AIMS OF EDUCATION.doc

8/11/2019 AIMS OF EDUCATION.doc

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AIMS OF EDUCATIONThere are, however, issues relating to education about which wehave a fairly clear idea and about which there ought to be generalagreement to a large extent. It would be helpful to seek an

answer to the question what ought to be the aims of education?by way of our engagement with these issues!"i# $chool education is a deliberate and more%orless externalintervention in the life of a child. &lthough much learning andteaching takes place at home, in the neighbourhood community,and in actual living communities in rural and tribal India, theschool introduces the child to an environment of teaching andlearning that, quite by design, marks itself o' from the rest of thechilds environment. Tagores experience of his (rst day at schoolis repeated with greater or less intensity in most childrens (rstencounter with school! )*all of a sudden I found my worldvanishing from around me, giving place to wooden benches andstraight walls staring at me with the blank stare of the blind.+-hile the school must perhaps have boundaries of its ownas thelife of the school cannot /ust be merged with the life of thecommunity around ittheseboundaries must not become barriers. They must, on the otherhand, facilitate the creation of vital links between childrensexperiences at home and in the community and what the school

o'ers them."ii# $elf%knowledge is diametrically opposed to self%ignorance andself%deception. To be deceived by others is bad but to be deceivedby oneself is even worse. 0owever, unfortunately, we deceiveourselves much of the time. The big fat ego, which most of ushave, can remain fat only on a daily diet of self%deception. $elf%knowledge can be achieved only through the knowledge of theother, and one cannot know the other without being /ust to theother. 1ducation must be a continuous process of self%discovery,

of learning the truth about oneself. This is a life long process2 butthe school, through insightful teaching and learning situations ofvarious kinds, can bring home to the child the great importance ofthis process."iii# There is need to convince the child or the adolescent of thesuperiority of a life of virtues to a life of vice and wickedness. Theonly way to do this is to e'ectively demonstrate that genuine


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human happiness can spring only from a life lived in accordancewith virtues. 3ut, how is this to be done? 0ow is one to counterthe opposite belief that it is not the virtues but power and wealththat are constitutive of true happiness? In a world where the latter

belief is pre%dominant, it may be impossible to teach the value ofvirtues to our children. -e need, therefore, to create thepossibility of profound questioning of our social structure, andshow in various ways the deep connection between humandiscontent and a life devoid of virtues.


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@eeping in mind the current pace at which the Indian advertisingindustry is moving the industry is expected to witness a ma/orboom in the times ahead. If the experts are to be believed thenthe industry in the coming times will form a ma/or contribution to

the AB.

INDUSTRIAL POLLUTION

Industrial pollutionis pollution which can be directly linked withindustry, in contrast to other pollution sources. This form ofpollution is one of the leading causes of pollutionworldwide2 inthe Cnited $tates, for example, the 1nvironmental Brotective&gency estimates that up to D9E of the nationFs pollution iscaused by industry. 3ecause of its si5e and scope, industrial

pollution is a serious problem for the entire planet, especially innations which are rapidly industriali5ing, like Ghina.

This form of pollution dates back to antiquity, but widespreadindustrial pollution accelerated rapidly in the 6H99s, with the startof the Industrial =evolution. The Industrial =evolution mechani5edmeans of production, allowing for a much greater volume ofproduction, and generating a corresponding increase in pollution.

The problem was compounded by the use of fuels like coal, whichis notoriously unclean, and a poor understanding of the causesand consequences of pollution.

There are a number of forms of industrial pollution. ;ne of themost common is water pollution, caused by dumping of industrialwaste into waterways, or improper containment of waste, whichcauses leakage into groundwater and waterways. Industrialpollution can also impact air quality, and it can enter the soil,causing widespread environmental problems.

3ecause of the nature of the global environment, industrialpollution is never limited to industrial nations. $amples of icecores from &ntarctica and the &rctic both show high levels ofindustrial pollutants, illustrating the immense distances whichpollutants can travel, and traces of industrial pollutants havebeen identi(ed in isolated human, animal, and plant populationsas well.
http://www.wisegeek.com/what-cities-have-the-worst-pollution.htmhttp://www.wisegeek.com/what-are-the-most-common-causes-of-pollution.htmhttp://www.wisegeek.com/what-is-a-revolution.htmhttp://www.wisegeek.com/which-country-is-most-dependent-on-coal.htmhttp://www.wisegeek.com/what-is-groundwater.htmhttp://www.wisegeek.com/what-are-some-environmental-problems.htmhttp://www.wisegeek.com/what-cities-have-the-worst-pollution.htmhttp://www.wisegeek.com/what-are-the-most-common-causes-of-pollution.htmhttp://www.wisegeek.com/what-is-a-revolution.htmhttp://www.wisegeek.com/which-country-is-most-dependent-on-coal.htmhttp://www.wisegeek.com/what-is-groundwater.htmhttp://www.wisegeek.com/what-are-some-environmental-problems.htm


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Industrial pollution hurts the environment in a range of ways, andit has a negative impact on human lives and health. Bollutantscan kill animals and plants, imbalance ecosystems, degrade airquality radically, damage buildings, and generally degrade quality

of life. actory workers in areas with uncontrolled industrialpollution are especially vulnerable.

& growing awareness of factory pollution and its consequenceshas led to tighter restrictions on pollution all over the world, withnations recogni5ing that they have an obligation to protectthemselves and their neighbors from pollution. 0owever,industrial pollution also highlights a growing issue.

INFORMAL TECNOLOGY

>iterature has identi(ed formal and informal channels in

university technology transfer. -hile formal technology transfer

typically involves a legal contract on a patent or on collaborative

research activities, informal transfer channels refer to personal

contacts and hence to the tacit dimension of knowledge transfer.

=esearch is, however, scarce regarding the interaction of formal

and informal transfer mechanisms. In this paper, we analy5e

whether these activities are mutually reinforcing, i.e.

complementary. ;ur analysis is based on a comprehensive

dataset of more than 8,999 erman manufacturing (rms. -e

perform direct and indirect tests for the complementarily of

formal and informal technology transfer. ;ur results con(rm a

complementary relationship! using both transfer channelscontributes to higher innovation performance. The management

of the (rm should therefore strive to maintain close informal

relationships with universities to reali5e the full potential of formal

technology transfer. %%
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TERRORISM

Terrorism is the systematic use of terror, esinternational community, however,

terrorism has no universally agreed, legally binding, criminal law definition.

Common definitions of terrorism refer only to those violent acts which are

intended to create fear (terror), are perpetrated for a religious, political or

ideological goal, and deliberately target or disregard the safety of non-combatants

(civilians). Some definitions now exclude acts of state terrorismand some also

include acts of unlawfulviolence and war. The use of similar tactics by criminal

organiations forprotection rac!etsor to enforce a code of silenceis usually not

labeled terrorism though these same actions may be labeled terrorism when done

by a politically motivated group.

The word "terrorism" is politically and emotionally charged. and this greatly

compounds the difficulty of providing a precise definition. Studies have found over

#$$ definitions of %terrorism&. The concept of terrorism may itself be controversial

as it is often used by state authorities (and individuals with access to state support)to delegitimie political or other opponents, and potentially legitimie the state's

own use of armed force against opponents (such use of force may itself be

described as "terror" by opponents of the state).

Terrorism has been practiced by a broad array of political organiations for

furthering their obectives. t has been practiced by both right-wing and left-wing

political parties, nationalisticgroups, religious groups, revolutionaries, and ruling

governments.*+ n abiding characteristic is the indiscriminate use of violence

against noncombatantsfor the purpose of gaining publicity for a group, cause, or

individual pecially as a means of coercion.
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POSITIVE ATTITUDE

Bositive attitude helps to cope more easily with the daily a'airs of

life. It brings optimism into your life, and makes it easier to avoidworry and negative thinking. If you adopt it as a way of life, it will

bring constructive changes into your life, and makes them

happier, brighter and more successful. -ith a positive attitude

you see the bright side of life, become optimistic and expect the

best to happen. It is certainly a state of mind that is well worth

developing and strengthening.

P!sitive attitude "ani#ests in t$e #!%%!&ing &ays'

Bositive thinking.

Gonstructive thinking.

Greative thinking.

1xpecting success.

;ptimism.

:otivation to accomplish your goals.

3eing inspired.

Ghoosing happiness.

Jot giving up.

>ooking at failure and problems as blessings in disguise.

3elieving in yourself and in your abilities.Aisplaying self%esteem and con(dence.

>ooking for solutions.

$eeing opportunities.


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COMPANY STRUCTURE

n organizational structure consists of activities such as tas! allocation,

coordination and supervision, which are directed towards the achievement of

organiational aims. t can also be considered as the viewing glass or perspective

through which individuals see their organiation and its environment.

n organiation can be structured in many different ways, depending on their

obectives. The structure of an organiation will determine the modes in which it

operates and performs.

rganiational structure allows the expressed allocation of responsibilities fordifferent functions and processes to different entities such as the branch,

department, wor!groupand individual.

rganiational structure affects organiational action in two big ways. /irst, it

provides the foundation on which standard operating procedures and routines rest.

Second, it determines which individuals get to participate in which decision-

ma!ing processes, and thus to what extent their views shape the organiation0s

actions. The set organiational structure may not coincide with facts, evolving in

operational action. Such divergence decreases performance, when growing. 1.g. awrong organiational structure may hamper cooperation and thus hinder the

completion of orders in due time and within limits of resources and budgets.

rganiational structures shall be adaptive to process re2uirements, aiming to

optimie the ratio of effort and input to output.

rganiational structures developed from the ancient times of hunters and

collectors in tribal organiations through highly royal and clerical power structures

to industrial structures and today's post-industrial structures.

s pointed out by 3ohr (#4+5, pp. #$56#$7), the early theorists of organiationalstructure, Taylor, /ayol, and 8eber "saw the importance of structure for

effectiveness and efficiency and assumed without the slightest 2uestion that

whatever structure was needed, people could fashion accordingly. rganiational

structure was considered a matter of choice... 8hen in the #47$s, the rebellion

began that came to be !nown as human relations theory, there was still not a denial

of the idea of structure as an artifact, but rather an advocacy of the creation of a
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different sort of structure, one in which the needs, !nowledge, and opinions of

employees might be given greater recognition


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ECONOMIC RECESSION

=ecurrent ma/or depressions in the world economy at the pace of89 and D9 years "often referred to as the business cycle# havebeen the sub/ect of studies since Kean Gharles >Lonard de$ismondi "6MM7N6HO8# provided the (rst theory of crisis in acritique of classical political economyFs assumption of equilibriumbetween supply and demand. Aeveloping an economic crisistheory become the central recurring concept throughout @arl:arxFs mature work. :arxFs law of the tendency for the rate ofpro(t to fallborrowed many features of the presentation of Kohn$tuart :illFs discussion Of the Tendency of Prots to a Minimum"Brinciples of Bolitical 1conomy 3ook IP Ghapter IP#. The theory is

a corrollary of the Tendency towards the Centralization of Prots.

In a capitalist system, successfully%operating businesses returnless money to their workers "in the form of wages# than the valueof the goods produced by those workers "i.e. the amount ofmoney the products are sold for#. This pro(t(rst goes towardscovering the initial investment in the business. In the long%run,however, when one considers the combined economic activity ofall successfully%operating business, it is clear that less money "inthe form of wages# is being returned to the mass of thepopulation "the workers# than is available to them to buy all ofthese goods being produced. urthermore, the expansion ofbusinesses in the process of competing for markets leads to anabundance of goods and a general fall in their prices, furtherexacerbating the tendency for the rate of prot to fall.

The viability of this theory depends upon two main factors! (rstly,the degree to which pro(t is taxed by government and returned tothe mass of people in the form of welfare, family bene(ts and

health and education spending2 and secondly, the proportion ofthe population who are workers rather than investorsQbusinessowners. iven the extraordinary capital expenditure required toenter modern economic sectors like airline transport, the militaryindustry, or chemical production, these sectors are extremelydiRcult for new businesses to enter and are being concentrated infewer and fewer hands.
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1mpirical and econometric research continue especially in theworld systems theoryand in the debate about Jikolai @ondratievand the so%called D9%years @ondratiev waves. :a/or (gures ofworld systems theory, like &ndre under rank and Immanuel

-allerstein, consistently warned about the crash that the worldeconomy is now facing-orld systems scholars.

TECNOLOGY

Te($n!%!gy is the making, usage, and knowledge of tools,

machines, techniques, crafts, systemsor methods of organi5ation

in order to solve a problem or perform a speci(c function. It can

also refer to the collection of such tools, machinery, and

procedures. The word technologycomes from reek!"#$%technolog&a'2 from ()%t*chn+', meaning Sart, skill, craftS, and

,!"#$ %,log&a', meaning Sstudy of%S. The term can either be

applied generally or to speci(c areas! examples include

construction technology, medical technology, and information

technology.

Technologies signi(cantly a'ect human as well as other animal

speciesF ability to control and adapt to their natural environments.

The human speciesF use of technology began with the conversionof natural resources into simple tools. The prehistoricaldiscovery

of the ability to control (reincreased the available sources of food

and the invention of the wheelhelped humans in travelling in and

controlling their environment. =ecent technological

developments, including the printing press, the telephone, and

the Internet, have lessened physical barriers to communication

and allowed humans to interact freely on a global scale. 0owever,

not all technology has been used for peaceful purposes2 thedevelopment of weaponsof ever%increasing destructive power has

progressed throughout history, from clubsto nuclear weapons.

Technology has a'ected societyand its surroundings in a number

of ways. In many societies, technology has helped develop more
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advanced economies"including todayFs global economy# and has

allowed the rise of a leisureclass. :any technological processes

produce unwanted by%products, known as pollution, and deplete

natural resources, to the detriment of the 1arth and its

environment. Parious implementations of technology in4uencethe values of a society and new technology often raises new

ethical questions. 1xamples include the rise of the notion of

eRciency in terms of human productivity, a term originally

applied only to machines, and the challenge of traditional norms.
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TE PAY OF )OMEN IN TE DEVELOPMENT OF

SOCIETY

&s womenFs educational attainment in :1J& countries hasincreased, more women have moved into the /ob market. 3utwomenFs participation in the labor force is still low! ;nly 89percent of women ages 6D and older in :1J& countries are in thelabor force the lowest level of any world region. The highestlevels of native female labor force participation in :1J& countriesare found in >ebanon, :orocco, Turkey, and emen, where womenconstitute more than 8D percent of the labor force. 3ut thoserates are lower than rates found outside the region. In rance, forexample, women make up OD percent of the labor force2 inIndonesia, which is home to the worldFs largest :uslim population,women make up 7H percent of the labor force. The lowest rates oflabor force participation are seen among women native to thecountries of the ulf Gooperation Gouncil, a group of sixconservative monarchies.

-omen who live in countries with a large agricultural sector, suchas 1gypt, Iran, $yria, and emen, tend to work mainly in thatsector, although some :1J& countries have been more successful

in getting women into nonagricultural occupations. :orocco,Tunisia, and Turkey, for example, have been able to engagewomen in the countriesF export%manufacturing sectors.

:ost of the :1J& women who work outside the agricultural sectorare college%educated professionals employed mainly ingovernment "except in >ebanon, where the ma/ority of the femalelabor force is found in the private sector#. & smaller share ofwomen work in factories, but many lack the educationalquali(cations of factory workers in countries such as Ghina,Pietnam, and the nations of the former $oviet bloc.

The current high unemployment rates among men in :1J&countries make it harder for women to compete in male%dominated /ob markets, and womenFs unemployment rates arehigher than those of men in the region. In $audi &rabia, where


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$audi women account for only M percent of the labor force, theunemployment rate for women in 6UUU was 6V percent, morethan double the unemployment rate for men.6H In 8999, theunemployment rate among urban Iranian women was 8D percent,

compared with 6V percent for men2 in rural areas of the country,womenFs unemployment reached 89 percent, versus 6M percentfor men.


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IMPORTANCE OF COMMUNICA*LE S+ILL INTECNICAL EDUCATION

or decades, various groups and institutions within the accountingprofession have been advocating a change in accounting

education to address the skills necessary for success in the

workplace. The 6UHU 3ig 1ight white paper )Berspectives on

1ducation! Gapabilities for $uccess in the &ccounting Brofession+

(rst emphasi5ed the need for general skills, including

communication, intellectual, and interpersonal skills. The

&ccounting 1ducation Ghange Gommission was subsequently

established to help educators achieve the white papers

ob/ectives. $ince then, many have suggested incorporating into

accounting curricula classroom activities that enhance

nontechnical, or )soft,+ skills in accounting education.

:any accounting programs responded by incorporating into their

curriculum group work, essay exams, and oral presentations. In

addition, some textbooks have deleted technical information or

have placed it in the appendices, which is signi(cant, because

courses are often textbook%driven. :any accounting professorsthat changed emphasis to the soft skills are now reemphasi5ing

technical skills, because their experience has convinced them

that class time is better used for developing students technical

accounting skills.

:uch research has been conducted in search of de(nitive

accounting skills. The perceptions of GB&s, accounting educators,

students, and-ortune

D99 executives have been studied. The

ma/ority have ranked communication as the most important skill

in accounting. & survey by Cso' and eldermann %.ournal of

/ducation for 0usiness, :archQ&pril 6UUH# found that students

thought that accounting knowledge was the most important skill.

3ased on this (nding, Cso' and eldermann concluded that


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students were out of touch and suggested that undergraduate

students needed to be more aware of the importance of

nontechnical skills.


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PO)ER CRISIS

It has become a common sight that angry citi5ens take to the

streets in protesting against the abysmal power situation. $omeof the areas receive only an hour of electricity every day. Bolice

has to control the law and order situation on account of peoples

agitation.

$tate governments blame Gentre for not allocating enoughelectricity to their states. The overnments try to blame itspredecessor. The people do not buy this excuse. -ho is to blamefor the abysmal power situation this summer?

Those in overnment (nd it easiest to pass the buck. The statesblame the Gentre. The Gentre blames the states. Bower is on theGoncurrent >ist of the Gonstitution. 3oth the Gentre and statesmust share the blame.

The Gentre must take the rap for the shortage in generation ofpower. The peak power de(cit%the gap between demand andsupply in the summer of 8969%according to the overnmentFs owncalculations was 69.H per cent. The responsibility for distributing

available power ineRciently falls on the states. >osses indistribution average over 79 per cent across India.

&t the Gentre, the power, environment, coal and heavy industriesministries have in various ways acted as obstacles to the additionof capacity. In the states, populist governments and spinelesselectricity regulators have done little to reform ailing distributionnetworks. The situation is expected to get worse before it getsbetter.

The Gentral 1lectricity &uthority "G1, the main advisory body tothe Cnion power minister, has set a target of 699,999 mw ofadditional power generation in the period of the 68th (ve%yearplan between 8968 and 896M. That is what is needed to meet thepower demand of an economy forecast to grow at U per cent perannum. The Blanning Gommission accepts this target but


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1nvironment :inistry does not which says that the target isSecologically unsustainableS.

1nvironment :inistry is worried about the impact this additionalgeneration will have on climate change. $eventy per cent of thisadditional capacity is to be added through coal%based thermalpower.

KNOWLEDGE IS POWER

SIntellectuals in their self%4attering wish%ful(llment say that

knowledge is power, but the truth is that knowledge further

empowers only those who have or can acquire the power to use

it.S

This is something that was really hard to read at (rst, especially

as someone who is overeducated and clearly spends a lot of time

thinking about educating other people about science. 3ut I

reali5ed that it also gets at something that IFve been thinking

about a lot lately when it comes to pro/ects like AIbio "do%it%

yourself biology# that aim to Sdemocrati5eS scienti(c research. or

example, from :eredith BattersonFs S3ioBunk :anifestoS!

3iopunks deplore restrictions on independent research, for theright to arrive independently at an understanding of the world

around oneself is a fundamental human right. Guriosity knows no

ethnic, gender, age, or socioeconomic boundaries, but the

opportunity to satisfy that curiosity all too often turns on

economic opportunity, and we aim to break down that barrier. &

thirteen%year%old kid in $outh Gentral >os &ngeles has /ust as

much of a right to investigate the world as does a university

professor. If thermocyclers WAJ& copying machinesX are tooexpensive to give one to every interested person, then weFll

design cheaper ones and teach people how to build them.

I completely agree that everyone should be able to experience

the wonder of the natural world the way that I do as a scientist,

and the work that AIbio has done to promote scienti(c
http://scienceblogs.com/oscillator/2010/03/diybio_and_the_gentleman_scien.phphttp://diybio.org/http://en.wikipedia.org/wiki/DIYbiohttp://en.wikipedia.org/wiki/DIYbiohttp://maradydd.livejournal.com/496085.htmlhttp://scienceblogs.com/oscillator/2010/03/diybio_and_the_gentleman_scien.phphttp://diybio.org/http://en.wikipedia.org/wiki/DIYbiohttp://en.wikipedia.org/wiki/DIYbiohttp://maradydd.livejournal.com/496085.html


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participationand enthusiasm is unparalleled, and something that

people concerned with scienti(c literacy and public engagement

with science should look to as a model for at least part of a

broader program. 0owever, what the thirteen year old kid in

$outh Gentral >& needs is not a cheap thermocycler, but a safeand stable environment to grow and learn, a community where

there are ful(lling /obs that provide a living wage, where

immigrants have legal rights, where the opportunity to learn

about high level science is available in the (rst place.

-hat does the ability to copy AJ& or knowledge of a geneticsequence give to someone who lives in a community plagued byviolence and poverty? :oreover, the myth of the Pictorianentleman $cientistpermeating the

PRODUCE AND CONVERSATION

&long with his wife and some help from their kids, they grow, can,

prepare, cook and sell vegetables, /am, /elly, salsa, barbecue

sauce, 5ucchini bread, doughnuts, pickles and more.

This summer you can (nd 0alverson and his wide array of foods,

as well as four other produce vendors, at the armers :arket in

the Aike 1ast parking lot. The market operates Tuesdays,

Thursdays and $aturday from 69 a.m. to D p.m. through the end

of ;ctober.

The 3lue 0ouse, the 0alverson family business, started about 69

years ago in their home in 0itterdal, :inn.

-hat started as a fun pro/ect on the side turned into full%time /obs

for 0alverson and his wife.

)-e dont make a fortune, but we get by,+ 0alverson said

$aturday. ):y wife is in the kitchen six days a week, and I do

supplies in the meantime * Theres always something to do.+

&ttendees at the armers :arket seemed to respond well to the

variety of his foods and produce items. In between orders,

0alverson restocked what has been sold and conversed with

passersby on a sunny but windy $aturday afternoon.
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0alverson isnt the only one at argos market whos being doing

this long term.

3ill 1rbes runs his self%titled farm out of Golfax. 0es been growing

vegetables and other produce items, as well as selling items at

farmers markets, for more than 8D years.1ven though he said its been a rough year when it comes to the

weather, that hasnt stopped 1rbes and his other workers from

selling fresh produce to their customers, loyal or new.

;ne new feature of his farm this summer is a frequent buyer

program. The workers mark down the money people spend the

(rst six times they shop there, and 69 percent of those purchases

are deducted from their seventh purchase.

)I had somebody who had Y89 worth of stu', and they only had topay OD cents for it,+ said &ustin -ittmier, a $aturday worker with

1rbes.


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TE PRO*LEM OF UNENPLOY*ILITY AMONG TETECNICAL STUDENT1mployability skill is a group of important skills instilled in eachindividual in order to produce productive workforce. This is

parallel with individuals who have strong characteristics such as ahigh sense of self, innovative, productive, skillful, competitive, astrong sense of determination, and creative in facing thechallenges of the nation as well as globali5ation in the 86stcentury. esides that, employability skill is also crucial in allprofessions as well as in education ";vertoom, 8999#. >ankard"6UUM# stated that the current working environment di'ers fromthe previous one. This is because with global competitions,cultural diversity, latest technologies and the process of newmanagement required workers to have critical thinking, able tosolve problems besides excel in /uropean .ournal of 1ocial1ciences 2 3olume 45 6um7er 8 %9::4'communication skill. Gurriculum that could ful(ll the criteria asrequired in the /ob market could assist and make it easier forstudents to face challenges and to secure a place for themselvesin employment. &long with that, a few researches had beencarried out to determine the employability skill among students.;ne of the researches was done by Ae >eon and 3orchers "6UUH#who studied on the skills required by Texas graduates to serve in

production industry. Ae >eon and 3orchers used employers asresearch respondents. This research emphasi5ed on a few skillssuch as reading, writing, calculating, communicating, criticalthinking, interaction in groups, self development, computerskilled, technical system, leadership and employability. This studyfound that the three most important skills required by employersare interaction in groups, employability and self development. Thestudy done by $mith "899O# regarding the involvement ofteenagers in occupations found that employers laid the

importance of displayed attitudes in opting for new workers.$mith also discovered that V9E of (nal year students in collegesand universities in &ustralia worked part time in order to trainthemselves as well as to gain experience as new employees. Jewstudents who wanted to increase their capabilities and businessskills were encouraged to work part time. 1mployers also felt thatone of the key factor that will be given consideration when


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searching for new employees is their employability skill that isrequired for development of career path. "$mith, 899O#.1mployability skill is in fact a skill required in employment. Thepreparations to acquire employability skill begin when a person is

still in the learning process.

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