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Key Management Capabilities Required to be an Effective Manager

Key Management Capabilities Required to be an Effective Manager: A Focus on Moana New Zealand and Tauhara North No.2 Trust

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Introduction

The abilities through which leaders and managers develop, combine, and restructure the firm’s assets and competencies are referred to as management capabilities. Leaders and managers can use these talents to confront their surroundings, enhance the effectiveness of their organizations, and sustain and build competitiveness (Brito & Sauan, 2016). Managers must use their skills to build organizational and strategic procedures that result in more innovation and growth for their companies. Innovation processes necessitate senior management teams using their management skills to correctly assign and disperse the company’s resources and operations. This paper will determine and critically analyse the main management skills needed to be a successful manager in two selected organizations. Two capability frameworks will be used in identifying the critical capabilities for the two organizations. One of the organisations selected are Tauhara North no. 2 trust which is based in Taupo, Waikato, New Zealand. The firm is a financial institution that provides programmes and grants for the whanau in distinct areas of life but particularly, education and health where is really needed. The other organization is Moana New Zealand. The organization is the largest seafood firm that is owned by the Māori. The company manages the economic fisheries resources that Māori were awarded as part of the Treaty of Waitangi Fisheries Settlement with the Crown, the New Zealand government.

Key Management Capabilities Required to be an Effective Manager

In order to highlight the key management capabilities required to be an effective manager, the two capability frameworks is applied. In the first framework, it can be viewed as a flow of causation from left to right. For Moana New Zealand and Tauhara North No.2 Trust, the first framework has the benefit of having a high validity and reliability, that is, it seems rational that proper management will lead to improved individual as well as the organizational performance, and that management abilities might be developed. The premise at the core of the framework is that there is a link between managerial capability and the training and development that managers get, via both formal schooling, such as business education courses, and also more unstructured training and development. The premise on the other end of the framework is that enhanced capacity leads to enhanced individual performance, which translates to improved organizational advantages. For Moana New Zealand and Tauhara North No.2 Trust, this framework defines the behaviour, knowledge and skills that the management, the shareholders, and the employees use to succeed. It provides a common language to allow better communication for Moana New Zealand and Tauhara North No.2 Trust to communicate across various teams.

As a result, the framework includes a variety of indicators that aim to quantify not only ‘managerial skill,’ but also the causes that affect it and the advantages that may result. For example, Moana New Zealand has an environmental structure and management requirements that demand excellence in relations and communications. For Tauhara North No.2 Trust, a deep culture founded on the Maori principles easily allows better communication and shared goals amongst the employees. The set of capabilities that the framework emphasizes are education and qualifications, ongoing training and development, experience and management rules and systems.

In the second framework, it outlines four competence categories, each with a set of characteristics for desired behaviour. Hiring, skill evaluation, and leadership development ought to all be based on these competencies. For Moana New Zealand and Tauhara North No.2 Trust, these competencies are used in conjunction with the appropriate professional development. The emphasis of this framework is on persons in management and leadership roles, an aspect that Moana New Zealand focuses on. The capabilities are created to be applied to all management levels. Some characteristics might be a little more relevant depending on the style of leadership required by the post. The challenges in achieving the capabilities will be shaped by the setting wherein the leader or manager operates. Personal traits, leading change, collaborating with colleagues, and individuals and services management are among the capabilities.

Tauhara North no. 2

In a more specific view of the two capability frameworks, the most important capabilities for Tauhara North no. 2 trust are personal qualities to deal with people since it is a humanitarian organization and experience since experienced managers are undoubtedly the best for organizational management.

Personal Qualities

Companies nowadays place a higher value on personal skills like listening, flexibility, and encouraging open communication. The higher-level features of manager success, including as developing trust, demonstrating compassion, assuming responsibility, and engaging in employee training and development, are enhanced by these personal qualities (Dler & Tawfeq, 2021).  Open communication is a key generator of culture. Workers feel like true partners in the firm when executives communicate honestly and authentically with them – and as a consequence, they feel more engaged. They are also much more inclined to support the organization, even if they do not even concur with all of the choices. Worker engagement rises as a result of this sense of worth. Managers that are good communicators are in high demand. They communicate effectively with their staff and actively listen and comprehend what is truly going on within the company.

Loyalty as well as performance among employees are enhanced by having supervisors that are good listeners who are actually concerned about their employees’ worries. According to past survey, 61% of workers felt that trust between top management and staff was a major factor in job satisfaction. When it comes to what makes a successful manager, promoting a great organizational climate begins with building and retaining trust with the staff. Workers who believe they could trust their boss are more likely to trust manager’s judgments and to be committed to the company’s core mission and aspirations (Kohail et al, 2016). Leaders that fail to cultivate trust risk losing their workers’ respect, which can have a negative impact on productivity, commitment, and eventually employee attrition.

Compassion, a key component of emotional intelligence, necessitates managers making personal connections with their staff. When it comes to shortlisting manager qualities, empathy fosters more than just a healthy employee-management connection; it also has a favourable effect on culture within the workplace. Empathetic supervisors are better at leading people with distinct perspectives to work together successfully.

Experience

Managers, without a doubt, improve their skills and talents in less formal settings than they do via official schooling, training, or development. Learning from job challenges or mentors has been proven in a number of qualitative research to be an important factor in influencing managerial behaviour. Tenure in key roles or experience working in successful organizations could all contribute to such development via experience. Regardless of whether experience is assessed as organizational tenure, length of employment, or years of experience at a specific site, the nature of the connection between experience duration and performance is usually often at times congruent (Azad et al., 2020). Managers with greater organizational tenure may, for example, display a higher level of performance than those with less service. According to prior study, experience on a particular job, rather than generic experience in a subject, experience on relevant past jobs, or experience in work environments, improves workers’ productivity since it allows them to gain job knowledge and abilities.

Human capital theory proponents say that when management teams gain more experience in their early careers, they gain a better understanding of management. For example, managers with more experience understand what it takes one to boost sales and make a profit. Experience is particularly important for managers who have worked on a global scale. Changing one’s perceptions will help the individual become a better boss. Managers enhance their capacity to draw conclusions differently as a result of tapping on multinational experience. Great managers make sense of situations by drawing on their foreign expertise. Great managers utilize their interest and the attitude of being provided with a learning experience when confronted with something they do not even comprehend, and they resist making early judgments or attributing preconceptions to the unfamiliar. Rather, they rely on their cultural understanding and ability for seeing things from a different perspective, which comes from years of experience in the position.

Moana New Zealand

For Moana New Zealand, the best capabilities that the managers ought to have is leading change and training and development as organizations continuously change and it is also vital to develop new skills for managers.

Ongoing training and development

The issue of continual training and development is tightly linked to the first input. This could involve coursework for certifications that, once earned, will be included in data on educational and qualification levels, but it could also encompass far brief durations of training and development (Ruiz-Jiménez & Mar Fuentes-Fuentes, 2016). It would encompass both official, off-the-job training and development as well as casual, on-the-job development.  With the rise of e-learning as well as other innovations that can provide education to the computer in tiny, easily digestible chunks, and the escalating development integration inside the workplace, the latter is becoming increasingly important. It is indeed critical to keep learning and developing new talents, regardless of the level of experience. As one’s career progresses, s/he will need to collaborate effectively with others, gain in – depth industry experience, keep pace with advances in technology, and finally manage everyone else. The core objective of a manager is to be a successful implementer- an individual who organizes people’ activities to achieve company objectives. Managers are responsible for a variety of everyday activities, although their primary goal is getting things accomplished and through people. The capability to coach and guide personnel is a facet of management that is often overlooked. Despite the fact that 78 percent of the population believe having managerial mentors in the workplace is crucial, just 37% of professionals say they have one, implying that extending professional management courses is more vital than ever before.

Almost every business will go through various organizational changes whether planned or unplanned at one point during its tenure. Effective managers must be able to start, respond to, and manage changes within their organizations, whether it is as small role such as recruiting new employees or as huge as an acquisition. Because change is a process rather than an event, managers need to develop abilities in developing, leading, and moulding change processes. By disintegrating the elements of an organizational change process, a managerial program can help one build the abilities required in overseeing a transition. This may also give one the knowledge needed to tackle concerns such as how a firm gets from one point to the next, what activities workers must perform during such organizational transitions, and how to ensure that the activities are carried out.

Leading Change

Globalization has changed the universe into a global village, with an ever-increasing flow of disagreements and rivalry between corporations. As a result, the most productive strategy for any organization is developing new strategies of doing business (Treviño & Cantú, 2020). If the manager is having the necessary competency and capability as a person responsible or as an agent of change, he or she can govern a company or the company transformation process more efficiently and successfully.

Quick technological breakthroughs, high consumer expectations, and the continuously changing conditions of market have driven businesses to regularly analyze and re-assess their operations, as well as to comprehend, accept, and execute transformations in business models in reaction to shifting trends. Change management is a requirement of each day, and it is required for businesses to exist. Organizations in the present era acknowledge the importance of the issue and are constantly working in preparation not only for existing but also for emerging developments in order to achieve long-term progress. However, with all of its repercussions and relevance, the concept of organizational transformation is also a difficult and sophisticated one. According to prior studies, 70% of changes in the organization fail to achieve their objectives (Adachi et al., 2020). Because top management plays such an essential duty in the evolvement and development of a firm, the process of organizational change necessitates the presence of highly efficient and skilled management capable of recognizing the most preferable shape of a firm and addressing the concerns of organizational transformation in the most proper manner.

When it comes to implementing change, the skill of management is the most critical factor to consider. Individuals look to top management for a variety of reasons in a company where they have faith in their abilities (Mutale at al., 2017). Workers will anticipate competent and rational planning, confidence and efficient decision, and timely, thorough communicating during these difficult circumstances. Workers will also regard management as helpful, caring, and dedicated to their well-being during these periods of transition, whilst also understanding that difficult decisions must be made. Between the manager and the rest of the players, there has to be a culture of trust. The presence of this trust instils optimism for a brighter future, which makes dealing with major change much smoother.

Conclusion and Recommendations

All companies exist to fulfil specific goals or objectives, and managers are responsible for combining and utilizing organizational resources to guarantee that their companies meet their goals. Management serves as a watchdog for a collection of employees in the organisation, coordinating their efforts toward a common goal. Management practices, as a recommendation, require ongoing and persistent monitoring, development, and sufficient investment due to its significance. As a result, businesses ought to have a well-thought-out strategic vision that is conveyed to all personnel. It is critical to underline that all workers should be involved in the development and execution of strategic management processes which will equip the firm for the future, provide long-term purpose, and demonstrate the firm’s desire to become a dominant player.

References

Adachi, H., Sekiya, Y., Imamura, K., Watanabe, K., & Kawakami, N. (2020). The effects of

training managers on management competencies to improve their management practices and work engagement of their subordinates: A single group pre-and post-test study. Journal of occupational health, 62(1), e12085. https://dx.doi.org/10.1002%2F1348-9585.12085

Azad, N., Anderson, H. G., Brooks, A., Garza, O., O’Neil, C., Stutz, M. M., & Sobotka, J. L.

(2017). Leadership and management are one and the same. American Journal of Pharmaceutical Education, 81(6). https://dx.doi.org/10.5688%2Fajpe816102

Brito, L. A. L., & Sauan, P. K. (2016). Management practices as capabilities leading to

superior performance. BAR-Brazilian Administration Review, 13. http://dx.doi.org/10.1590/1807-7692bar2016160004

Dler, S. M., & Tawfeq, A. O. (2021). Importance of Managerial Roles and Capabilities on

Organizational Effectiveness. http://dx.doi.org/10.6007/IJARBSS/v11-i4/9748

Kohail, Y., Saida, Y., Obad, J., & Soulhi, A. (2016). The Qualities of a Good Manager…

What Does It Mean? Lessons Learned from the Undergraduate Business Students’ Perception in Kingdom of Morocco. International Journal of Business and Management, 11(8), 86-96. http://dx.doi.org/10.5539/ijbm.v11n8p86

Mutale, W., Vardoy-Mutale, A. T., Kachemba, A., Mukendi, R., Clarke, K., & Mulenga, D.

(2017). Leadership and management training as a catalyst to health system strengthening in low-income settings: Evidence from implementation of the Zambia Management and Leadership course for district health managers in Zambia. PLoS One, 12(7), e0174536. https://doi.org/10.1371/journal.pone.0174536

Olanrewaju, O. I., & Okorie, V. N. (2019). Exploring the qualities of a good leader using

principal component analysis. Journal of Engineering, Project, and Production Management, 9(2), 142. https://DOI 10.2478/jeppm-2019-0016

Ruiz-Jiménez, J. M., & del Mar Fuentes-Fuentes, M. (2016). Management capabilities,

innovation, and gender diversity in the top management team: An empirical analysis in technology-based SMEs. BRQ Business Research Quarterly, 19(2), 107-121. https://doi.org/10.1016/j.brq.2015.08.003

Treviño, S. S. G., & Cantú, L. E. Z. (2020). Importance of dynamic managerial capabilities

on the performance of small family businesses. Contaduría y administración, 65(3), 28-56. http://dx.doi.org/10.22201/fca.24488410e.2020.2132

Strategies for Preventing the Growing Rate of Sexually Transmitted Diseases

Kieandra Tatum

Texas Southern University

Capstone

Strategies for Preventing the Growing Rate of Sexually Transmitted Diseases

Several studies have indicated an elevated risk of sexually transmitted infections for college students in the United States. The STDs’ occurrence remains unacceptably high in the United States despite efforts in screening methods, diagnosis, and treatment. The disease remains the most common transmissible virus in the state, with approximates of new and existing infections adding more than 110 million. For instance, a case study of Texas Southern University indicates that 25% of learners have a sexually transmitted disease. Adolescents aged between 16 to 25 years account for more than half of different sexually transmitted diseases yearly, representing just 25% of the sexually active population (Whiting t al., 2019). There is a need for effective prevention of STDs as a high priority among college learners in the United States.

One of the concept strategies for preventing diseases’ growing rate is to provide sexual health information to college students like those at Texas Southern University. They need precise and comprehensive sex education to evade STDs and alleviate their impacts (Habel et al., 2017). Programs should offer learners accurate information about transmission, symptoms, prevention, and treatment of STDs. It is essential to equip them with skills to talk about their sexual independence healthily and foster healthy relationships, such as promoting condom use and understanding consent. The sexual wellbeing information given ought to be age suitable and respectful of, responsive to a variety of sexual orientations, racial backgrounds, and gender identities.

Policymakers and advocates addressing STDs among college students should support the necessities of those most vulnerable to STDs by access to medical care, confidential services, precautionary technologies, and vaccines (Whiting et al., 2019). Another strategy is to guarantee testing and treatment. Young individuals must get high-quality and accessible STD diagnosis and treatment services to prevent further transmission. Offer preventive care is another strategy that should reduce the growing rate of infection among college students. Public health specialists should approach sexually transmitted diseases from two angles: preventing adolescents from getting the disease in the initial place and averting them from disseminating it to others. Principal preventive methodologies include expedited partner therapy, vaccines, and condoms. The college students should also be guaranteed distinguished and supportive care. Sexual transmitted diseases prevention, diagnosis, and treatment are incredibly stigmatized subjects that adolescents are usually quiet to talk over. Still, insurers and providers can form a setting in which all sufferers feel cared for and respected.

Through the methods listed above, it is possible that when a person goes to seek medical assistance for a problem in hand, they will feel safer, and they will be courageous knowing that no one will look at them with a funny face or look at them in a judgmental manner. It is in line with making sure that this happens that there have been efforts to introduce expedited partner therapy. This is a type of treatment whereby the sex partner is treated for the disease through the other partner who dares to seek medical assistance. Therefore what happens in this program is that one partner who goes to the hospital is given medicine to take to the other partner who is unwilling to go to school. Therefore the treatment happens through one partner acting as the link between the doctors or the hospital and the patient.

Some people have discouraged this as they say that it is essential that a person be checked first. However, as of the current time, it is seen as one of the best ways to solve sexually transmitted infections which have become a big problem to a considerable population for quite some time now. Even though this is practical and is happening with some people, only two sexually transmitted diseases can be treated using the method, i.e., gonorrhea and chlamydia. The center has approved this for disease control prevention (CDC) because it is the only option for treating these patients when they cannot come to the hospitals for treatment due to the varied nature.

American College of Obstetricians and Gynecologists (ACOG) acknowledges that it is through the introduction of the treatment without physical presence that the rate of disease transfer and widespread has been lowered. One of the reasons that necessitated this kind of treatment is the increasing infertility rates, especially among ladies and women who cannot come out and seek medical attention (ACOG, 208). The inability to come out and seek medical attention is associated with fear and the deep-rooted feeling that a person did the wrong thing. The patients are always encouraged to stop feeling sorry for the past and face the future with optimism.

Other ways of encouraging that sexually transmitted infections do not make the population lame are through the encouragement of people to use condoms during sexual activity. This is one of the effective campaigns which make it possible for people to use condoms rather than risking themselves on a person whom they are not fully aware of his/ her status. Therefore campaigns like love condoms are entrusted with making people love condoms and therefore use them more. The more they are used, the more there is a high probability of preventing sexually transmitted diseases and infections. Therefore, these kinds of campaigns make it possible to spread sexually transmitted diseases to cease or the rate to go down or just slow. When the spread slows, it is good news for those in the medical field, and it is a sign of a positive reaction to the measure put into place.

The use of vaccines also helps a great deal in facing the challenge of sexually transmitted diseases. According to Dr. Marleen Temmerman, the department of reproductive health at the world health organization, sexually transmitted infections are among the most significant health setbacks. Therefore, it has to be addressed as soon as possible. The use of vaccines is one of the best ways to deal with this issue. When vaccines are used, it becomes straightforward for a person to live a stress-free life knowing that they won’t get the disease they were once so afraid about getting, and therefore their sex life gets better. An STD also prevents a person from enjoying sexual activity, makes it worrying, and therefore focusing on getting a vaccine makes things better for a sexually active age. Therefore in this accord, there has been a lot of increased research in this same area of interest whereby the different institutions, both public and private, are trying to come up with vaccines for different STDs. Therefore it shows that there is a bright future for sexually transmitted disease control and containment.

Another way to make sure that a reduced number of those affected by the different sexually transmitted infections is to make sure that a person knows their status. This is by providing mandatory or free screening at designated areas and times. For example, when it’s a holiday or when a person is joining a college or university, they might be encouraged to go for testing. Therefore, it becomes easier to treat them rather than just waiting in the hospitals for the extreme cases to be brought to the hospital for treatment and management. Several states have tried this, and it works very well. Therefore it is an encouragement for the other states to think of employing this same method to make sure that testing is done and if a person is suffering from a disease, they get treatment as fast as possible.

The encouragement and the mob awareness about these sexually transmitted infections and how to deal with them if they find themselves with them are also essential. This is because it is only when a person knows something when they can deal with it. Therefore this access to information like symptoms and signs is critical. Some teenagers and youths get to have some sexually transmitted diseases, and they do not know if they are suffering from that or what they are supposed to do. Still, with the knowledge, it becomes straightforward for them to solve these challenges and continue with their lives peacefully. In this same awareness creation, it is also essential to create awareness for proper sexual behavior, which helps a person be unable to get these kinds of diseases. Therefore the sexual behavior should be watched keenly, and they are guided in the right manner into what they are supposed to do and how their sexual behavior should be like if they want to avoid some of these diseases.

Society should also change what is believed or known about sexual activities and anything else related to that. When a person feels shame for having a sexually transmitted infection, it means they can almost look for medical attention. Therefore it is essential to encourage and talk openly about sexual behavior, activities, and all the different issues related to it and how they affect a person’s life. This is because sexuality is a core part of human life. If given the attention needed, it becomes straightforward and possible to prevent diseases and infections that make a person ashamed.

Other methods of making sure that the sexually transmitted diseases do not overwhelm the sexually active people and especially the youths are to engage the youth in activities. Through the engagement in different activities, the teenagers or the youths will meet their peers. Once the youth come together, it will be the elder’s work to kick start a conversation about the issue of sexually transmitted infection, they affect them, and what can be done. This way, the research carried out, and information can help make sure that the youth get the information and everything else possible to make it possible for them to prevent the spread of sexually transmitted infections. The teenagers can be excellent agents of this course of action; however, they have to be facilitated and given the full support they need.

Therefore, in conclusion, the above methods, strategies, and ways of action, if encouraged, upheld, and practiced, can help change the sexual beliefs and negative thinking about anyone who might have a sexually transmitted infection and instead be able even to help them get medical support which they need very much. The agents of this change are the parents at home, the teachers and school, and most importantly, the young people’s peers. This is because it is at this age when a person is sexually active that they are likely to contract some of these diseases. The government also has a role to play in availing testing capabilities to all its citizens and ensuring that their health is prioritized.

References

American College of Obstetricians and Gynecologists. (2018). ACOG Committee Opinion Number 737-Expedited partner therapy. Obstet Gynecol, 131, e190-3.

Habel, M. A., Becasen, J. S., Kachur, R., Eastman-Mueller, H., & Dittus, P. J. (2017). Community colleges: Rethinking STD prevention for the nontraditional college campus. Community college journal of research and practice, 41(11), 747-756.

https://doi.org/10.1080/10668926.2016.1220874

https://doi.org/10.1177%2F1090198119853008

Renfro, K. J., Haderxhanaj, L., Coor, A., Eastman-Mueller, H., Oswalt, S., Kachur, R., … & Dittus, P. J. (2020). Sexual-risk and STI-testing behaviors of a national sample of non-students, two-year, and four-year college students. Journal of American College Health, 1-8.

Whiting, W., Pharr, J. R., Buttner, M. P., & Lough, N. L. (2019). Behavioral interventions to increase condom use among college students in the United States: a systematic review. Health Education & Behavior, 46(5), 877-888.

Whiting, W., Pharr, J. R., Buttner, M. P., & Lough, N. L. (2019). Behavioral interventions to increase condom use among college students in the United States: a systematic review. Health Education & Behavior, 46(5), 877-888.

Juvenile Delinquency Due to Lack of Opportunities

Juvenile Delinquency Due to Lack of Opportunities

Student’s Name

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Juvenile Delinquency Due to Lack of Opportunities

Abstract

There are many reasons associated with juvenile delinquency and some of these include maltreatment, environmental factors, family instability, imitation from others, criminal neighborhoods and poverty among the families and places where these young people live. From the resources analyzed it is true that juvenile delinquency is most of the time not the problem or not caused by the desires of the youths but rather caused by experiences and issues the youths face and this is a difficult situation to deal with. The different articles offer ways to deal with the situations which face children and which lead to early offending in ways that do not bring them into situations which are not comfortable for example being arrested and tried in courts of law. However, the most important question is are the kids who are involved in early offending different from the ones who undergo the same issues and do not get involved in offending? The other question is how much money can be used to solve the issue and which strategy is the best in dealing with the issue of juvenile delinquency since it seems to get out of hand.

Statement of the Problem

Delinquency among the young people is a nationwide problem. However, delinquency does not always happen with all the youths and some youths especially those from well off families and those areas inhabited by what can be called economically or financially affluent are not majorly affected by youth delinquency. From the comments of Cuentas (2018), it is clear that youth delinquency is a process or a result of being exposed to situations which are not pleasing or even worthy for a person to live in. firstly the people of color and specifically black people tend to live in areas which are prone to crime and this results to the youths learning the ways of crime from the neighborhoods. This is because crime does not always change with location where people travel but remains in a neighborhood and the type of people a person associates with determine the kind of person they become.

However, these crime neighborhoods can be avoided as Cuentas states. however, in as much as they can be avoided, most of the time it is not even the neighborhoods that drives youths into crime. The major reason as to why youth get into crime is witnessing violent behavior and generally lacking opportunities for them to go on with their lives in the best manner possible. when youths lack opportunities because the government does not want to invest into their area, they get to understand that they are not valued in the society and even though they want to be good they end up in crime as it the only consolation they have because they trust nobody sees them and nobody cares about them. The youths also get to learn about systemic racism and even though they try, most of the times they get turned down and they find the experience very disheartening when they try to look for opportunities and every time they are turned down. However, this paper discusses the many reasons as to why youths especially from low-income families find it difficult to go on with normal life and resort to crime mainly because of lack of opportunities.

Research Hypothesis

The research hypothesis for this research is that; increased crime rates among African American youths from low-income areas is contributed to highly by the lack of opportunities in their areas.

The null hypothesis for the research is: lack of opportunities has no effect on the increased crime rates among the youths from low-income families.

Research Design and Methods

The research will use deductive research design. deductive reasoning research design is the type of research design that is based on deducing specific statements from general ones. For example, youths from financially unstable families engage in criminal activities. The other statement deductive statement under this might be Andrew is a youth from financially unstable family and therefore Andrew is likely to engage in criminal activities.

The research will also use cross-sectional design in that the research will be studied at one particular point in time. The major way of testing my hypothesis will be through observation, questionnaires and interviews of the resource persons who in this case will be both black and white youths from different financial backgrounds. I will also use secondary data for this research. Secondary data refers to the research done on a particular issue in the past. I will use journals and researches to bring out the fact that many people of color from low-income backgrounds engage in criminal activities due to lack of opportunities.

Survey Questions

Why do you think youths engage in crime?

Do you think youths from low-income backgrounds are likely to engage in criminal behaviors?

Why do you think so?

what opportunities might the youths lack so that they engage in criminal behaviors?

Is there anything that can be done for those already in criminal activities and save them?

Are there other opportunities apart from crime for the youths?

If yes, what are these opportunities?

What can the government do about criminals?

Do youth criminals need apprehension ordo they need saving?

Does enabling the families financially solve the issue of crimes?

What role does racial injustice play in the issue of criminal behavior of the youths?

What can non-profit organizations do to help the youths who are likely to engage in crime?

Is is the fault of the government that youths engage in crime?

What can the government do to prevent crime among the youth?

Do youths from financially stable families engage in crime?

Why do they engage/do not engage in crime?

What is the role of parents in dealing with youths with criminal behaviors?

Can racial justice and equality be achieved?

How can it be achieved?

Will achieving racial equality and equity solve criminal behaviors among the youths?

Literature review

‌(Annotated bibliography)

Cuentas, A. (2018). Poverty: Key Factors Contributing to High Juvenile Delinquency Rates. Medium. https://medium.com/@acuentas07/poverty-key-factors-contributing-to-high-juvenile-delinquency-rates-31f9aebc44e8#:~:text=Poverty%20is%20a%20reoccurring%20factor%20in%20juvenile%20delinquencyThis article states the major reason as to why a lot of youths get into violence. Poverty is the major thing and the article states that it is not always the wish of the young people to get involved into crime but depending with the situation they are in and seeing the injustice around them, crime remains the only option.

National Research Council and Institute of Medicine. (2001). Juvenile Crime, Juvenile Justice. National Academies Press. https://doi.org/10.17226/9747

‌This book portion discusses in chapter 2 (The Development of Delinquency), discusses the reasons as to why delinquency among the youth occurs and, in this part, mainly the reasons why delinquency among the youths is prevalent is that youths lack of opportunities and this is especially with the youths of color and those from areas inhabited by low-income communities.

Provide Opportunities for Children and Youth. (n.d.). Ojjdp.ojp.gov. https://ojjdp.ojp.gov/sites/g/files/xyckuh176/files/action/sec4.htm

This study looks into the manner in which children presented with opportunities are likely to be better than those who are not presented with opportunities. This is because according to the study, youths and young people always envision good lives ahead of them and this is not always possible since lack of opportunities makes them suffer a lot in the process. Therefore, even though some succeed, it is not always the case for most of the youths who are not provided with opportunities which can make them successful.

Young, S., Greer, B., & Church, R. (2017). Juvenile delinquency, welfare, justice and therapeutic interventions: a global perspective. BJPsych bulletin, 41(1), 21-29.

‌In this research the study looks at the juvenile delinquency tendencies as well as how these happen. The research also looks into the welfare of the youths and their families, if justice is served for those who are found in criminal activities as well as how just are the processes since some of the criminal activities are as a result of resource mis-appropriation. The last important part are therapeutic interventions employed by different governments and agencies towards the issue. If focuses on a global perspective from countries which are economically less developed to the countries with high economic development like the United States of America and the Great Britain.

Shader, M. (2001). Risk factors for delinquency: An overview. Washington, DC: US Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention.

This research looks into the different ways in which delinquency among the youths can be explained. As shader states, there are many different variations of explanations as to why different people engage in criminal activities or just mere delinquent practices. Therefore, this study looks into the different factors which lead to delinquency as well as what can be done to deal with these issues because even with justice and apprehension of those who are involved does not fully solve the issue but just covers the issue while in real sense there is a deep-seated problem which needs to be solved.

Poverty and Juvenile Delinquency in the United States – Free Essay Example. (2019, December 12). StudyDriver.com. https://studydriver.com/poverty-and-juvenile-delinquency-in-the-united-states/

In this article, poverty is explained in the manner in which it is a big contributor towards juvenile delinquency and how it matters that poverty leads to democracy while at the same time there is punishment. It states that for every year the unite states uses about $21 billion for the sake of curbing and dealing with juvenile crime. this becomes a very difficult problem if such amount of money is used for juvenile delinquency and still it does not end. Based on this the article does on to give suggestions of how the issue can be dealt with and can be solved.

Gogua, I. (2020, June 23). Juvenile Delinquency – Causes, Prevention, and the Ways of Rehabilitation. Penal Reform International. https://www.penalreform.org/blog/juvenile-delinquency-causes-prevention-and-the-ways-of/

In this article there is a discussion of how juvenile delinquency is caused by violent neighborhoods, imitation, family issues, psychological issues and the situation of being street kids. However, with all these causes the article takes the issue from a positive side and discusses that there is a chance that these issues can be solved and people return back of normal. One such way of solving the problems is generally rehabilitation and trying to create sense into the young people why they should not get involved into such cruel behaviors.

Cho, M., Haight, W., Choi, W. S., Hong, S., & Piescher, K. (2019). A prospective, longitudinal study of risk factors for early onset of delinquency among maltreated youth. Children and Youth Services Review, 102, 222-230.

‌this research looks into the area of juvenile or youth from a point of view of relationship between the cases of offending and early maltreatment of the same kids. For example, 5002 students in grade 3 were studied and when they got into age 6 to 8 years, they were noticed to have continuous offending cases and therefore the research offers solutions as ways of making sure that the students are not maltreated when they are young.

Analysis

Once data is collected the major ways of analysis will be by using essays to explain the results especially the interviews which is a qualitative approach while charts, tables and measures of central tendency like mean, mode and median will also be used.

Results

Results expected from the field and from the secondary data is that young people are highly affected by their environments and that whatever they go through determines the kind of people they become. Therefore, the best way to solve the issue of juvenile or youth delinquency is through helping the kids to grow in a healthy environment and making the environments safe for them to grow in and develop into positive and good people.

Recommendations

Based on the results it is clear that children formation is what determines what kind of people they become as they grow up. Whether a child is treated well or not determines if they will be able to be good people or fall under offending crimes. Therefore, good environment is necessary for the children to grow in. the other important thing is reduction of poverty levels and employing ways to curb crime in the criminal areas.

Juvenile Delinquency Theoretical Approach

Juvenile Delinquency Theoretical Approach

Student’s Name

Institution

Juvenile Delinquency Theoretical Approach

Juvenile delinquency can be referred as the act of young people who are under the legal age of being recognized by the particular nation as adults being involved in unlawful conduct. In today’s society, the juvenile has become victims of immorality and unethical behaviors which put them in trouble of facing law actions. Many theorists have come up with various philosophies that tend explain the reasons behind juvenile delinquency in a different perspective. The significant drive towards juvenile delinquency are peer pressure, erosion of conducts in the society where the youths are brought up in and desire of getting wealthier through illegal means such as drugs trafficking and burglary among many others (Bartollas, et.al 2017). Many theories explain juvenile delinquency, but in this discussion, the control theory and an early group-conflict theory will be put into consideration. In this paper, juvenile delinquency is elaborated in a profound extent with regards to the control theory and group-conflict theory in consideration of their application to juvenile delinquency, the weaknesses as well as the strongholds of these theoretic approaches.

The control theory is the best chosen theoretical approach that intensely explains about juvenile delinquency. The model by Hirschi was developing during the year 1969 and tends to consider juvenile misbehavior at an individual level. He argues that engagement into the misconducts is due to lack of goals and being uncommitted hence end up being uncontrolled. In his argument, Hirschi has suggested that the most appropriate way to explain juvenile delinquency is nonexistence of control. Apart from a commitment to conventionality, there are other types of controls required such as attachments to family, school and friends, involvement in the community, school and other development activities as well as belonging to various principles and beliefs (Thornberry, 2018). The theorist argues that the act of juvenile being involved in illegalities is inversely proportional to having the mentioned control values. In consideration of the control theory, peoples’ strong bond with the society comes as a result of more attachment, involvement and having firm beliefs. Hirschi hypothesizes that goals are essential for the elimination of delinquent behavior and it is crucial for the elimination of the elements that bring variation and constraints to the social cohesion.

It is clear according to the control theory that having success values with no means of achieving them may result in juvenile delinquency as it is the case in the initial stage with the absence of these goals. Therefore, with regards to the theory juvenile delinquency can be eradicated through emphasizing the social values as well as the family and school playing their part in the values to action (Siegel, & Welsh, 2014). For instance, let us take an example of a student who does not take his time to study and still have the goal of passing the examination as well as joining a tertiary level institution. To accomplish his objectives, he will be forced to go against the school roles by either copying from his colleagues or to cheat the examination in any other way which is an irregularity. If the supervisor tends to catch him cheating appropriate steps according to schools laws will be put into action, and the individual will end up suffering a punishment. The same case applies in the society where young people want to acquire things through illegal and unethical means. Thus they end up in juvenile courts. All this happens due to lack of values and self-principles that guides and gives control of what one is supposed to do.

The model takes the best theoretical approach in explaining juvenile delinquency as it is considered at the individual perspective and the community and other social groups are just taken as vessels of imposing core values and principles of preventing misconduct. The fundamental information regarding the theory is that an individual has the responsibility of controlling juvenile delinquency and has to make right decisions on the values as well as beliefs to follow (Hewitt, & DeLisi, 2016). On the other hand, the control theory has some weakness from various assumptions that Hirschi made when coming up with the model. The assumptions regarding not putting in consideration of the environmental conditions and other influential factors that might make juvenile get involved in the unlawful deeds. For instance, the juvenile gets involved in delinquency due to peer pressure or the act of being brought up in a moral deprived community. Here the case is different and there are more factors than control principles that have played a part in causing the misconduct. Therefore, there needs an in-depth consideration of such factors even though erosion of individual social principles significantly takes part.

On the other hand, the Group-conflict theory is regarded as the weakest theoretical approach in consideration of the juvenile delinquency. The theory was first written about by George Vold, an American sociologist in the year 1958. Vold postulated that juvenile criminality includes both the human acts and the judgment of the laws by the others whether the particular behaviors are acceptable and suitable or inappropriate and unacceptable in the society. Considering both factors, Vold considers definitions and judgment more significant in determining juvenile delinquency than the human behaviors (Greenwald, 2014). He explains that people and groups put values of judgment on the other acts thus defining them as either illegal or lawful. Vold refers the juvenile delinquency as the minority group and the society on the other hand as the majority group that determines what is right and wrong. He argues that the juvenile perceives to do right things, but according to police definition and law judgment that represents the adults’ world the deeds are considered unethical and illegal. Regarding the Vold’s primary argument, juvenile delinquency involves an intergenerational value conflict where the adults lead the society with their urge of controlling the legal processes.

The group-conflict theory is regarded as the weakest theory explaining about juvenile delinquency as it takes it in a different manner between the juvenile and the nation’s law which represents the adults. Vold assumes that the juvenile is always right apart from the put in place laws that perceives them as cut up. To an extent, the group-conflict theory is misleading and can result in disagreement within the community as the youth will fight back the legal laws arguing that they are put in place to undermine them. In actual sense, if one commits a criminal offense, the authority bodies have to take actions as per the law that protects the civilians’ rights (Burfeind, & Bartusch, 2015). A nation without law can be disorganized and one of the worst place to live in as their cognition could guide people and do things their beneficiaries without considering the life of the others.

With Regards to the discussion above, both Hirschi and Vold gives an entirely different theoretical approach regarding juvenile delinquency. Hence, the variation in regarding the control theory as the best model and the group-conflict as the weakest one. Having principles and core values to drive one’s personality and actions are the best way to curb juvenile misconduct. Therefore, it is the responsibility of the community and individual at a personal level to impose sound values and beliefs to the juvenile that will enable them to evade illegalities as well as having the capability to distinguish the right and wrong actions.

Bartollas, C., Schmalleger, F., & Turner, M. G. (2017). Juvenile delinquency. Pearson.

Burfeind, J., & Bartusch, D. J. (2015). Juvenile delinquency: An integrated approach. Routledge.

Greenwald, R. (2014). Trauma and juvenile delinquency: Theory, research, and interventions. Routledge.

Hewitt, J. D., & DeLisi, M. (2016). Delinquency in society. Jones & Bartlett Publishers.

Siegel, L. J., & Welsh, B. C. (2014). Juvenile delinquency: Theory, practice, and law. Cengage Learning.

Shoemaker, D. J. (2017). Juvenile delinquency. Rowman & Littlefield.

Taylor, R. (2014). Juvenile justice: Policies, programs, and practices. McGraw-Hill Higher Education.

Thompson, W. E., & Bynum, J. E. (2016). Juvenile delinquency: A sociological approach. Rowman & Littlefield.

Thornberry, T. (Ed.). (2018). Developmental theories of crime and delinquency. Routledge.

Kenyan diaspora within the US (2)

Kenyan diaspora within the US

Student’s Name

Institutional Affiliation

Course Number and Name

Instructor Name

Due Date

Diaspora in Kenya

Introduction

Reason for travelling to united states

Brief summary of the paper

Thesis statement

Reason for travelling to united and not any other developed country

Living standards

Reduced racism

Better paying jobs

High number of Kenyans already there

High number of African American individuals already present in the country

Argument

Comparison of developing countries (Kenya) and super power countries (united states)

Quality of life

Peace

Pollution

Infrastructure

Center of analysis

My interaction with different Kenyans

Their experiences

How they viewed The US before coming here

How their lives changed upon travelling to the united states

Life in Kenya from their experiences

Joblessness

Corruption

Wildlife

References

Cohen, R. (2008). Global diasporas: An introduction. Routledge.

Copeland-Carson, J. (2007). Kenyan diaspora philanthropy: Key practices, trends and issues. Unpublished paper prepared for the Philanthropy Initiative, Inc., and The Global Equity Initiative, Harvard University, Cambridge, MA.

Kinuthia, B. K., & Akinyoade, A. (2012). Diaspora and development in Kenya: what do we know?. Migration Policy Practice, 2(2), 16-20.

Otiso, K. (2009). Kenya in the crosshairs of global terrorism: fighting terrorism at the periphery. Kenya Studies Review, 1(1), 107-132.

Ssewanyana, D., Abubakar, A., Van Baar, A., Mwangala, P. N., & Newton, C. R. (2018). Perspectives on underlying factors for unhealthy diet and sedentary lifestyle of adolescents at a Kenyan coastal setting. Frontiers in public health, 6, 11.

Thomas, D. B. (1992). The place of the European in Kenya society. Wajibu, 7(3), 10-11.

Zeleza, P. T. (2010). African diasporas: toward a global history. African studies review, 53(1), 1-19.

Kenyan diaspora within the US

Kenyan diaspora within the US

Student’s Name

Institutional Affiliation

Course Number and Name

Instructor Name

Due Date

Kenyan diaspora within the US

Many different people go to different countries for a certain reason. Some people travel with their families while others travel solo. Some travel for short periods while others relocate completely to other countries. Every person always has a reason for relocation or travel. Sometimes it might be education, treatment, jobs among other issues. Most of the time the people from the developing countries travel to the already developed countries looking for greener pastures and these land them in countries in the west. The United States is one of the countries which have a unique combination of the population regarding their origin. The blacks and the whites even though not on the same level are very much present in the United States alongside other ethnic groups and races like Asians and Latinos. My focus in this paper is the Kenyan citizens who live in the United States, the reasons for relocation and I will focus majorly on my friend Mark who is a child to a Kenyan family who relocated to the United States from Kenya.

I got to know Mark during my senior years and we have grown to be friends who support each other in so many different ways. The story about his family is a special one as well as an interesting one. The daymark came to school he was not talkative and as most people assume, we thought that he was a black American who did not like talking to most other people because he did not want to be asked questions or anything to do with racism (Cohen, 2008). Therefore with my curiosity, I approached him one day and he told me that he is Kenyan and he was new to the United States, the language, the environment, and everything. From then on I decided to help him as much as I could and right now he is enjoying his stay here. Along the way, I got to learn so much about Kenya and I am already planning to visit the country in one of the holidays.

The first challenge was with the American English accent which he got to understand within a very short time. However, this was a bit complex because even in the United States there are different varieties of English apart from the standard one. However, with the help of research, I helped him. Within two weeks he was completely conversant with the American accent and he could talk to anyone fluently. He had an English origin in Kenya whereby English is the national language even though it is British English and not American English (Ssewanyana et al, 2018). After the basic introductions and showing him around he was ready to talk about the deep-seated issues within him which made his parents relocate to the United States. They included jobs and the desire for better living standards.

His father was already here working and studying as a neurosurgeon before the rest of the family came to the United States. After his father finished his doctor of philosophy in neurosurgery he requested the family to come to the United States so that they may live together. It was one decision that was very difficult for the family to make since the mother to Mark; Sophia was taking care of the grandmother to Mark. It was even a difficult decision to make since they had just begun large-scale farming under irrigation and they had a 6 bedroom house under construction. The father to Mark wanted them to celebrate together as he got the highest possible education certificate in the medical field and specifically neurosurgery. Upon this desire and request, Sophia Marks mother called for a family meeting and they had to discuss the issue so that everything was left in good hands. It was not the desire of everyone that they should leave. However, Sophia was very much interested in traveling to the USA to be with her husband.

When the grandmother to Mark began to talk he stated that it was very important for the activities which were ongoing to continue and that after the activities had to be done then traveling to the United States could be arranged. This made Sophia a bit uncomfortable but weighing the situation that was ahead of her she needed to consider what was more important than just traveling to the United States to be with her husband. At that time Mark was in form four the equivalent of k12 school system the four junior year’s high school. Therefore he went back to school knowing that sometime after his junior high school he would join the k12 school system as a senior in the United States. He outdid himself and he performed excellently. His mother and grandmother were left discussing how the 10 acres of land under irrigation were to be managed when they left and how the construction could be done fast enough to make sure it was done before they left.

From the day Marks father requested them to come to the United States it took about six months preparing for the journey so that everything could be done properly and also because it was for a long period. Sophia was a teacher who had just graduated with a master’s in educational planning and administration and that was her third degree as she had also done computer science. She was not practicing any of her learned careers since she was much focused on her family as she had a little kid and a family to manage.

After Mark closed schools they discussed the matter of traveling to the United States in a more versed manner than they had done before. The issues which came to the table were the reasons for relocating and they included better living standards and salaries, a high number of black Americans, and the reduced rate of racism. However, Mark kept thinking about his friends and he never even at one point imagined leaving Kenya for another country. He only imagined himself coming to the United States for holidays and not to stay here. He was a bit disturbed but hoped everything was to work well.

However, as Mark has stayed in the United States for more than 2 years now he has affirmed that the living standards here are better than in his original country Kenya. He has also affirmed that racism is not as much as it was before and that he can openly buy or walk into any place without having to worry about being bullied because he is black. Even though there are a few instances of being uncomfortable when dealing with white people some of them still believe it is okay to have black people below the whites. He made a joke as I was interviewing him and stated that if a white person tries to belittle him he just asks them if they know what his father or mother could do to him then he tells them to take care.

Even though the cost of living in the United States is higher than in Kenya the jobs are well paying especially for people who are seasoned in their careers like his mother and father. Therefore he states that with the better-paying jobs he is hoping to stay and look for a job here instead of going back home when he is done with school (Copeland-Carson, 2007). The high number of black Americans and African Americans also excites him and he is very fond of being around black people as he says that it brings him some kind of peace. Therefore he hopes that he is not racist but a neutral person who tries to belong to his kind of people.

When I asked him about the quality of life here he had different answers. First of all, he looked at the perspective of having an easy life where a person could get anything at the touch of a button. He said that in Kenya that was also very possible in the capital city which is Nairobi but in the rural areas it was not possible and therefore he had to take her mother’s car if her mother needed something and drive for about 3 miles before they could get a large quantity of what they wanted. However, he stated that life was enjoyable then because as he traveled he could interact with his friends, and even at times when what was needed was not that bulky he went with a bike (Kinuthia, & Akinyoade, 2012). Therefore he describes the United States as boring when it comes to interaction as almost everyone is on their phone and trying to order something.

He also stated that in Kenya the rate of pollution was very low as compared to the United States. First of all, he told me something which I never thought was true. He stated that Kenya had banned plastic bags and if a person was seen in public using plastic bags he could be fined. Therefore pollution was low. With the less levels of industrialization as well Kenyans were less likely to experience excessive air pollution as it is in the United States. He also stated that there was some peace he cannot find in the United States especially in the Kenyan rural areas. Nature was at its best and he could even go to the river and just stay at the bank and admire the environment around him a thing which he could not practice in the United States. Wildlife was also in large numbers in Kenya n parks and the united stated they are limited. The climate was also different and the level of joblessness was low.

In conclusion, the experiences of Mark and the interview about his stay in the United States of America left me with a better and brother view of Kenya and therefore I am more informed. His stay in the United States so far has been good and he hopes to go back to Kenya to have a good time with his grandma.

References

Cohen, R. (2008). Global diasporas: An introduction. Routledge.Copeland-Carson, J. (2007). Kenyan diaspora philanthropy: Key practices, trends, and issues. Unpublished paper prepared for the Philanthropy Initiative, Inc., and The Global Equity Initiative, Harvard University, Cambridge, MA.

Kinuthia, B. K., & Akinyoade, A. (2012). Diaspora and development in Kenya: what do we know?. Migration Policy Practice, 2(2), 16-20.

Ssewanyana, D., Abubakar, A., Van Baar, A., Mwangala, P. N., & Newton, C. R. (2018). Perspectives on underlying factors for an unhealthy diet and sedentary lifestyle of adolescents at a Kenyan coastal setting. Frontiers in public health, 6, 11.

The conditions for success in educational planning

KENYATTA UNIVERSITY (MAIN CAMPUS)

SCHOOL: OF EDUCATION

DEPARTMENT: OF EDUCATION MANAGEMENT, POLICY & CURRICULUM STUDIES

NAME: FRED OWILI OWINO

REG: E55/27782/2014

TASK: cat one;

UNIT: EMP/M/815

UNIT NAME: planning education to meet societal needs

LECTURER: DR KIRANGA GATIMU.

SUBMITTED ON: 17TH /03/2015.

About three decade ago RUSCO, GC wrote a book entitled, “The conditions for success in educational planning.” In what ways would you disagree/agree with a book written more than three decades ago? Give persuasive reasons for your position using examples from Kenya.

Planning is a rational process of preparing a set of decisions for future action. Educational planning is therefore the application of rational and systematic analysis to the process of educational development with the aim of making education more effective and efficient in responding to the needs and goals of individual and society. I would like to disagree with RUSCO, in his book conditions for success in educational planning, in that this book was written long time ago and by now a lot of changes has occurred on educational planning. These conditions stressed may be necessary or sufficient or both in that there may be conditions, no one of which is sufficient to produce the event, but all of which are necessary. There may be a condition sufficient to produce the event, although this condition may not be itself necessary because some other condition(s) may also be sufficient. Finally, there may be a single condition which alone is necessary and sufficient to produce the event.

He first highlights, legal, staffing and technical conditions are as the necessary conditions for successful educational planning. Thus, he finds recurrent concern with the legal bases which define the scope of educational planning and the institutional format for planning; the recruitment, training and deployment of educational planners; and the technical sophistication displayed by planners in collecting, analyzing and using data and in designing and utilizing educational models. Although the specific legal means by which educational planning is initiated and its institutionalized framework established varies somehow from country to country, there has been widespread agreement that educational planning requires a fairly specific legal framework. Such a framework usually includes the legal functions of the planning agency, its relations with other educational authorities and with other planning authorities, and its specific form. He said that the staffing of the planning officers though it was a seasonal variation in the number and kinds of planners employed should proceed relatively well as the government also keeps changing. He therefore concludes on the challenges of planning in regard to financing the whole process. The problem of the recruitment, training and deployment of educational planners, while still not totally resolved, has become increasingly amenable to a pragmatic solution. No longer does the problem seem to be one which requires some prior agreement on the definition of the ‘educational planner’. Rather, most people now agree that a variety of skills are necessary for planning. The need for demographers, statisticians, economists, sociologists and experts in all levels and kinds of education has been agreed upon if not everywhere met. In the last condition RUSCO brings in the element of technical conditions, that Much of the attention given to educational planning has been directed at improving the techniques of planning, ranging from better use of existing statistics to the application of complex models of linkages between education and national development. survey of the legal, staffing and technical conditions conventionally associated with educational planning suggests that such conditions are not sufficient to ensure success in educational planning.

He said that the success in educational planning does not fully depend on only those factors but also must be able to look at the constraints of education planning such as political interference and administrative factors that tries to hinder development in educational planning.

These arguments are rather far much backdated having seen especially greater development in educational planning. That there are a lot of factors to consider in developing strategies to cater for success which are the policy for planning. The first four of which deal with policy making, the fifth with planning and sixth and seventh with policy adjustment:

(i) Analysis of the existing situation.

(ii) The generation of policy options.

(iii) Evaluation of policy options.

(iv) Making the policy decision.

(v) Planning of policy implementation.

(vi) Policy impact assessment.

(vii) Subsequent policy cycles.

In the present state of Kenya a number of policies have been put in place to outlaw the RUSCOS ideas which are majorly outdated, the government in conjunction with UNESCO has brought out clear guidelines in making sure that planning for education is a success. Some of this we see in the millennium goals of education, the constitution of Kenya 2010 and even the UNESCO journal guidelines. That the current situation needs a clear guideline on the seven policies for educational planning. The conceptual framework for policy analysis and its application to the four exemplary cases vividly indicate that education planning cannot be purely technical or linear. It deals with an educational enterprise that is not characterized by unambiguous issues, clearly defined objectives, undisputed causal relationships, predictable rationalities and rational decision-makers. Education policy planning, as such, is by necessity a series of untidy and overlapping episodes in which a variety of people and organizations with diversified perspectives are actively involved in the processes through which issues are analyzed and policies are generated, implemented, assessed and adjusted or redesigned. Education planners thus need a methodological approach, to capture the intricacies of both policies and processes, to give deliberate attention to every element of the policy planning process, and to gauge the evolving dynamics of the system (flow, procedure, form, and interaction among interest groups).A conceptual frame work is sometimes followed to the later in Kenya but then at times most of the decisions made in planning of education are done by the politicians, this interference which always leaves the planners with o decisions but to work out ways of helping implement them.eg the laptop project and the free primary and secondary day school.

COPARE AND CONTRUST the claim by Michal Hopkins that The manpower forecasting debate was carried out vigorously in the 1970s and 1980s but appeared to end with the notion that all forecasting techniques that purported to assess manpower requirements in the future were dubious and that the future lay with labour market analysis and labour market signaling. In general, the monograph disputes the first notion but agrees that the, often over-simplified and non-flexible forecasting models of the past, should be supplemented with better data and improved labour market analysis.

Man power approach method was preferred by economists in the 1950s and 1960s Based on the argument that Economic growth is the mainspring of a nation’s overall development -thus should be the prime consideration in allocating scarce resources. Economic growth requires not only physical resources but also human resources to organize and use them.The focus of this approach is to forecast the manpower needs of the economy. It stresses on output from the educational system to meet the man-power needs at some future date. Manpower planning is based on the attempt to forecast the future demand for educated manpower Given the length of time taken to produce educated professional people, such forecasts may have to be made for some years e.g. fifteen years in the case of scientists, engineers, or medical doctors. There was a dubious discussion between 1970s and 1980s which was very vigorous, the findings shifted goals to labour market analysis. That manpower approach gives educational planner a limited guidance on what can actually be achieved in every level of education e.g. primary education, secondary education, etc. The approach says nothing about primary education, which is not considered to be work connected. It suggests the curbing of the expansion of primary education until the nation is rich enough to expand it. It focuses more attention on the cream of education that will contribute to manpower development in the society. It focuses on manpower needs mostly in the urban employment. It does not focus on semi-skilled and unskilled workers in the cities and vast majority of workers that live in rural areas. (Over production of engineers’ vs. masons).It relies on employment classifications and manpower ratios such engineers to technicians; doctors to nurses etc from industrialized countries or economy. This does not fit into the realities of less developed countries of Africa. It is therefore impossible to make reliable fore-cast of manpower requirements far enough ahead of time because of economic, technological, political and other uncertainties which may occur. This Approach has largely been applied at the level of persons with higher education and has tended to ignore those with lower levels of education, i.e. the great majority of workers; Limits itself to headcounts and ignores the effects of movements in wages and other prices; largely makes use of employment data relating to the public sector and/or to large private firms, whereas in developing countries the majority of workers are liable to be in small firms and/or in the informal sector; It is based on the historical relationship between output and labour, which is then extrapolated forward decades ahead; It is gender insensitive Man-power & women power

Labour market analysis is an approach/methodology that presents a major shift from the manpower planning approach.  Manpower planning focuses on skilled and formal labour only and is gender biased (woman power, manpower),

Labour market analysis categorizes labour employed and unemployed, skilled, semi-skilled and unskilled, formal and informal, male and female. The basis of policy analysis lies in the recognition of the inability of human beings to anticipate future developments accurately. E.g. the conceptual problems in the manpower approach it that it implies that the main purpose of education is employment. But education encompasses a wider perspective of producing a human person who would be able to play a meaningful role in society. The labour market is a generalized concept representing the interaction between:

the supply (number of persons available for work) &

the demand (number of jobs available) and

the wage rate effects of education/output, outcome

The keyword “planning” is out “policy” and “analysis” has become keywords. Policy has more modest, short-term affectation than planning. Labour market analysts constantly adjust short and medium term analyses to reflect changing conditions while keeping the long-term in mind. The horizon of the manpower planner is long, sometimes as long as twenty years. The labor market analyst has a much shorter horizon.  Manpower planning makes unrealistic estimates/forecasts. It is difficult to make reliable forecasts of manpower requirements for a long period of time.

Society is dynamic and political, economic, social and technological changes can take place any time. A significant focus of labor market analyses is the concern for poverty and equity rather than strictly production efficiency. (How much you produce given certain inputs)

In labour market analysis efficiency is no longer the only criterion of social action rather equity and poverty considerations are taken into account. It is therefore concerned with correcting present imbalances in the labor market and in reassessing the situation periodically in order to take additional corrective action as necessary. Hence Michal Hopkins that the manpower forecasting debate was carried out vigorously in the 1970s and the 1980s, making the labour market analysis most suitable approach to use. The manpower planning school stresses labour market research and labour market

Signaling as ‘the’ alternative to manpower forecasting. There is no objection to the need for alternative techniques but, as also argued, there is a need to perform, and perfect, forecasting to provide a future vision to assist in the assessment of training and educational needs. The labour market signaling chapter showed that even with relatively detailed surveys, the identification of mismatches on the labour market and future training needs is not straightforward. The data collected in the surveys would help to calibrate some.

Reference

Caillods, F. 1991. Educational planning for the year 2000. IIEP Contributions No. 4. Paris: UNESCO/International Institute for Educational Planning.

G. C. Ruscoe 1969.The Conditions for Success in Educational Planning. UNESCO: International Institute for Educational Planning

Hallak, J. 1991. Educational planning: reflecting on the past and its prospects for the future. IEP Contributions No. 2. Paris: UNESCO/International Institute for Educational Planning.

LYONS, R. F. (ed.). Problems and strategies of educational planning: lessons from Latin America. Paris, Unesco/IIEP, 1965, 117 p., tables.

Key Historical Figures in or relating to the Field of Psychology (2)

Key Historical Figures in or relating to the Field of Psychology

Aaron Beck

Abraham Maslow

Albert Bandura

Albert Ellis

Alfred Adler

Alfred BinetAlfred Kinsey

Anna Freud

Aristotle

B.F. Skinner

Carl Jung

Carl Rogers

Carol Gilligan

Charles Darwin

Charles Spearman

Ernest HilgardDavid Wechsler

Diana BaumrindDorothea Dix

Edward Bradford Titchener

Edward Thorndike

Edward TolmanEgas Moniz

Elizabeth Loftus

Erik Erikson

Ernst Heinrich Weber

Franz Anton Mesmer

Franz Gall

G. Stanley Hall

George Miller

Gustav Fechner

Hans Eysenck

Hans SelyeHarry Harlow

Helen Bradford Thompson Woolley

Henry Murray

Herman EbbinghausHerman Rorschach

Howard Gardner

Ivan Pavlov

James Cattell

Jean Piaget

John Berry

John Dewey

John Garcia

John Locke

John Stuart Mill

John Watson

Joseph WolpeKaren Horney

Konrad Lorenz

Lawrence KolbergLeon FestingerLeta S. HollingworthLewis TermanMargaret Floy Washburn

Mary Ainsworth

Mary Cover Jones

Mary Whiton Calkins

Max Wertheimer

Noam Chomsky

Paul BrocaPaul Costa/Robert MccraePhilippe Pinel

Phillip Zimbardo

Phineas Gage

Plato

Rene DecartesRobert Yerkes

Roger Sperry

Rosalie Rayner

Sandra BemSigmund Freud

Sir Francis Galton

Soloman Asch

Stanley Milgram

Stanley SchachterWalter B. Cannon

Wilhelm Wundt

William James

William Stern

Wolfgang Kohler

Key Historical Figures in or relating to the Field of Psychology (3)

Key Historical Figures in or relating to the Field of Psychology

Aaron Beck

Abraham Maslow

Albert Bandura

Albert Ellis

Alfred Adler

Alfred BinetAlfred Kinsey

Anna Freud

Aristotle

B.F. Skinner

Carl Jung

Carl Rogers

Carol Gilligan

Charles Darwin

Charles Spearman

Ernest HilgardDavid Wechsler

Diana BaumrindDorothea Dix

Edward Bradford Titchener

Edward Thorndike

Edward TolmanEgas Moniz

Elizabeth Loftus

Erik Erikson

Ernst Heinrich Weber

Franz Anton Mesmer

Franz Gall

G. Stanley Hall

George Miller

Gustav Fechner

Hans Eysenck

Hans SelyeHarry Harlow

Helen Bradford Thompson Woolley

Henry Murray

Herman EbbinghausHerman Rorschach

Howard Gardner

Ivan Pavlov

James Cattell

Jean Piaget

John Berry

John Dewey

John Garcia

John Locke

John Stuart Mill

John Watson

Joseph WolpeKaren Horney

Konrad Lorenz

Lawrence KolbergLeon FestingerLeta S. HollingworthLewis TermanMargaret Floy Washburn

Mary Ainsworth

Mary Cover Jones

Mary Whiton Calkins

Max Wertheimer

Noam Chomsky

Paul BrocaPaul Costa/Robert MccraePhilippe Pinel

Phillip Zimbardo

Phineas Gage

Plato

Rene DecartesRobert Yerkes

Roger Sperry

Rosalie Rayner

Sandra BemSigmund Freud

Sir Francis Galton

Soloman Asch

Stanley Milgram

Stanley SchachterWalter B. Cannon

Wilhelm Wundt

William James

William Stern

Wolfgang Kohler