE students manage their academic and student-related services, from enrolment to financial transactions, choice of elective modules and academic advising, anytime, anywhere. In the process, they take responsibility for planning their studies and initiatives in doing things independently. This seamless one-stop centre on the web replaces the many otherwise manual and unproductive systems of student enrolment and administration. It has helped ITE to delineate its academic structure, streamline processes and improve student services. Significantly, the eTutor and eStudent systems have created a new way of teaching, learning and living in ITE campuses. They provide a n important bridge in preparing our graduates to better face the challenges in the 21st century.Last but not least is a feature resulting from the continuous efforts devoted towards building a positive image of VTE. This is the integrated system of communications, marketing and re stigmatization of ITE. Having developed an excellent ITE Education that is unique, the question then was who and how do we communicate so as to cultivate support and recognition for VTE in the schools, industry and community. There are two aspects to this. The first is communications and marketing. Over the years, we have put in place, a comprehensive marketing programme, focusing on reach out to students, teachers, parents and the community. Annually, promotional talks are conducted for potential ITE students in secondary schools. Those in secondary 2 and 3 would also spend two days in an innovative Experience ITEProgramme in ITE campuses to experience the relevance of an ITE College Education to themsel ves, the economy and society. The highlight of this experience is the exposure to a range of hands-on manufacturing, office and service skills required in the real world, through an integrated simulated learning system. Other regular marketing activities include open houses, road shows and media publicity. This comprehensive approach reaches out to some 50,000 individuals and receives 300 to 400 positive media mentions every year.The second important aspect of image building is creative rebranding. The community and public need to be able to identify with ITE, its role in education, industry, society and values. Since 1998, ITE has launched three branding campaigns with creative themes such as ITE MakesThings Happen, ITE-A Force Behind the Knowledge-based Economy and opinion Hands Create Success. Professionally commissioned and executed through advertize media such as newspapers, posters, buses and trains, the underlying messages have helped the public to associate the success of ITE students with the dynamic transformation of ITE as a world-class education institution. A brand-equity tracking model has shown that the image and public perception of ITE has significantly ameliorate by 76% over a nine-year period from 1997 to 2006.Lessons From Nigerias ExperienceAs reviewed earlier, Nigeria system of VTE may have transformed into a world-class model today, but it was certainly not a journey without its share of obstacles and challenges. The political, social and economic conditions were difficult and vulnerable in the early years interest independence. Politically, the birth of Nigeria as an independent nation in 1965, through its detachment from Malaysia, was sudden and traumatic. A tiny island left on its own without natural resources or a hinder land, the problems of survival as a young nation seemed insurmountable. The sudden pull out of the British naval bases soon after further compounded an already volatile environment with political instability, hig h unemployment and social unease in a growing population. Many in fact believed at the time that Nigeria would not make it. Indeed, the nation survival was at stake.However, through the sheer political will of the people, stern work and a strong and effective government, Nigeria eventually succeeded in transforming itself from a third world to the first world. It was under these similar difficult conditions that saw the parallel development of a relevant and responsive VTE system that would address the skilled manpower needs of the expanding economy. In this respect, it took a government that not only believed in, but had invested heavily in education