Strategies for Developing Inclusion in Education

Strategies for Developing Inclusion in Education The question of inclusive education whereby mainstreaming, is both complex and contentious. There are many informed opinions and solutions from researchers, politicians and teachers surrounding debates on inclusion. What is apparent is that there is no overarching strategy that will provide all the answers; inclusion is individual, multifarious and wide ranging. It is shaped by social, political, legislative and contextual factors. This paper will first reflect on the concept of inclusion in education and then discuss the implications for teachers and schools. The following issues will be considered; legislation, rights, ethos, behaviour management and resources. THE CONCEPT OF INCLUSION Inclusion in education is recognised as one of the five National Priorities for Education in Scotland by the Standards in Scotlands Schools ect. Act 2000. It was this legislative framework, which set the legal context for inclusion, at least in principle, to what is referred to as the presumption of mainstreaming (Scottish Government, 2003, p.2). The framework focuses predominately on pupils with disabilities and special educational needs; however, inclusion in education takes a much wider context. By definition, inclusion does not primarily focus upon a group of individuals with additional support needs (ASN), but extends beyond this to include all pupils regardless of gender, race, religion, mental and physical ability and social class (Booth and Ainscow, 1998). Similarly, Wilson (2000, p.229) states that in the absence of any rhetoric or ideology, limiting the definition of an inclusive school to one that rejects or excludes no pupils in a particular catchment area on grounds of a bility or disablement or colour or religion or anything else would be restrictive and naive. On both accounts, the concept of inclusion is not constrained to a group of young people with ASN but affects all pupils. It is therefore apparent that inclusion is not about the integration or accommodation of pupils into mainstream education. Nor is it centrally concerned with the inclusion of pupils with ASN. Inclusion is more than this; inclusion seeks to address the individual needs of each pupil to enable all learners to achieve their fullest potential and experience a positive education (HMIE, 2008; Slee, 2001, p.116). ETHOS CULTURE Arguably, inclusionists state that the inclusive school must have a certain ethos and a certain set of ideals, from which certain practices naturally follow (Wilson, 2000, p.229). This broader philosophy of education is addressed by schools, within statements of vision to promote schools as inclusive institutions (HMIE, 2002, p.3). In this statement, an inclusive school is about the strategic action of creating an ethos and set of values based on equity, entitlement, school community, participation, integration and respect for diversity. Table 1 outlines this inclusive approach to education (HMIE, 2002, p.4). Table 1. An inclusive approach to education involves: Creating an ethos of achievement for all pupils within a climate of high expectation; Valuing a broad range of talents, abilities and achievements; Promoting success and self-esteem by taking action to remove barriers to learning; Countering conscious and unconscious discrimination that may prevent individuals, or pupils from any particular groups, from thriving in the school; and Actively promoting understanding and a positive appreciation of the diversity of individuals and groups within society. Although the statements of vision are a credible approach to inclusive education, it is notably palpable statements of aspiration. It is a cultural ethos rather than a strategic approach to inclusion and does not tangibly seek to address how this is achieved in schools. The statements express elements that are mistaken and limited. Such as: (1) There is no mention of teaching practice or teaching strategies. Without doubt, this is a fundamental part of an inclusive school. (2) Barriers to learning are inevitable; parts of the curriculum are not accessible to those without the ability or skill set to access them (being part of the school orchestra requires musical ability). (3) Promoting an ethos of educational success and high expectations may enable some lower achieving pupils to feel excluded and worthless from the education system (Barber, 1996; Hamill 2008; Mackenzie 2008 and Wilson, 2000). With the presence of a summative examination system, how can lower ability pupils feel suc cessful and credible? Is this approach to education encouraging some pupils to feel excluded from school and the education system? To value our self-worth and success based on a criterion of academic achievement does not support an inclusive school. Most pupils will not achieve top grades and will never score very highly on any scale. Barber (1996) suggests that underachievement is routed as a cause of disaffection and exclusion from school, which has been heightened by a climate of high expectations in schools, fuelled by league tables and social pressure. Barber (1996) proposes that underachievement leads to a vicious circle of disaffection and exclusion, which enables pupils to feel marginalised and detached from the education system. In a climate of high expectations and educational success how can lower ability pupils feel included? To overcome this challenge, it is important that institutions educate pupils to value themselves rather than their public merits (Wilson, 2000). Teachers and schools will be faced with the challenge of instilling an ethos of high self-esteem and self-confidence in pupils to discourage disaffection and exclusion. This will go beyond subject knowledge; it will develop personal skills and attributes which will provide young people with life-long skills. This philosophy has been embedded in the Curriculum for Excellence four capacities; to develop young people that are successful learners, confident individuals, responsible citizens and effective contributors (CfE) (LTS, n.d., and Scottish Government 2010a; 2010b). The Scottish Government proposes that educating young people based on these principles will develop a stronger society for all. This new development will affect the teaching profession as a whole; as teachers develop new skills and teaching strategies to enforce the CfE four c apacities. The onset of the new CfE will exert another challenge for teachers. LEGISLATION RIGHTS Rustemier (2002) claims that although the term inclusion is widely used and signifies a genuine desire to better the experience of all learners, the definition is still misinterpreted or misled, which has resulted in the existence of segregated schooling for some individuals. Inclusion has come to mean almost everything but the elimination of exclusion claims Rustemier (2002) (CSIE, n.d.). This argument is represented in the Standards in Scotlands Schools ect. Act; set-up to support inclusion in education. Even though inclusion in education has a legal standing in the Standards in Scotlands Schools ect. Act; in exceptional circumstances the legal framework still enables the exclusion of certain individuals from mainstream schools, if the following criteria apply: The mainstream school would not be suited to the ability or aptitude of the child; Where there would be a negative effect on the child; If the placement would result in unreasonable public expenditure being incurred which would not ordinarily be incurred If it still possible by law to exclude certain individuals from mainstream schools, then the concept of inclusion in education is fallacious and therefore, does not support inclusion of all pupils. Based on this argument, Rustemier (2002) confirms that the underlying issue in the development of inclusive education is the continuing legislative support of segregated schooling. Accordingly, the Standards in Scotlands Schools ect. Act, supports segregated schooling to prevail in Scotland. The Centre for Studies in Inclusive Education (CSIE) condones all forms of exclusion; maintaining barriers to some students participation in the cultures, curricula and communities of local schools is unacceptableà ¢Ã¢â€š ¬Ã‚ ¦and aviolation of basic human rights to education without discrimination (CSIE, n.d.). Similarly, Rustemier (2002) states that such action is internationally recognised as discriminatory and damaging to young people and society and breaches all four principles underpinning the UN Convention of the Rights of the Child 1989 (CSIE, n.d.). To overcome the legal constraints surrounding the inclusion of all pupils in mainstreams schools, Wertheimer (1997, p. 4) promotes a UK legislative reform to: i) end compulsory segregation and gradually restructure all mainstream schools so they are accessible in terms of premises, curriculum and facilities, and ii) to plan the phased closure of all special schools. Based on this argument, would the closure of all special schools be serving the best interests of the child? A study by Bunch and Valeo (2004) researched the attitudes of elementary and secondary students towards peers with disabilities attending an inclusive schooling system. The findings reported that students with disabilities were able to develop friendships, learn from their peers, that a small amount of abuse occurs, however it is comparatively minimal and that encouragement and support from their peers is common. The majority of responses from students were in favour of inclusion and rejected the idea that students should be segregated for any reason. The study, however small, provided evidence that an all inclusive education system had positive effects on social development, acceptance of difference, and social integration. The study by Bunch and Valeo (2004) supports the argument of the closure of all special schools. This philosophy of inclusive education was shared by Mittler (2000); the concept of inclusion in education has the potential to transform schools to enable them to be come places which fully support social and educational opportunities for all pupils. In contrast, Cigman (2007) supports the argument of segregated schooling, whereby, special schools promote the best interests of the child; they provide specialist education, which can deliver a more individualised education to better meet the needs of the child. Cigman (2007) proposes that mainstream schools can be a humiliating experience for young people with ASN à ¢Ã¢â€š ¬Ã‚ ¦ mainstream schools do not provide a non-humiliating educational experience for some children (Cigman, 2007, p.779). Segregation from mainstream classes and their peers through inclusive support strategies, such as special units can account for feelings of humiliation and alienation, which can be fostered under the flag of inclusion Bishop and Swain (2000, p.24). Contrary to this argument, Oliver (1995) suggests that support strategies, such as special units are an essential means of successfully implementing inclusion in mainstream schools. During my time at school, the use of some inclusive support strategies, such as the support for learning base and the use of classroom assistants, highlighted the issue of segregation and differentiation for some pupils with ASN. The removal of pupils from class and from their peers to attend sessions in the support for learning base and the use of classroom assistants in mainstream classes drew attention to the pupils with ASN. This highlighted the matter to the rest of the class. As a result, some pupils felt alienated and detached from their peers and found their ASN carried a stigma attached to the label. Subsequently, such means of inclusion ignited more serious issues, such as bullying and low-self esteem. What is apparent from the opinions of researchers, politicians and teachers is that few would reject the concept of inclusion in education; however, translating this into practice will serve a greater challenge for teachers and schools. One such challenge schools and teachers is the requirement to address better the needs of the pupils who are alienated or disaffected from school, or by the commitment to educating pupils with special needs in more inclusive ways (HMIE, 2002, p.4). BEHAVIOUR MANAGEMENT In a study by Dyson, Farrell, Polat, Hutcheson and Gallannaugh (2004), teachers professed that the biggest challenge to inclusion was dealing with pupils who presented social, emotional and behavioural difficulties (SEBD). Some teachers reported a sense of frustration and isolation when dealing with SEBD (Hamill, 2008). Research surrounding this group of young people who present disruptive behaviour becomes far more contentious in the context of inclusion. In a report by HMIE (2002, p.34), it was apparent that the needs of those displaying SEBD and who often act in a disruptive manner (Hamill, 2008, p.68), present difficult challenges to schools and local authorities in promoting schools as inclusive institutions (Mackenzie, 2008, p.762). The problem is both severe and wide-spread. During 2009/10 there were 30,211 exclusions from local authority schools in Scotland, a decrease of 11 per cent from 2008/09 (Scottish Government, 2010c). Conversely, measuring school exclusions is problematic; some schools or local authorities can influence parents to move their child to another school, which has led to an avoidance of registering the move as a formal exclusion (Mackenzie (2008, p.762). The issue of exclusion, hence disruptive behaviour may be much greater than the figures reveal. A study by Hayden (2000) suggests that children with ASN are six times more likely than other children to be excluded. Those excluded are likely to suffer from SEBD. The label attached to pupils with SEBD can influence the way they are perceived and treated by schools, teachers and peers (Hamill, 2008). For many schools, the most obvious solution is exclusion, which compounds feelings of alienation and marginalisation, thus worsening the situation (Mackenzie, 2008, p.762). It is apparent that the use of exclusion to resolve disruptive behaviour does not endorse an inclusive school ethos. Nor does it comply with the right of social inclusion. How does exclusion support the best interests or needs of the child when they feel alienated or marginalised already? Or does it serve the best interests of the other children in the classroom suffering the negative effects of disruptive behaviour? As previously discussed, inclusion in education is regarded as a human rights issue, whereby to exclude a child from mainstream education would be an infringement of their right to social inclusion (Rustemier, 2002; CSIE, n.d.). This issue becomes convoluted when it is applied to the rights of those affected by social inclusion. Based on this argument there appears to be a conflict of human rights. On one-side, the excluded pupil has no right of social inclusion. Whereas, on the other side, pupils who experience constant disruption to their lessons and the teachers time is taken up to resolve such issues, are prevented from the right to receive an education that strives to develop their full potential. When behavioural difficulties disrupt the education of others, whose rights are protected or infringed? Dyson et al. (2004, p.101) found that the impact of children with behavioural difficulties on the learning of others, disrupted lessons and increased the amount of time and effort taken up by teachers to manage pupils with SEBD. Consequently, this diverts teacher time and energy away from the majority of the class and those in most need. Studies by Hamill and Boyd (2000; 2003, as cited in Hamill, 2008, p. 67), found evidence that the group of learners most affected by behavioural difficulties were those who experienced learning difficulties and who found themselves in the bottom sets with the most disruptive pupils. This impacted negatively on the inclusion of other vulnerable learners. Class setting based on ability levels can intensify this issue. Pupils most affected are those with learning difficulties, who most often find themselves in the bottom sets with the most disruptive pupils (Hamill, 2008, p.67).The negative effects of class setting can intensify disaffection from school which often results in disruptive behaviour (Hamill, 2008; Barber, 1996). Mackenzie (2008, p.767) alludes that the practice of setting further excludes disadvantaged children by lowering attainment and motivation, especially in female children of low-waged and unemployed parents (Paterson, 1992). With lessons disrupted by behaviour and teachers time being taken up to resolve such issues, it would seem likely, therefore, to have a negative impact on the attainment of others, however, Dyson et al. (2004, p.101) found no correlation between the inclusion of pupils with SEBD and the attainment and achievement of pupils without ASN. Inclusion was also found to have a positive effect on the wider achievement of all pupils, such as social skills and understanding (Dyson et al. 2004, p.101). In particular, pupils with ASN were found to improve academically, personally and socially. RESOURCING FUNDING There is no doubt that effective inclusion is dependent upon the adequate provision of resources (Hamill, 2008, p. 60). With the onset of educational funding cuts, the availability of resources will be a major obstacle to the successful implementation of inclusion in schools. In a study by Dyson, at al. (2004, p.101), teachers professed that the challenges surrounding inclusion were intensified by a lack of support and resources from external sources. Similarly, in a study by Hamill and Boyd (2000; 2003) teachers held the opinion that inclusion lacked adequate funding and was a politically motivated initiative aimed at increasing financial efficiency rather than meeting the individual needs of the learner. Whether this opinion holds any value, resourcing is a complex issue which goes beyond the constraints of simply providing materials and equipment. Providing adequate resources helps to develop a teachers professional development. Funding can provide the financial support to develop systems both internally and externally, such as specialist teachers. To manage the successful implementation of inclusion in schools, teachers have to be given the opportunity to undertake continuing professional development (CPD) to develop the right skills and knowledge to cater for the diverse range of ASN. There can be no doubt that the level of funding provided to support inclusion in mainstream schools reflects the quality of teaching and progress made by the individual (Hamill, 2008). Those with least teaching experience or professional development, specifically beginning teachers will be most disadvantaged with the impending cuts and limited resources. New teachers with limited teaching experience will be most affected if reductions in teacher CPD progress. Essential skills needed to manage the challenges surrounding inclusion will be affected. Reports of increasing the class contact time of probationer teachers to 0.9FTE (from the current 0.7FTE) will exert extra pressure on beginning teachers (Buie, 2010), which is likely to impact the quality of teaching, as preparation time is restricted. With educational funding cuts to be expected where will inclusion in education be left? Who will be disadvantaged or marginalised from the education system? How will teachers professionalism be affected? The outcome to these questions can only be speculated until the inevitable funding cuts occur. CONCLUSION In review of the wide-spread research in inclusive education, the concept of inclusion is not a marginal add-on to education; it is fundamental to the formation and success of our education system. Inclusion does not exclusively focus on pupils with ASN but affects all learners. An inclusive school will promote an ethos and culture based on equity, entitlement, school community, participation, integration and respect for diversity. Inclusive teaching practice should aim to cater for the individual needs of all learners to enable them to reach their fullest potential. One of the on-going challenges surrounding inclusion is meeting the needs of all learners. With teacher time constraints and resources pushed to a maximum and disruptive behaviour an ongoing issue; it raises the question; will teachers and schools be able to support the needs of all learners? In times of austerity; inevitable budget cuts will put pressure on attaining inclusion in schools. Impending funding cuts to teachers CPD and an increase in probationary hours may risk the quality of teaching and most worryingly the health and safety of teachers? As a beginning teacher, the responsibilities of catering for the needs of all learners will be a challenge, especially when faced with other issues, such as disruptive behaviour, limited resources and an increase in probationary contact time. To manage the challenges surrounding inclusion, I will have to rely on guidance and support provided from colleagues, my professional development and limited school resources. WORD COUNT: 3,229 REFERENCE LIST: Barber, M. (1996) The Learning Game. London: Indigo. Bishop, A. and Swain, J. (2000) The Bread, The Jam and Some Coffee in The Morning: Perceptions of a Nurture Group, Emotional and Behavioural Difficulties, 5 (3), pp. 18-24 Booth, T. and Ainscow, M. (1998) From them to Us An International Study of Inclusion in Education. London: Routledge. Chapter 1. Buie, E. (2010) Fears for teacher jobs as Glasgow threatens to break ranks on budget. Retrieved 15 November, 2010 from TES: http://www.tes.co.uk/article.aspx?storycode=6064294 Bunch, G. and Valeo, A. (2004) Student attitudes toward peers with disabilities in inclusive and special education schools. Disability Society. Vol. 19. No. 1. pp.61-76. Centre for Studies on Inclusive Education (n.d) Inclusion Why? Retrieved 15 November, 2010 from the CSIR: http://www.csie.org.uk/inclusion/why.shtml Cigman, R. (2007) A Question of Universality: Inclusive Education and the Principle of Respect, Journal of Philosophy of Education, 41 (4), pp. 775-793. Dyson, A., Farrell, P., Polat, F., and Hutcheson, G., and Gallannaugh, F. (2004) Inclusion and Pupil Achievement. Research Report RR578. ISBN 1 84478 319 7. Hamill, P. (2008) Challenging behaviour understanding and responding. A teachers guide from Primary to Secondary. Hodder Gibson. Hamill, P. and Boyd, B. (2000) Striving for inclusion. Glasgow: University of Strathclyde. Hamill, P. and Boyd, B. (2003) Inclusion: Principle into practice. Glasgow: University of Strathclyde. Hayden, C. (2000). Exclusion from school in England: the generation and maintenance of social exclusion. In: Walraven G, Parsons C, van Veen D and Day C (eds) (2000) Combating Social Exclusion through Education: Laissez-faire, Authoritarianism or Third Way? (pp. 69-82) Leuven: Garant Publishers EERA. HMIE (2002) Count Us In Achieving inclusion in Scottish schools. A report by HM Inspectorate of Education. ISBN 0 7 0 5 3 1 0 1 8 3. HMIE (2008) Inclusion Reference Manual. Internet Version 1: for SMG. Mackenzie, J. (2008) Disaffection from schooling. (pp. 763-782) In Bryce, T., G., K., and Humes, W., M. Scottish education, beyond devolution. (third edition). Edinburgh University Press. Mittler, P. (2000) Working towards inclusive education: social contexts. London: David Fulton. Learning Teaching Scotland (n.d.) Understanding the Curriculum for Excellence. Retrieved 15 November, 2010 from LTS: http://www.ltscotland.org.uk/understandingthecurriculum/index.asp Oliver, M. (1995) Does special education have a role to play in the 21st century? in Thomas, G. and Vaughan, M. Inclusive Education Readings and Reflections. (pp. 111-117) Maidenhead: Open University Press. Paterson, L. (1992) social class in education. In S. Brown and S. Riddell (eds) (1992) Class, race and gender in school. A new agenda for policy and practice in Scottish education. Edinburgh Scottish Council for Research in Education. Rustemier, S. (2002) Social and Educational Justice The Human Rights Framework for Inclusion. Bristol: CSIE. Scottish Government (2003) National Priorities in Education Performance Report 2003. ISBN 0755908961. Edinburgh, Scottish Government. Scottish Government (2010a) Curriculum for Excellence Building the Curriculum 1 the Contribution of Curriculum Areas a Guide to Developing Professional Practice. ISBN: 978-0-7559-9630-8. Edinburgh, Scottish Government. Scottish Government (2010b) Curriculum for Excellence Building the Curriculum 3 A Framework for Learning and Teaching ISBN: 978-0-7559-5711-8. Edinburgh, Scottish Government. Scottish Government (2010c) School inclusion: additional support needs. High level summary of statistics. Retrieved 15 November, 2010 from the Scottish Government: http://www.scotland.gov.uk/Topics/Statistics/Browse/School-Education/TrendSpecialEducation Slee, Roger (2001) Inclusion in Practice: Does practice make perfect? Educational Review, Vol. 53, No. 2, pp. 113-123. Wilson, John (2000) Doing justice to inclusion. European Journal of Special Needs Education, Vol. 15, No. 3, pp. 297-304.

Technology in the Classroom Essay -- Education School Computers

Technology in the Classroom Technology is everywhere and used in every part of life. Practically every job uses some form of technology. It is important for students to learn how to use technology in order to function in this technology-based country. But it is also extremely important for students to learn using technology. Technology has the capability of opening all students eyes to a world of mathematics that they never before could have even began to imagine or understand. The U.S Department of Education is developing a plan, The National Education Technology Plan, to incorporate technology properly into the classroom. The goal of this plan is to improve student learning and to prepare students for the world we live in today. The Secretary of Education, Rod Paige, feels that ?America?s prosperity in the 21st century rests largely upon the success of our education system to equip citizens with the knowledge and skills needed to thrive in our global economy. As innovation drives economic growth, it is incumbent upon us to explore innovative means of improving learning and instruction. Education is no longer limited to our early years; it is now a life-long pursuit and we need new systems and tools to meet this need. We are barely scratching the surface of technology?s potential to transform the way we learn.? I believe that technology can improve student learning and achievement if used correctly. It can help students to develop the knowledge and skills Rod Paige discusses. Understanding key math points is essential to being successful in our world. Technology can put an image to a word problem, a 3-D shape to an equation, a solution to an ?impossible? example. There are many things technology can do, a... ...ass notes and assignments so that when my students are sick they aren?t held behind. I feel that parent/teacher communication is very important, because as a teacher, I cannot follow my students home and make sure they do their homework. But if a parent sees that their child?s grades are suffering in the homework section or if they read on the website there is a homework assignment, then they can make sure their child does his/her homework. Technology will help me as a teacher in the future and is helping teachers as they teach now. As technology changes, hopefully I will be able to incorporate new types of technology into my classroom as needed. Students will also become better learners using technology as it is beginning to be more and more incorporated into the classroom. Technology can have a very powerful positive effect on learning as well as teaching. Technology in the Classroom Essay -- Education School Computers Technology in the Classroom Technology is everywhere and used in every part of life. Practically every job uses some form of technology. It is important for students to learn how to use technology in order to function in this technology-based country. But it is also extremely important for students to learn using technology. Technology has the capability of opening all students eyes to a world of mathematics that they never before could have even began to imagine or understand. The U.S Department of Education is developing a plan, The National Education Technology Plan, to incorporate technology properly into the classroom. The goal of this plan is to improve student learning and to prepare students for the world we live in today. The Secretary of Education, Rod Paige, feels that ?America?s prosperity in the 21st century rests largely upon the success of our education system to equip citizens with the knowledge and skills needed to thrive in our global economy. As innovation drives economic growth, it is incumbent upon us to explore innovative means of improving learning and instruction. Education is no longer limited to our early years; it is now a life-long pursuit and we need new systems and tools to meet this need. We are barely scratching the surface of technology?s potential to transform the way we learn.? I believe that technology can improve student learning and achievement if used correctly. It can help students to develop the knowledge and skills Rod Paige discusses. Understanding key math points is essential to being successful in our world. Technology can put an image to a word problem, a 3-D shape to an equation, a solution to an ?impossible? example. There are many things technology can do, a... ...ass notes and assignments so that when my students are sick they aren?t held behind. I feel that parent/teacher communication is very important, because as a teacher, I cannot follow my students home and make sure they do their homework. But if a parent sees that their child?s grades are suffering in the homework section or if they read on the website there is a homework assignment, then they can make sure their child does his/her homework. Technology will help me as a teacher in the future and is helping teachers as they teach now. As technology changes, hopefully I will be able to incorporate new types of technology into my classroom as needed. Students will also become better learners using technology as it is beginning to be more and more incorporated into the classroom. Technology can have a very powerful positive effect on learning as well as teaching.

Cavin Kare – History & Future

It is the story of David taking on Goliath. A small company having its base in Cuddalore in Tamil Nadu, is now taking on the multinationals of the FMCG world. The Levers of the world now have competition breathing down their necks, from an all too Desi company, CavinKare.Pioneers in the field of sachet revolution, and mass marketing in rural areas, CavinKare has grown from a Rs 15,000 venture to a company making a turnover of Rs 700 crores . Year of Establishment : 1983 Chairman and Managing Director of CavinKare : Mr. C K Ranganathan History of Mr. C K Ranganathan : Ranganathan's journey, which started from a small town of Cuddalore in Tamil Nadu, has been an amazing one. A business which he started with only with Rs 15,000 is now worth Rs 500 crore (Rs 5 billion). He learnt the first entrepreneurial lessons from his father, Mr.Chinni Krishnan, who started a small-scale pharmaceutical packaging unit, before moving on to manufacture pharmaceutical products and cosmetics. His father w as his inspiration. His father, Mr. Chinni Krishnan, an agriculturist, was also into pharmaceutical business. As he was poor in academics, his father wanted him to either do to either do agriculture or start a business. His siblings were good in studies — two of them became doctors and another a lawyer. He was the odd one out. While his siblings studied in English medium schools, he was put in a Tamil medium school.He used to suffer from an inferiority complex because of his poor academic record. Studies did not interest him, but rearing pets did. When he was in the fifth standard, he had a lot of pets — more than 500 pigeons, a lot of fish and a large variety of birds. He used to earn his pocket money out of pet business at that time. Perhaps, the entrepreneurial spirit in him showed its first streak. His father died as he entered college. He had come out with the sachet concept a couple of years prior to his demise. He felt liquid can be packed in sachets as well.Whe n talcum powder was sold only in tin containers, he was the one who sold it in 100 gm, 50 gm and 20 gm packs. When Epsom salt came in 100 gm packets, his father brought out salt sachets of as low as 5 gm. Their marketing strategy is to make, what the coolies want and the rickshawpullers want to use. He wants to make his products affordable to them,' he says. Selling things in sachets is his motto and as he says, ‘this is going to be the product of the future. ‘ But his father could not market the concept well. He moved from one innovation to another but never thought of marketing strategies.He was a great innovator, but a poor marketer. Joining the family business after his father's death, his brothers took charge of the family business. In 1982, when he joined them after his studies, they had launched Velvette Shampoo. Within eight to nine months, he left the business because my ideas clashed with theirs. As he was in the manufacturing unit, he did not know anything abo ut marketing or finance. But, his inferiority complex notwithstanding, he was somehow confident of doing business better. He had left his brothers saying that he did not want any stake in the property or business.That was a defining moment for him. He had saved Rs 15,000 from his salary and that was all he had. Yet he was confident of achieving success. He did not feel anything about riding a bicycle after having got used to cars. For a week, he could not make up my mind as to what business to do. He knew only two things; making shampoo and rearing pets. He didn't want to venture into the shampoo business as it would initiate a fight with his brothers. However, he decided to do the same later as he could only make shampoo. He rented a house-cum-office for Rs 250 a month against an advance of Rs 1,000.He took another place for the factory for a rent of Rs 300 a month and against an advance of Rs 1,200. He bought a shampoo-packing machine for Rs 3,000. The company began its journey as Chik India Ltd. How Chik Shampoo was born He named it Chik Shampoo after my father. The product did not succeed immediately; they learnt many things during the process. In the first month, they could sell 20,000 sachets and from the second year, they started making profits. He moved to Chennai in 1989 but their manufacturing unit continued to be in Cuddalore. It took him three years to get the first loan because banks asked for collateral.He did not have any. But one particular bank gave him a loan of Rs 25,000 which we rotated and later upgraded to Rs 400,000, Rs 15 lakh (Rs 1. 5 million), etc. The bank manager wrote in their loan application ‘This person does not have any collateral to offer but there is something interesting about this SSI unit. Unlike others, this company pays income tax! ‘ His business never looked back because he was very particular about paying income tax. Strategies that made Chik Shampoo No. 1 in South India When Chik entered the market, Velvet te Shampoo was being marketed aggressively by Godrej .But a scheme of theirs became extremely successful — they exchanged five sachets of any shampoo for a Chik Shampoo sachet, free. Later, they altered the scheme — they started giving one free Chik Shampoo sachet in lieu of five Chik Shampoo sachets only. Soon, consumers started asking for Chik sachets only. Their sales went up from Rs 35,000 to Rs 12 lakh (Rs 1. 2 million) a month. When we introduced jasmine and rose fragrances, our sales went up to Rs 30 lakh (Rs 3 million) per month and with actor Amala as our model, our sales rose to Rs 1 crore (Rs 10 million) a month! Each idea of ours was rewarded by our customers.There has been no looking back since then. Our market share increased and in 1992, we became the numero uno in South India. It took nine years for him to overtake his brothers' business. How Chik Shampoo conquered the rural market Multinational companies sold products in big bottles and not in sachets and they sold only from fancy stores. They did not look at the small kirana stores, nor did they look at the rural market. They went to the rural areas of South India where people hardly used shampoo. They showed them how to use it. They did live demonstration on a young boy.They asked those assembled to feel and smell his hair. Next they planned Chik Shampoo-sponsored shows of Rajniknath's films. They showed our advertisements in between, followed by live demonstrations. They also distributed free sachets among the audience after these shows. This worked wonders in rural Tamil Nadu and Andhra Pradesh. After every show, Their shampoo sales went up three to four times. Today, the Indian rural market is growing at a pace double than that of the urban market. Launching Meera Herbal powder They continued with Chik Shampoo for seven years before venturing into anything else.Meera Herbal powder was actually not their idea. Shaw Wallace already had a herbal product but it was marketed very poorly. They felt there was a demand for herbal products and they made a good product. He felt they should be the leader if theirs was a good product. And guess what? In the third month itself, they topped the market. In six months, they had 95 per cent market share, while Shaw Wallace had only 4-5 per cent. How Beauty Cosmetics became CavinKare As they planned to expand to new products, they thought the name Beauty Cosmetics would be restrictive.In 1998, they ran a contest among our employees for a name and one of them suggested CavinKare ; with C and K spelt in capitals. CK,his father's initials. Cavin in Tamil means beauty and grace. Perfumes for the poor They wanted to cater to those who cannot afford (high priced) perfumes. Good perfumes came at a huge price — they were beyond the means of ordinary people. They decided to come out with a Rs 10 pack Spinz. They were successful in that too. Shampoo market share In the last two to three years, their market share has come d own though they are growing.It is mainly because of the anti-dandruff shampoos in the market. They do not have an anti-dandruff shampoo yet. From 0 per cent, the anti-dandruff shampoos have taken over 25 per cent of the market. Only 75 per cent of the market, therefore, constitutes ordinary shampoos. We hold 20 per cent of the market share. But they are the largest brand in rural Uttar Pradesh , Andhra Pradesh, etc. and they are the number one in many other states as well. On the decision to launch a fairness cream They decided to launch Fairever in 1997 as they saw a huge demand fairness cream.They are the second largest player in the market in this. Research states that when a product is good, consumers do not shift to a new brand. His team told him not to venture into the fairness cream market as the consumers were quite satisfied with the existing products. But they went to launch their product containing saffron — which is traditionally used to get a fair complexion. In six months, their sales galloped. This was followed by Indica hair dye. Two and a half years ago, they launched Ruchi pickles in sachets and they became number one there too.They sell close to 5,000 tonne of pickles per annum. They hope to double this in two to three years. Food is a huge market and they have understood that. Their target is to be a Rs 1,500 crore (Rs 15 billion) company in another three years. CSR activities 1)CavinKare Ability Foundation awards for physically disabled achievers. He stayed as a tenant at Mrs. Jayashree Ravindran's place (the woman who started the Ability Foundation). Once, she said she wanted to start a magazine for the disabled. Though she did not ask for sponsorship, he gave her a cheque of Rs 25,000.He also became one of the Foundation's founder members. Once they came to know about the disabled who have climbed the ladder of success, they — Ability Foundation and CavinKare — decided to institute an award for them. 2) CK School of Practical Knowledge. It is in the process of strengthening , rebuilding and reorienting the existing system of education by introducing Life Oriented Practical Education with academics. Students are reoriented to lay emphasis on humanity, problem solving capabilities, leadership, entrepreneurship, team work and experimentation instead of the convention of learning.Acheivements ; Persona : C K Ranganathan was conferred the prestigious â€Å"Entrepreneur of the year award† by â€Å"The Economic times† in 2004. CKR’s personal philosophy is his trust in people and passion for creating a seamless organization. He always leads from the front. He is very quick in giving his views and decisions. He likes to raise the bars of performance after his colleagues accomplish milestones. This in turn has a cascading effect transforming the whole organization to be nimble footed and agile. Group Companies : Trends in vogue : Trends In Vogue Pvt. Ltd. a group Company of CavinKare came into being in July 2002 with a clear-cut focus on providing personal styling and beauty solutions to everyone in the family. The Company has pioneered the concept of ‘Family Salons' in India with its specialist brands – LimeLite, and Green Trends. With a team of professionals, highly qualified cosmetologists and hair care specialists from its in-house institution, Trends Academy and with the skill base of the CavinKare R;D team, Trends In Vogue offers a range of Cosmetic treatments including those made from â€Å"natural† ingredients.Realising that there was a need gap in the grooming industry, the Company has two separate chains, catering to assorted wallet sizes. Green Trends has a range of men's and women's Salons aimed at the middle class. Limelite is the premium brand of Salons targeting upper crust men, women and kids to ensure that it offers ‘an international standard beauty care' to its customers. They use various products from different brand s at these Salons, including those that do not belong to them. The objective is to give the consumer a service suitable for them.Trends Academy Trends Academy is the first of its kind Beauty training institution in South India. It has brought professionalism and credited recognition to people who wished to make beauty a profession. Creating careers in the field of beauty and styling, Trends Academy has ushered in a comprehensive approach with in-depth focus on theory and techniques. The emphasis of the academy is to train their students to acquire soft skills and etiquette as well as the technical skills related to beauty and styling.Excellent facilities, latest equipment, spacious classrooms and practice areas offer â€Å"hands-on† experience to each student. Other facilities include Video demonstration, practice labs and practical exposure in our Parlors. The academy has tie ups with City ; Guilds from UK and Wella, one of the leading international beauty suppliers from Ger many, to train the students in beauty treatment with international standard. The academy admits students based on a personal screening and interview. Once the students successfully complete the specified course, and the best get offered a job at our Salons Green Trends and Limelite.Two Major Brands under Trends In Vogue †¢Limelite †¢Green Trends Limelite In an age where a premium is placed on looking and feeling good, and the desire to be attractive is on the rise in India, Limelite,a Lifestyle Salon, which offers you a complete grooming experience you would never forget. Limelite has a spacious and an inviting ambience, talented and trained aestheticians, who are committed to deliver outstanding service with personalised attention. So when you walk out, you have the satisfaction of having been treated by the best.An Upmarket Unisex Salon with Spa facilities, Limelite is the only such combo experience to suit your lifestyle. Limelite offers a wide range of new-age hair dos , facials, body massage and hair styling and colouring services. The Salon also offers oxygen therapy, aromatherapy, expert counselling, skin care, make-up, hair and foot spa, colouring and an extensive array of body treatments. In addition Limelite has exotic unique services such as Pina Colada Manicures and Pedicures, Choco dip Pedicures, Body Wrap, Milk Bath, Mango Butter Facial and Baby corn Butter Scrubs to pamper you.It has a separate ladies private studio and an exclusive kid's colourful section with staff especially trained. All services are offered by trained and certified personnel. Bored with gifting loved ones nicely wrapped conventional gifts ? Limelite also offers gift vouchers of different denominations which can be used for the beauty or spa treatment at Limelite. Currently Limelite has outlets in many locations in Chennai, Bangalore and Delhi and we plan to expand to become India's leading chain of unisex Salons.So come, indulge yourself in a lifetime grooming exper ience and we, at Limelite, believe, we‘ll have you coming back for more! Green Trends From neighbourhood Parlour to a more professional branded Salon, Green Trends is a Family Beauty Salon which focuses on personal attentive grooming with an accent on natural products at an affordable price. The Salon is spacious, the interiors, well designed, with a spa room and a steam bath. While the men's and women's sections have been conveniently separated, there is a special area reserved for kids.Green trends believes in making you beautiful ‘Naturally beautiful from head to toe' with its passion for delivering beauty naturally. They have a panel of experts who will answer queries on beauty, skin care and personal grooming. Staffs are Cosmetologists and specialist beauty care professionals trained by international experts at the Trends Academy of Aesthetics. Located in different residential pockets in Chennai, and Bangalore, Green Trends is the most popular destination for family grooming. SWOT Analysis for Cavinkare IndiaStrengthsWeaknesses †¢ Ability to understand local market †¢ Strong distribution network1300 Stockists well organized. †¢ Strong in shampoo segment. †¢ Strong product portfolio with Brands like chick, nyle which are best sellers in southern India. †¢ Ability to cater unpenetrated rural market where again chick brand is the leader. †¢ Strong R&D †¢ Strong marketing team. †¢ Not having world wide operations. †¢ Not having strong products in the to hair colors segment. †¢ Not having strong products in the hair oil segment. OpportunitiesThreats Can to go for more vertical mergers so as to tap more market mostly in the northern zone where the reach is still weak. †¢ can go for more acquisition so as to increase their reach both in local and global market†¢ More and more FMCG companies are coming toIndia, so company might loose share within their strong shampoo segment. †¢ Shampoo market is getting saturated so need to find other segments where opportunity is high like hair color, hair dye etc. Outline of Future : 1)International business division was formed in 1999 to take the brands of CavinKare beyond the boundaries of India.Currently, CavinKare is marketing its brands across 12 countries including Srilanka, Nepal, Bangladesh, Malaysia, Singapore, USA and GCC Countries. In a significant move towards geographical expansion high potential markets like Egypt, Nigeria, and United Kingdom are also being considered for entry. 2)The company plans to take on fast food multinational corporations (MNCs) such as McDonald’s Corp. not just in India, but also overseas with a multi-cuisine fast food restaurant format that it is currently testing.In July 2009, CavinKare decided to study the fast food business by opening its first outlet, branded CK’s Foodstaurant, in Puducherry. The restaurants are branded CK’s Foodstaurant, like CavinKare, a play on the name of the founder. The menu for the chain in India will be a combination of Indian fare such as idlis, dosas and sandwiches, and American favourites such as burgers and fries, but the restaurants will take on a slightly different avatar overseas. 3)Revenue Growth : The family-owned CavinKare logged sales of Rs700 crore in 2008-09 and expects to nearly double its sales to Rs1,500 crore in 2009-10,

The Aviation Safety And How Communication - 1433 Words

Abstract Communication is an important aspect of the daily routine in any organization that has operations in it. There are different reasons why an organization should have communication and of the essence, effective communication. This research paper focuses on the aviation safety and how communication relates to it. There are certain protocols that should be observed in the process of proper coordination of operations in aviation. There are entities that are affiliated and essential to the thriving of the favorable place the airline industry enjoys in the world today. The entities include airplane manufacturers and suppliers, authorities that provide policy to the aviation from the government as well as the general populace that uses the airline industry to their convenience. The flaws in communication in the airline sector are herein evaluated. The causes and remedies of the flaws are further provided in this paper. 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