India is an agrarian economy and agriculture is considered the backbone of our economy. In India, agriculture has been practiced since ancient times, was, like other development sectors are not even in existence, and agriculture is mainly seen as a life-sustaining activity. India, the country was a net grain importer in the early 60s, was an intermittent exporter of various agricultural products. Today, the agricultural sector achieved commercial importance and has tremendous potential to become one of the powerful sectors that contribute to its GDP. Due to the impact of globalization, production and marketing has become buzz words in agriculture, biotechnology, precision agriculture, and various techniques and hi-tech mechanized led to a paradigm shift in agriculture. In addition to the government’s insistence on privatization, all public-private partnerships, agricultural organizations have contributed to the growth in agriculture. Conventional education in agriculture: Agriculture education system in India started in the early nineteenth century and today, the areas of education, research and education are recognized worldwide for its quality. Bachelor Agriculture includes a variety of themes and techniques that professional background as an extension, entomology, animal husbandry, engineering, statistics, biotechnology, and much more, which helps students improve their competence in the field. In addition, governments and various private organizations offer training programs for information in various fields, which are specially designed for farmers and entrepreneurs. After graduation; students willing to go for post graduate degree can enroll either for plain M. Sc. or for agri-business management course. The M. Sc. Programme is designed to provide technical knowledge along with analytical techniques, conducting research on interested area, applying technical knowledge at primary level etc. Agri-business education: In agriculture, education, management of the field has recently been the origin and rapid popularity among students. ABM is a program designed to develop a work management service to the agricultural sector, which also serves as a good alternative for students willing to talk to the corporate sector. Agribusiness management is a two years course having semester pattern system. The course itself starts from basic fundamentals like introduction to management, managerial effectiveness, business communication, business economics, quantitative techniques, basic accounting, information systems etc. These help students to be familiar with fundamental concepts of any business. Along with all these subjects, agri-business course also comprises of various technical subjects like management in agricultural and allied food processing industries, management of cooperatives, post harvest management, farm mechanization etc. In the final year, program offers elective specializations like marketing, human resource management, finance, international business management, information systems which cover the overall business activities. From these, students can opt for any single stream which helps them while choosing their career path. In addition to these many institutes arrange tours of the industry, conferences, management games, business tests, CSR activities, workshops on personality development, as part of extracurricular activities and extracurricular activities. In addition to the knowledge and skills, the program also helps students to inculcate leadership skills, social skills and confidence level is considered one of the most critical in the development of personality as the industry still prefer this type qualities, while recruitment. Currently, some of the premier institutes providing post graduate courses in agribusiness management programs are MANAGE (Hyderabad), NIAM (Jaipur), IRMA (Gujarat), IIM (Ahmedabad), besides these there are several government, semi-government and private institutes providing the course on full time and correspondence basis. Additionally various private and government bodies offer entrepreneurship training programs to undergraduate students through agri-clinics and agri-business training centers which is a fruitful step for encouraging entrepreneurship in India. Need, importance and scope of agribusiness management education: Agribusiness Management is a two-year course have the model system of the semester. The course itself starts from the basic fundamentals as an introduction to leadership, management effectiveness, corporate communications, economics, quantitative techniques, basic accounting, information systems, etc. These help students become familiar with the basics of any business. With all these issues as agro-business course consists of various technical subjects such as management of agriculture and allied food industries, cooperative management, the post-harvest management, farm mechanization, etc. In Last year, the program offers specializations elective, such as marketing, human resources management, economics, international business management, information systems, covering the overall business activities. Of these, students can choose a single stream, which helps them when they choose their careers. In addition to these many institutes arrange industry visits; organize guest lectures, management games, business quizzes, CSR activities, personality development workshops as a part of extra-curricular and co-curricular activities. In addition to theoretical and practical knowledge, the curriculums also help students in inculcating managerial skills, soft skills and boosting confidence level which is considered as one of the most crucial part in personality development, as the Industry always prefer such type of qualities while recruitment. Currently, some of the premier institutes providing post graduate courses in agribusiness management programs are MANAGE (Hyderabad), NIAM (Jaipur), IRMA (Gujarat), IIM (Ahmedabad), besides these there are several government, semi-government and private institutes providing the course on full time and correspondence basis. Additionally various private and government bodies offer entrepreneurship training programs to undergraduate students through agri-clinics and agri-business training centers which is a fruitful step for encouraging entrepreneurship in India. engineering college,, best engineering colleges , engineering colleges in bangalore , engineering colleges in india , top engineering colleges , list of engineering colleges , engineering colleges in karnataka , best engineering colleges in india , top engineering colleges in bangalore, top engineering colleges in india , top 30 engineering colleges , Sea College of engineering , Top Placement Colleges, best b.tech colleges in India , Best BE colleges in India ,
Health Education Jobs – What areas are available?
Health education jobs are a sum total of all the work that goes into improving community and individual health. The basic goal is to educate people about how to better take care of and face basic health care issues on a daily basis. The available jobs found can be anything for health science or lab work to more extensive public health education.. The aim is to improve overall public health, and to promote education that would help people to maintain it.
With the growing discovery for the need in the health care industry, there has begun large movement to fill the demand in health education jobs. The jobs referred to in the health care industry are coming from such areas in science educational fields like physics, medicine.psychology, environmental science and biology.
Health education careers involve teaching the general public, including students, and their parents, as well as institutions and communities about proper health care and maintenance. The goal is not to prepare people with only knowledge but for people to create an attitude to take constructive action in health behavior.
Health educators are responsible for both the spread of health knowledge and the engendering of an attitude to raise health standards. Good health, injury prevention and disease prevention are the focus of health education jobs.
Health education jobs can be of different types. Take for example in schools; there are demands for health teachers, counselors, coordinators, advocates and even researchers. There are even health education jobs that can specialize in coordinating health education programs in schools or can help in writing grant proposals for health projects or funding.
If you work for a degree in public health, you can work with doctors, hospitals, or health clinics in clinical or administrative posts.
The potential for health education careers exist at all grade levels starting at pre school on up to university level. Whether in the private or public school sector, health education programs exist.
Health education jobs are available from laboratory settings to classrooms, research to prevention and treatment. However, in most cases, a specialized four-year study program is the first step. You can find that a majority of colleges and universities in the United States offer undergraduate and graduate degrees in the health education field.
Additional credentials can be obtained from the National Commission for Health Education Credentialing, Inc (NCHEC). When you have finally been trained and have become qualified, the opportunity for jobs in the health care industry are yours for the taking.
Health education jobs and careers are not only a way of building a fulfilling professional life, but also a way of achieving personal fulfillment. The mere fact that you are helping to create a better world, a more healthy and cleaner environment is a gratifying personal achievement.
For an excellent resource for more information about jobs and career options in the health care industry visit the American Association for Health Education website.
Teaching programs for arts and athletics is an integral part of properly educating today’s youth. The importance of teaching art and athletics is often overlooked relative to core subjects such as English, math and science. Education in arts and athletics is critical in nourishing an individual’s intellectual, personal and social development.
Teaching programs and the arts are a critical part of every child’s education, this is why the No Child Left Behind Act (NCLB) places art as one of its core academic subjects. However, some schools, which are facing tight local budgets, have been forced to cut art programs due to lack of funds.
Similar to math, English, science and other core subjects, the arts (music dance, visual arts, theater etc.) can be extremely challenging subjects with rigorous achievement standards and content at the national and stated levels. The arts require highly educated teachers who can challenge all students, not just those students who are considered artistically talented, to create their own works, to perform works of art and respond to artwork and the ideas that they impart.
In addition to teaching programs teach students arts for their own sake, teaching students to make and experience art is extremely beneficial to a student’s personal, intellectual and social development. Art education can be particularly beneficial for those students who come form economically disadvantaged circumstances as well as those students who are at risk of being unsuccessful in school. Many studies provide evidence that there is a strong relationship between art education and fundamental cognitive skills and capacities used to master the other core subjects, including mathematics, science, reading and writing.
Teaching programs for athletics is equally important to a student’s nourishment. Athletic education is an integral part of a student’s curriculum for a number of reasons including educating students on good physical and mental health, the importance of fair play and sportsmanship as well as a number of other reasons.
Teaching students athletics allows them to develop and maintain good physical and mental health, which is a critical part of everyday life. It also teaches students the importance of competition, fair play and sportsmanship as well as the ability to deal with failure or loss in a respectable and responsible manner.
Teaching students athletics contributes directly to the various responsibilities that education has to society and to the individual. Athletic education provides real life situations in skilled performance in which students learn the importance of working under fire, respecting opponents or competitors, the acceptance of results that are determined by officials or are out of their control and participating fairly or playing the game according to its rules. Teaching students athletics also prepares them for the rugged competition, which is a critical part of our democracy.
Teaching programs for athletics can do so much for a student and our community. Athletic education assists in building human resources, preserving and extending democracy, acquiring a respect for our fellow human beings and developing physical and emotional stability.
Art and athletic education is often overlooked relative to the core subjects but is equally important in developing a well-rounded individual. Art and athletic education nourishes an individual intellectually, personally and socially and greater prepares them for the real world.
In the gift state of affairs, education plays a very important role. Being a lecturer is on no account simple. Before associate degree aspirant becomes a lecturer he/she has got to undergo numerous stages. it’s not only 1 step that matters, however effort employment of the teacher at government level, needs clearing of various examinations. It goes while not language that these examinations square measure terribly robust and square measure conducted on extremely competitive levels. And it’s so important for the candidate to remain updated and conjointly best for the aspirant to bear a really long preparation through the years. Teacher enlisting isn’t a cake walk. Another level except teacher recruitmentis post. to realize post it’s obligatory for the candidate to look for internet, popularly called national entrance take a look at. The communication may be a national primarily based communication for the post of professors in government related to universities in numerous components of the state. The communication is additionally conducted for admissions in hydrogen ion concentration.D. researches within the universities for estimable candidates. The enlisting during this field is conducted by the UGC (University Grants Commission) body. UGC recruits candidates solely within the discipline of arts and also the discipline of science and technical subjects square measure collectively administered by CSIR (Council of Scientific and Industrial Research). This conductivity of examination is simply not restricted to only 1 field. There square measure millions and countless science and social sector stream candidates WHO seem once a year for the csir and ugc exams. There are not any explicit dos and don’ts however if the willdidate needs he can have the concept of the pattern of queries from previous years. UPTET is popularly called state teacher eligibility take a look at. Candidates of state square measure eligible for this and the same as this there square measure MPTET, within the state of Madhya Pradesh. Candidates WHO qualify the teacher enlisting take a look at can even be a vicinity of RTE that’s right to education programme., the minimum qualification a candidate ought to possess is he ought to be a postgraduate in any steam from any recognized university and conjointly he ought to be a permanent national of Bharat. the applying styles of this examination square measure obtainable in numerous public sector banks everywhere the state. UGC internet past year question papers and CSIR internet past year question papers square measure of maximum importance because it provides a good plan of the pattern of examination. solved question paper samples and banks square measure obtainable in abundance at completely different bookstores and libraries.
Govt Jobs In Kolkata , Jobs In Jammu And Kashmir , Govt Jobs In Gujarat
Education is the best gift that a parent can give to his/her child because it will enable the child to carve a future for him/herself. The child will have the power in his/her hands to decide his or her future. In other words, educating the children means empowering them.
Those of us who are lucky enough to complete our education, not only school education but college as well, dont realize, how lucky we are. How much power do we have in our hands? We choose which professional field to work in or in other words decide our future for ourselves. One can add various arguments like we too fall in the rat race to earn a living, in order to be alive we fulfill the basic need, thats why we study hard and choose a profession and other arguments. But the question that such people raising such questions need to ask is: what is the difference between a kid going to school and a kid working at food stall or begging?
When one starts analyzing from this point of view then will one understand that the kid going to school is on his/her way to lead a life of dignity as a grown up person whereas the circumstances has not allowed the kid working at footstall or begging other than this. That kid had no choice to choose a living; he/she had to do this to keep on living, to support the family in meeting both the ends meet. Thats the big difference that needs to be filled up.
A civil society must work towards up-liftment of such kids who are denied the gift of education because of cruel circumstances. But that should not be done through gimmick charity works like distributing clothes, free food etc on occasions to commemorate something. Something substantial needs to be done. Charity works like these are kind of providing a blanket to have protection for sometime. Charity organizations need to work for child welfare programs which work towards providing quality education to poor children who will remain uneducated otherwise. Providing the school will not be enough to bring them to school as they wont be able to bear the other expenses for books stationary, travel. So other facilities like these needs to be provided for free, along with free education.
Envisioning this mission in mind, Baba Amar Singhji opened, Guru Nanak Garib Niwaj Education Society in 2006. This society works towards developing child development programs to provide free education and all other facilities like stationery, medicinal facilities, free bus service etc. to poor children to support them in their education. Make your contributions in this noble work started by this society to provide a life of dignity to the poor children who may not get to enjoy the gift of education otherwise.
Technological advancements are being adopted for educational purposes in addition to business, medical, and other important professional sectors. Today, disseminating education and teaching with the help of Android applications is a fast-catching development and has completely changed traditional ways of education. A few decades earlier also online education was considered to be an emerging trend. Fast development in the area of mobile technology has brought education to the mobile platform. With the advent of Smartphones like Android, online education has been surpassed with rapid development in mobile apps development. Today, there are many Android apps that are facilitating spreading and disseminating education.
There has been development of applications that allow the students to manage their schedules and do their projects in much easier and interesting ways than before. There has been Android application development to engage and involve students in various educational activities. Digital learning has been a widely accepted form of education in various institutes so far. MIT professor and author of Smart Mobs Eric Klopfer mentioned, Its portability, context sensitivity, connectivity, and ubiquity would make it ideal for learning games from elementary school all the way through college.
Android apps are nowadays helping the students to do complex, lengthy calculations. There are applications to make projects simpler. The best part of using such Android application development is that the applications are cost-effective and easily installable to all versions of the Android. If students start using Android application for educational purposes, the need for books and notebooks will be eliminated. Students can access e-books via their mobile devices, which has many advantages like less cost and ability to update information easily.
There are many schools and educational institutions that are providing educational tools that are available through the integration of Android apps. Applications and tools provided thus are helping the students to deal conveniently with all types of subjects and topics.
Latest Android application development has resulted in apps that are created with multimedia and suchlike learning aids. Such platforms allow the students to learn new concepts of their curriculum easily and conveniently in an audio-visual environment. Through such Android application development, parents and teachers can provide students the best form of learning experience. Doing projects and learning new things with the help of Android applications actually help the children to experience best form of learning. This in turn helps them to absorb and adopt lessons and chapters more easily than conventional methods. So, with such a technology, children can move on to the next stage of learning without waiting for any help or assistance in the learning process. So, you can see that the Android apps for educational purposes are helpful for learning for young, old, school, and college students. There are some applications that help the users to learn through various illustrative presentations.
If you are related to the educational sector, you will be able to gain a lot of benefits in disseminating lessons and projects to the students. Contact Android apps consultants and developers to know the appropriate application for you. They will be able to advice on the right software to install based on your specific requirement.
Business schools in many countries offer management courses tailored to full time, part-time, executive and distance learning MBA programs. Since MBA degree from any well-known institute not only offers recognition, but also a high salary package, a wide range of MBA programs are tailored with specialized concentrations like finance, marketing, accounting, information technology, human resource management and many other fields. In India, some MBA colleges offer post graduation diploma courses called PGDM programs which are approved by All India Council for Technical Education (AICTE). AITCE is an apex Indian government undertaking with a view to improve the qualitative technical education system throughout the country and regulate the norms and standards for planning the quantitative growth and matters connected therewith. Since the strength of any country’s economy lies in finance and banking sectors, the importance of MBAs in these sectors cannot be understated.
In India, all types of commercial banks, public sector banks, rural banks, foreign banks, private banks and urban co-operative banking institutions play a significant role in boosting the economy and financial position of the country. MBA degree is considered to be the foremost qualification which is required by these banking and financial institutions for their managerial level positions. MBA education in finance provides important knowledge about the financial skills and solutions for the issues relating to the domestic and international banking and services. Market analysis and cash management skills are two important areas which every MBA student must know how to handle. MBA with specialization in finance offers to learn a variety of subjects like costing, budgeting, corporate finance, international finance, investments, working capital finance and securities etc. MBAs pursuing their courses in finance can start their career in any investment firm or any banking institute as an associate manager. MBA in finance from top MBA colleges offers lucrative job placements from big companies and financial institutes. An MBA in finance has options to work with leading banks and non-banking institutions. He or she might have an option to work as a securities analyst or working with brokerage firms dealing in buying and selling of securities.
Degree of MBA in India from any reputed college is considered to be one of the most sought after degree aimed at providing high class management studies. Since the studies of marketing teaches about the art of selling products and services, MBAs has to analyze and assess the feasibility of products and services according to the market demand. They are required to introduce marketing strategies for marketing new products. They have to set marketing goals and have to work on branding, planning and adoption of promotional campaigns. In other words, marketing MBAs have to bring out new ideas and concepts which can help the companies and organizations to grow and prosper. Marketing MBA courses are designed to help inculcate good reasoning and problem solving skills which can help the individual to sell and market the products in difficult situations. MBA in marketing offers good pay-scale packages and jobs in this area are always in demand for all commercial, industrial and corporate sectors.
About Author: ISBF has been established to impart quality education with international recognition in the area of Economics, CFP, Management and MBA Education courses in India.
Visit us at: http://www.isbf.edu.in/ for more info on MBA and MBA Colleges and Finance courses.
Gershon Richard Kwasi Norgbey, the celebrated educationist was born at Ziavi Dzogbe in the then German Togoland on the 15th of July, 1917. During the 1960s and 1970s, he championed the cause of education in the Volta Region and in Ghana as a whole. This to a very large extent resulted in a boom of educational development in the Volta Region during those early years after Ghana’s independence.
The sixth of ten (10) children born to Togbe Norgbey Nani of the royal clan of Tsadaviefe, Ziavi and Sarah Abra Anku of Anaviefe also in Ziavi, he was named Kwasi for being born on a Sunday. He was christened and baptised Gershon to follow the tradition of Hebro-Germanic names his father gave the older boys; Gotthold and Erasmus. Gershon himself added Richard when he had Eucharistic Confirmation in the Evangelical Presbyterian Church in his youth. Though Gershon Norgbey kept his two European names, he departed from this tradition by giving all his children only indigenous EWE names . Gershon Norgbey spent his early childhood, like most children of his generation, with his parents in Ziavi.
His father Norgbey Nani was a well travelled man and had farms in the Ahamansu forest regions of the Trans-Volta Togoland, a part of which is now the Volta Region of Ghana. He was an enlightened man and though he did not have formal education, he spoke some little German and played the accordion with which he entertained his family and friends in the evening after farm work.
His mother Anku-Bra, as she was popularly known in Ziavi, was a tall beautiful woman with a lot of vim and vigour. She was the only wife of Norgbey Nani and all his ten children were born by her. She helped her husband on his farms but her main preoccupation was to take care of the house and children. Five of the children who survived to adulthood were male: Gotthold, Erasmus, Gershon Richard, Emmanuel Krakani and Philemon Atta-Kuma. All these men were highly talented and carved niches for themselves quite early in life. Gotthold was a traditionalist and a musician composer. Erasmus was a community developer, tailor and award winning farmer. Gershon Richard was a distinguished educator. Krakani was a powerful preacher, healer, farmer and carpenter. Philemon Atta-Kuma had a remarkable career as a Health Superintendent and fathered many. Tasii (Aunt) Akua or Reuben-nor was the eldest of all Mama Anku-Bra’s children. Amelia also known as Yao-nor was a bright, intelligent and active woman; she was an affluent trader. She was a cementing element in a family of energetic and strong willed men. Victoria was cool and exuded love and peace.
Mama Anku-bra’s compound was usually filled in the evening with immediate and extended family, for her cooking pots always held more than enough for her husband and children. Even after the children got married and left her care, she still cooked and shared the food with her grandchildren. The tradition of all the male in this family eating from the same bowl was so entrenched that a clich developed around it: -No one invites you to your own meal-. In those days, there were no schools in Ziavi and because Gershon’s father wanted him to go to school, he had to send him away to Ho to live with members of extended family and friends. There are no records as to when he started school but Gershon Norgbey did not start school early. He was however very bright and had to skip some classes to find academic work challenging and interesting enough. He spent only four years instead of six in the primary school. Now young Gershon did not have everything when he went to school. He told a story of how he was given an old pair of German khaki shorts by his father. The shorts obviously were too big for him and were designed to be worn with braces. He did not have braces and neither could he afford a belt so he cut a piece of twine in the forest and with it he fastened his pair of big khaki shorts in place. Before long it became fashion and all the boys in the school were wearing pieces of dried forest twines for belts. He exhibited strong leadership qualities even from this tender age. Gershon Norgbey completed Senior School in Ho in the early to mid 1930s.
Having completed Senior School, GRK, as he was popularly known in educational circles, was recruited to teach in the colonial school system as a pupil teacher. He immediately found his calling as an educator. He took the Teacher Training College examinations and entered the Presbyterian Training College, Akropong, where he completed the Certificate of Teacher Training (Certificate -B-) and later in 1957, the Certificate -A- training. He talked about this institution very fondly for years; about the proverbial Presbyterian discipline, which he fully imbibed and exhibited for all the years he lived.
Gershon Richard Norgbey returned from Akropong to continue his teaching career as a fully trained teacher in 1957. Through his career, he taught in many different towns and villages including Abutia, Akuse, Krobo Odumase, Avenui, Takla and had several tours of duty in his hometown Ziavi Dzogbe.
In the early sixties, when Kwame Nkrumah started a fee-free compulsory education system in Ghana, all local authorities were instructed to open new schools, hire teachers, and expand educational opportunities at the local level. The position of Education Secretary was therefore created in the Ho District . Senior Head Teachers were invited to compete, through examination, for the post with a mandate to open new schools in the district, hire and train teachers, place and pay staff, create and administer a system of Local Authority (LA) schools in the district. Gershon Richard Norgbey succeeded in a fierce competition for the position and became the first and the only Education Secretary for Local Authority Schools in the Ho District.
Gershon Richard Norgbey or Master Efu , as he was called in Ziavi, became a pivotal figure in the expansion of educational opportunities in the central Volta Region in the 1960s. In his official short chassis Land Rover station wagon, which was painted light brown as if to hide the dust it would pick up on the unpaved roads and tracks, he criss-crossed a virtually unopened region with a single purpose – developing education. He opened many schools in the Ho District, hired both trained and pupil teachers and ensured proper administration of these local authority schools. He also managed a system of Supply Teachers who were mostly secondary or sixth form students on holidays. These supply teachers were posted for a few days to weeks to replace substantive teachers in Primary and Middle Schools, who might be on sick leave or on permitted absence for some other reasons. With his qualification, experience, personality and drive, he could have successfully vied for ministerial positions which existed for hard working and competent Ghanaians and even sometimes for the veranda-boys in those times. At the worst, he could have jostled for the position of an executive court clown sitting aimlessly in court trying to catch the attention of TV cameramen anytime the cameras rolled by if he were a fly catcher. He chose instead to work in education where he was most effective and did not discriminate the rural from the urban.
He spoke of times when he had to abandon his Station Wagon and walked several kilometres of foot tracks to either talk to chiefs to release land for school projects or to inspect schools being built. His appearance or mention inspired hope and order among teachers, parents and pupils alike. His name assumed legendary proportions in the central districts of the Volta Region and beyond. Though the main thrust of his duties was on developing elementary or basic education, his contribution to secondary education was also immense. As Education Secretary, he served on the Boards of Governors of Mawuli School, Ho; OLA Secondary School, Ho; Amedzofe Teacher Training College and the now defunct Ho Teacher Training College. The Kpedze and Awudome Secondary Schools were second cycle schools Mr Norgbey helped in establishing in addition to the numerous Primary and Middle schools he opened.
While already seen as the role model in the Ziavi community and as an educator, it was during this period in his life that he exerted the most influence and assisted in very significant ways in promoting the importance of education in Ziavi. He hired innumerable and capable middle school leavers as pupil teachers and encouraged them to train as professional teachers. Together with his elder brother Erasmus Norgbey, they knocked at the doors of parents of bright pupils who had passed the common entrance and teacher training college examinations, and convinced them to send their children to secondary schools and colleges; sometimes under extremely difficult circumstances. The educational revolution in Ziavi was born. There are very few educated individuals in Ziavi who grew up in the 1950’s through the 1970’s whose lives were not touched in one way or the other by Gershon Norgbey’s work.
Gershon Norgbey did not only try to help others educate their children. He taught by example. With the help of his wives, he educated his own children to the extent he was capable. Today, of his thirteen (13) children (one who unfortunately passed on), at least seven (7) have University degrees with two holding PhD’s. The others have college diplomas sometimes to the highest level. Four are teachers of assistant director’s rank. There is an environmental scientist, a consultant obstetrician and gynaecologist, a pharmacist, a financial economist, a police chief inspector, a cooperative marketer, an educational technologist, and two have returned to Universities to pursue advanced degrees both in Ghana and abroad.
Eight (8) of his grandchildren by the year 2008 have acquired degrees in various disciplines and are pursuing careers in varied fields; seven (7) others are in universities in Ghana and abroad working towards degrees in the arts, sciences and business and these numbers keep growing from year to year. This is a true evidence of the lasting legacy of his educational influence.
There is no gainsaying the educational achievement of GR’s children. Many people might not immediately reckon the cost of educating this large family. It was enormous. The incidence of the financial cost of this whole praiseworthy educational endeavour however fell in most part on the mothers of these children, especially those who could not enter secondary school before his demise. Five of GR’s children were still in the first cycle (basic) schools when he died. The psychological drive for attaining educational heights which flowed down from him to his family was however not in short supply, even after his death and this spurred his children on.
Gershon Richard also personally mentored a number of individuals from the Ziavi community and beyond; with some rising to international acclaim. One such person was his nephew, the late civil engineering guru and academic, Professor Jonas Kwaku Dake.
GR Norgbey married Madam Christine Kwampa quite early in life and she bore him a number of children, four of whom survived to adulthood. In 1945, when on duty tour at Takla, GR met Madam Eugenia Mana from the Adzoe/Quarcoo family and married her. Six of the children he had with her grew to adulthood. While on duty in the 1950’s in Avenui in the Awudome Traditional Area, GR met Madam Adolphine Adae and started another family which has produced three generations of policewomen. In 1961 while on inspection of some schools in the Abutia area, he met an Anlo lady from Atiavi in the Keta District called Mary Wemasenu who was teaching in one of the Abutia villages called Keseflui. Mary became his youngest wife and bore him two sons. Truly the two youngest of GR’s children were born in 1968 – Eric Agbemafa and Margaret Apefa.
Many people did not understand why GR Norgbey decided to have many wives and also that many children. It was not quite unusual for a learned man of his stature to have more than one wife in Ghana even today. Others thought it was prestigious for him to do so considering his enormous resource mobilisation capabilities. Apart from being a good teacher, he was also a good farmer. It was said jokingly that protgs who clamoured to work on his farm often got lost within the boundaries of his vast farms and man hours were rather spent to look for them.
Some pundits said that having a large family was engrained in GR’s psyche right from childhood and was not a product of recklessness. He was born into a large family which reaped more benefits of its large size than the disadvantages of it. Times though have since changed. The average number of offspring per GR’s children, as at the end of 2008, stood at a modest 2.77.
On a serious note, GRK’s polygamous lifestyle affected his relationship with the Evangelical Presbyterian Church in Ziavi. GR Norgbey was an eloquent lay preacher whose sermons were directed more at tackling social ills which plagued the Ziavi community and the politics of division which crept into the local church in those days. Delivering his fiery sermons, he stepped on toes, sometimes of bigwigs in the church. A group in the leadership of the local church conspired to keep him quiet by alluding to his multiple marriages and drew more venom from him. Although they did not attempt to excommunicate him, they tried to debar him from his pastime – mounting the pulpit to preach. GRK was a staunch believer in fairness, discipline of the mind, soul and body, and of freedom of expression and of association. He was dynamic; he was passionate about exploring opportunities and breaking new grounds. What he could not accept on any account was condoning hypocrisy and lies. He therefore moved to the Methodist Church which at that time put a lot of premium on his services as a teacher with remarkable qualities, and was more liberal with new members’ marital practices. Mr G R Norgbey therefore served his classroom teaching and head teacher years mostly in the Methodist Schools of Akuse, Avenui and Krobo Odumase.
Despite these limitations in his relationship with the church at home, he continued to be a role model, an opinion leader and a force majeure in the development efforts in his home town Ziavi – an effort to which the Evangelical Presbyterian Church was and continue to be a major partner. In December 2007, these efforts were given the due recognition and Mr Gershon Richard Kwasi Norgbey was posthumously honoured during the Centenary Celebrations of the Establishment of the Evangelical Presbyterian Church in Ziavi.
Gershon Richard Norgbey was very much involved in community development activities in the Ziavi Township. His elder brother Erasmus Norgbey was the Chairman of the Ziavi Town Development Committee (a committee of which Gershon Norgbey was also a member) when the Golden Jubilee of the Ziavi EP Church was celebrated. Rare for a Ghanaian rural setting and the highly networked streets seen in Ziavi today, were constructed during those celebrations in or about the year 1957. After his brother’s death in 1968, Gershon Richard Norgbey assumed an even more prominent role as educator extra-ordinaire, counsellor and community developer.
Gershon Richard lived a very rich social life. He danced to the Ziavi Yingor (the traditional popular band in the borborbor genre) music with zest and also did the classical dances very beautifully. His presence at traditional festivals, christening ceremonies, wedding and funeral celebrations was greeted with rippling excitement. With all his achievements, he was very approachable. He had a circle of friends but a discourse of his social life will not be complete without the mention of two of his cousins and very great friends: Mr Alexander Asimadu (Uncle Sande) and Mr Francis Debrah (Uncle Prempeh). These were fine gentlemen of their time who also worked in education.
The Norgbey family is a huge family numerically. It is rare for members of this family to drop the Norgbey for another surname. It is a uniquely established name in the Volta Region and beyond. It took the able leadership of GR Norgbey to pool the energies of this family together and create a brand of surname that is carried with pride in Ghana and overseas. Little variations in spelling may occur – Norgbe, Noagbe – you are sure dealing with the same name.
Adza(father)- NYE, the single identifiable ancestor of the Awatrofe-NYE/Norgbey clan was also the royal landlord of Ziavi Dzogbe. It is a blessing to be born into a family endowed with resources and titles. With this endowment comes a big responsibility of maintaining the size and quality of the resources therein. With increasing population came pressure on natural resources and with it also came intruders, encroachers and usurpers. The blurring of strict family lines through intermarriages and squatting in Ziavi made it very difficult for land owners to defend their property. Awatrofe-Nye/Norgbey lands were no exception. Pieces of Awatrofe-Nye land were stolen with impunity and with them royal and functional titles. It took the instrumental intervention and leadership of GR Norgbey to retrieve some of this ancestral heritage. In these endeavours he invested huge amounts of money and time. His formula for success in these matters however was teamwork. -You must be ready to serve if you want to lead’, he often quipped. To get back stolen lands and titles, he sometimes had to go to court. His legal team comprised of Togbe Albert Norgbey and Togbe Kodzo Akorli Norgbey all of blessed memory. His most important ally however, was the truth. Descendants of Asiam of Anaviefe Ziavi and Ngornee of Gboxome Ziavi remained his witnesses and always attested that only three ancestors owned land in Ziavi, Awatrofe-NYE and his two cousins Asiam and Ngornee. GRK’s landmark dawn family meetings with other family elders ensured that information was updated in all households in the family on regular bases and that only verified and certified information was disseminated.
In earlier years, Gershon and his brother Erasmus Norgbey, who were actively involved in district politics, were also staunch members of Kwame Nkrumah’s Convention People’s Party (CPP). GRK and Erasmus were among the vanguards who fought for the unification of the Trans-Volta Togoland with the Gold Coast and supported the push for an early independence for Ghana.
It was told that on 5th March 1957, the eve of Independence of Ghana, members of the Freedom Party or -Ablode- (the fashion opposed to the unification) started pelting the Norgbey family house with stones, and were threatening to attack GRK, his brother Erasmus and other CPP activists holed up in the house. There were no telephone connections to Ziavi then and mobile phone technology was yet to be developed. In a brilliant security move, a note was sent to the police chief in Ho some four kilometres away through a courier who left the house carrying a bucket – ostensibly to the river (Atakpla) for water. In 20 minutes the town was filled with riot police and the siege ended abruptly as it started.
Fifty years on, all the opponents to the CPP and their children and many children and grandchildren of Gershon, Erasmus and other staunch CPP members find themselves in the National Democratic Congress (NDC), all united against the National Patriotic Party (NPP) which is in the minority in this town. The CPP is almost non-existent here. Selasi Gakplanya Norgbey, a bastion of the revived CPP in the Ho Central Constituency, passed on a few years ago and may his soul rest in perfect peace. The political landscape has changed completely. The Norgbey house is still a political hotbed but on the side of the NDC which has virtually usurped the fortunes of the CPP. The Norgbey family however lives up to its democratic ideals -one of which is freedom of association. There are a few NPP members amongst its fold today.
Following the overthrow of Dr. Kwame Nkrumah’s CPP in February 1966 and the resulting changes in local government administration, the local educational authorities were abolished. Gershon Norgbey returned home, and headed the Ziavi L A Middle School once again and for the last time. In 1969 he became a Principal Teacher and was posted to Damongo in the Northern Region as an Inspector of Schools. He impacted tremendously on the educational developments in that part of the country.
His posting to the Northern Region in 1969 coincided with the inception of political activity in the country after a three year ban by the then ruling National Liberation Council. As a political strategist, GR’s posting to the North deprived him of the opportunity to contribute effectively at home to the efforts of the National Alliance of Liberals (NAL) which was a reorganisation of members of the proscribed CPP, and was headed by Mr. Agbeli Gbedemah. Was GR Norgbey’s posting masterminded by those in power then? Did he ask to be posted up north so he could concentrate on his career as an educator? These were some of the questions asked then. The centre-right Progress Party eventually won the majority in parliament and formed the government of the second republic. The Progress Party rule however did not last long and ended with the coup d’etat of January 13, 1972.
GR’s ability to achieve results was phenomenal and this had sent the name of Norgbey and Ziavi well beyond the boundaries of the Volta Region in the early post independence years. In 1972, he returned to the Ho District Education Office and served in various capacities. He was made the officer in charge of Logistics and Textbooks, and later the district head of the Schools Inspectorate Division. He retired in 1974 after working in the District Education Office for a few years while continuing his involvement in the development activities of the Ziavi Township. In August 1977, Gershon Norgbey died at his home in Ziavi after a short illness.
At the celebration of his funeral in September 1977, all the streets which he helped to carve out 20 years earlier, were filled with mourners from all corners of the country. The funeral service was led by the Parish Priest in charge of the Methodist Church of Ghana at Ho. As representatives of schools and colleges, government, professional, social and political organisations, chiefs and individuals in their own rights filed to pay their last respect, a lone shrill voice exclaimed, -a prophet is seldom accepted in his own home!-
After the burial of GR Norgbey, the Methodist Church was established in Ziavi in the October of 1977. In appreciation of his good pedagogical works in the Methodist Educational Unit and to engender the rapid growth of the church in Ziavi, a school was established in his name in 1978: the GR Norgbey Methodist Experimental Primary School. Notwithstanding all difficulties associated with starting a school, this school was so successful that six years after its establishment, all the class six pupils who wrote the common entrance examinations were successful; a feat achieved only by elite preparatory schools in the metropolis of Accra, Tema and Kumasi.
Gershon Richard Kwasi Norgbey is remembered fondly today for his enormous contributions to the development of education in the Volta Region of Ghana, and also as an astute farmer who cultivated the first plantation size oil palm farm in Ziavi. He was a brilliant musician with a number of his light tunes still sweetly remembered today. He also contributed, in no mean measure, to developing and restructuring the chieftaincy institution in Ziavi.
The Author Mighty Agbenuke Kwaku Norgbey, (MSc Economics (Finance & Banking), Kishinev; MSc PAFI, York UK), is the 11th child of GR Norgbey.
Acknowledgements I pay solemn tributes to Uncles Krakani and Philemon Atta-Kuma Norgbey, for the insightful memories about G R Norgbey, which they shared in their lifetime with the author.
I acknowledge the contribution of Dr Segbedzi W Norgbey and Dr Gameli K Norgbe for providing the sketch text which was developed into this piece.
Thanks to Eric Agbemafa Norgbey who proofread the article and suggested necessary revisions to make this historical account an interesting reading.
The Ho District 1The Ho District then was a very expansive area covering the Awudome, Sokode, Abutia, Adaklu, Ho, Avatime, Kpedze, Ave, Agotime, Etordome, Anfoeta, Saviefe, Ziavi, Taviefe, Klefe, Matse, Agogoe, Dzolo, Tanyigbe, Nyive, Akrofu, Hlefi, Hodzo and other enclaves. Each of these enclaves contained more than two towns or villages with some having as many as 36 towns and villages. A few of these traditional areas had towns which were already urban in structure and could have quite a number of schools eg Ho, Tsito, Kpedze, Vane, Amedzofe and Kpetoe. The substantial part of the district was however underdeveloped and rural, and needed a lot of educational development.
Indigenous Ewe Names 2GRK christened his children Semadzi, Elesi, Semabia, Segbedzi, Sefakor, Amewodzina, Enyonam, Mawutor, Gameli, Mawusi, Agbetor, Agbenuke, Agbemafa, and Apefa. His brother Erasmus also gave his children names like Selete, Senagbe, Semenyo, Selasi, Babanaeto, Apenorvi and Eli among others.
In Ewe traditional religion, God – Mawu, Nature/Fate – Se, and Life – Agbe are considered Supreme and are used interchangeably. Semabia – I will ask God/Nature/my Fate Segbedzi – God’s bidding/Nature’s bidding/Life’s bidding Senagbe – God gives life/nature gives life/ Life gives life.
For example, the three meanings of Senagbe confirm the ability of the many concepts in Ewe traditional wisdom to converge religious doctrine (biblical teaching) and evolutionary science (Darwinism). God is life – God the Creator; Nature gives life- creation of life from matter, evolution by natural selection. Life gives life – you can only give what you are/have.
Master Efu 3 -Efu- is an Ewe word which means Bone in English. Not many could tell the origin of this appellation. One school of thought had it that GR Norgbey was so good academically that he was nicknamed -Bone- or -Efu- to show how intelligent he was.
Some other people associated the name with GR’s tall lanky physique and called him -Bone- or -Efu- for not having a lot of flesh.
The Volta Region of Ghana
Location: The easternmost Region of Ghana, bordered by the Eastern Region to the west, the Greater Accra Region to the southwest, the Gulf of Guinea to the south, the Northern Region to the north and the Republic of Togo to the east.
The People: The people of the Volta Region are predominantly Ewe. The Ewe (Fon) language is also spoken in the Republic of Togo and the west of Republic of Benin. The Volta Region is also home to the Guan clans of Avatime, Akpafu, Buem, Bowiri, Nkonya, Logba, Tafi, Nyangbo, Likpe and Santrokofi. Some Akan and Dangbe people are also found in this region.
Major Towns: Ho, Keta, Anloga, Aflao, Denu, Kpando, Hohoe, Jasikan
Tourist Attractions: The Wli / Agumatsa Waterfall – the highest waterfall in West Africa. Location: Hohoe District
Afadjato Mountains – Highest Mountain Peak in Ghana. Location: Liati, Hohoe District
Tafi Monkey Sanctuary – rare exhibition of human/wildlife cohabitation. Location: Tafi Atome, Hohoe District
Kente Village – every household has a loom on which the kente fabric (traditional Ewe/Ashanti textile) is woven. Location: Agotime Kpetoe, Adaklu Anyigbe District
Fort Prezenstein – Keta, Keta Municipality
Kalakpa Resource Reserve – Abutia Mountains. Location: Abutia, Ho Municipality
The Roman Catholic Church Grotto – Awe-inspiring religious scenery – Location: Kpando Agbenorxoe, Kpando District
Fresh Tilapia Joints: Sogakope, South Tongu District
Water Sports: Volta River, Sogakope, South Tongu District
Home Roasted Coffee (Ziavi tutui): Ziavi, Ho Municipality
Organic Bananas: Ziavi, Ho Municipality
Traditional Festivals Hogbetsotso – the great migration of the Ewe people. Venue: Anloga, Anlo State.
Yam Festival – Asogli Traditional Area, Venue: Ho
Awazorli – the migration of the Ewe people. The festival is celebrated by the Ziavi, Botoku, Mepe, Kpedze and Kpando Dzigbe Communities. Venue: Rotates among the Awazorli communities
Hotels: Chances Hotel, Ho Pensioners’ House, Ho
CONTINUITY This text will be revised periodically on receipt of additional information on GR Norgbey, his life and contribution to education in Ghana.
Under the law, parents are legally bound to their children until they reach 18 years of age. Guardians are required to provide for the mental and physical well-being of their young ones, as well as teach them the difference between right and wrong. Although this seems like a general definition of a good parent, experienced Childrens Protective Services defense lawyers in Michigan warn that a pending proposal in Detroit could place even more responsibilities on guardians, potentially resulting in jail time.
In the past few weeks, Detroit has been a hotbed of juvenile crime and violence. According to Wayne County Prosecutor Kym Worthy, this problem can largely be attributed to parents and their failing to be accountable for the actions of their children.
Currently, the Wayne County Prosecutors Office does penalize parents and guardians if their children miss an excessive amount of school. However, by the time the legal system gets involved, the student has already missed a substantial amount of class putting them even further behind. According to The Associated Press, hundreds of these cases are reviewed each year, but only around 50 result in prosecution. If a parent is convicted of Michigan educational neglect, the misdemeanor would be accompanied with a fine and up to 90 days behind bars.
Worthy cites the recent example of Demarco Harrisa then 12 year-old, arrested by police for murder. Law enforcement officials maintain that when they were looking for the young boy, one of the first places they searched was his parents home. When they knocked on the door at around 2:00 a.m. -when any juvenile should be home and in bed- the parents stated that they did not know where their son was.
Harris conviction of Michigan murder charges in May convinced Worthy that parental involvement in the schooling system was severely lacking, and could be a reason for the ever-present low attendance and graduation rates in Detroit. Should Worthys plan pass, parents in Wayne County would be required to attend at least one parent-teacher conference a year. If the first meeting is missed, a letter will automatically be sent requesting a new conference within 14 days. Should parents also miss the second meeting, they could face three days behind bars.
Although the ordinance has good intentions, it is very unlikely to become law because it could infringe on the parents civil rights. The executive director of Michigans American Civil Liberties Union, Kary Moss, believes such a proposal is inappropriately placed. A criminal justice solution is not the answer to complicated social problems, Moss explained, The last thing many families in dire situations need is more punishment by the criminal justice community. Theres established law already that governs child abuse and neglect, and that sets up the standard for involvement by the government in the familys affairs.
There are other opposing factors to consider when it comes to Worthys ordinance. While legislators in other states have attempted to pass similar proposals, all have failed to make it out of committee. In fact, there is no current legislation in existence that resembles what Worthy would like to see passed. Additionally, many parents are too busy working ensuring that there is food on the table for their family, let alone attend a parent-teacher conference. For many single parents in the city of Detroit, finding a way to attend a meeting with an educator can be a difficult and challenging task.
Even though Worthys proposal will likely fail like the others, it is nonetheless interesting to see how much responsibility is placed in the hands of parents. While it is true that the legal system requires parents to provide for their children, does that necessarily include forcing them to be involved in their education as well? Should hard-working guardians be sent to jail because they have missed a parent-teacher conference? Is this considered neglect?
For answers to these and other complex legal questions, it is important to seek knowledgeable Childrens Protective Services defense attorneys in Michigan for answers. Being suspected of poor parenting is a serious accusation that can have life-changing consequences, including fines, jail time, and even the termination of parental rights. Therefore, it is essential to be pro-active in finding assistance for your case, ensuring that your civil rights and family are well-protected.
By education I mean an all-round drawing out of the best in child and man – body, mind and spirit. Literacy is not the end of education nor even the beginning. It is only one of the means whereby man and woman can be educated. Literacy in itself is no education. I would therefore begin the child’s education by teaching it a useful handicraft and enabling it to produce from the moment it begins its training.
I hold that the highest development of the mind and the soul is possible under such a system of education. Only every handicraft has to be taught not merely mechanically as is done today but scientifically, i.e., the child should know the why and the wherefore of every process. I am not writing this without some confidence, because it has the backing of experience. This method is being adopted more or less completely wherever spinning is being taught to workers.
I have myself taught sandal-making and even spinning on these lines with good results. This method does not exclude a knowledge of history and geography. But I find that this is best taught by transmitting such general information by word of mouth. One imparts ten times as much in this manner as by reading and writing. The signs of the alphabet may be taught later when the pupil has learnt to distinguish wheat from chaff and when he has somewhat developed his or her tastes.
This is a revolutionary proposal, but it saves immense labour and enables a student to acquire in one year what he may take much longer to learn. This means all round economy. Of course, the pupil learns mathematics whilst he is learning his handicraft.
Given the right kind of teachers, our children will be taught the dignity of labour and learn to regard it as an integral part and means of their intellectual growth, and to realize that it is patriotic to pay for their training through their labour. The core of my suggestion is that handicrafts are to be taught, not merely for productive work, but for developing the intellect of the pupils.
Surely, if the State takes charge of the children between seven and fourteen, and trains their bodies and minds through productive labour, the public schools must be frauds and teachers idiots, if they cannot become self-supporting.
We have up to now concentrated on stuffing childrens minds with all kinds of information, without ever thinking of stimulating and developing them. Let us now cry a halt and concentrate on educating the child properly through manual work, not as a side activity, but as the prime means of intellectual training…
You have to train the boys in one occupation or another. Around this special occupation you will train up his mind, his body, his handwriting, his artistic sense, and so on. He will be a master of the craft he learns.
Literary training by itself adds not an inch to one’s moral height and that character building is independent of literary training. Let the students realize that learning without courage is like a waxen statuebeautiful to look at but bound to melt at the least touch of a hot substance.
Music should form part of the syllabus of primary education. I heartily endorse this proposition. The modulation of voice is as necessary as the training of the hand. Physical drill, handicrafts, drawing and music should go hand in hand in order to draw the best out of the boys and girls and create in them real interest in their tuition.
A wise parent allows the children to make mistakes. It is good for them once in a while to burn their fingers.
Gandhi had great clarity on education, as he had on several other areas. Are his ideas still relevant? Should we fundamentally rethink education and make it more appropriate to the context rural or urban? Do share your thoughts in this regard.