Education Management Corporation

" charts the growth of corporate education "

Governments, corporations, and organizations that think ahead and have a vision far ahead need to build awareness and the ability to build a future society that is not only prosperous but also sustainable. The vision of the concept of sustainability is expressed in a variety of efforts relating to almost all activities in the community and aims to maintain, improve, and enhance environmental quality.
On the economic front we see an increase in investment in various forms leading to a variety of ' green solutions '. But to realize the vision of the project, efforts need to be taken based on a strong foundation, especially in the field of education that teaches the principles of sustainable development and good governance ( good governance ).

Nowadays more and more business organizations ( corporations ) who observe and measure performance not only in terms of money but also in terms of environmental, social and corporate governance ( factors Environmental, Social, and Governance / ESG).
Criteria 'new' has its own indicators to be considered in the assessment of the performance of an organization. Another aspect related to ESG contained in the principles of good governance ( good governance ) is the importance of taking measures transparatif issues concerning ESG. The purpose of all this is to produce a system of reporting to stakeholders that link financial performance to ESG. The rise of global attention on issues such radically reshape the business level and raises fundamental questions about the ability and sensitivity needs to be improved by the politicians, bureaucrats, and corporate executives at all levels, especially at a time when they are undergoing training in management and governance governance in higher education institutions. A book containing a collection of studies at the University of Gloucestershire's Center for Active Learning ( UK ) gives the term on the ability and sensitivity as " sustainability literacy " ( 2009 ).

But if we relate this issue to the entire realm of human resource capacity building in the 21st century, then inevitably the question should also be aimed at basic education and early. The problems faced by the national education today is how we can ensure that the ways we use to improve the welfare of society is not to deny the welfare of future generations ?. How can we inspire the educational institutions to produce role models (' champion ') lives the concept of sustainability ? This article will not discuss this issue at the level of basic education, but limited to the framework of the development of education management and responsible leadership and creating research institutions capable of generating sustainable solutions.



Many education experts and researchers that showed a strong correlation between the style or model management, strategic thinking, and the performance of the executives. Based on this conclusion, the quality of management education is the key to generating qualified managers and professionals are able to respond to the challenges of sustainability concepts.

6 Principles of Responsible Management Education (  PRME  )

1. Objective : To develop students' ability to generate sustainable value for business and society at large and able to work in the global economic arena that is open (inclusive) and sustainable.
2. Values​​ : To enter the values ​​of social responsibility on a global scale as described in international initiatives such as the United Nations Global Compact.
3. Methods : To create educational frameworks, materials, processes and environments that can provide an effective learning experience in the field of responsible leadership.
4. Research : Engaging the conceptual and empirical research that can add to our understanding about the role, dynamics, and impact of the company's activities to create social, environmental, and economic development.
5. Partnership : To interact with the managers of the company so as to expand our knowledge of the challenges they face to meet the social and environmental responsibilities and to explore jointly effective approaches to meeting these challenges.
6. Dialogue : To facilitate and support dialog and debate among educators, students, business, government, consumers, media, civil society organizations and groups concerned about the critical issues related to global social responsibility and sustainability issues .



Global trends indicate that the concept of sustainability will grow rapidly and become a business concept that plays an important role in the educational process for managers and future leaders. This transition certainly take time, active cooperation, and networking among public agencies and private. But the movement is an open opportunity for the exchange of knowledge and skills at the global level among international professionals who have been trained to develop the concept of sustainability strategies in order to create prosperity for all people of the world. The global competition between nations that will come probably be won by those who prepare future leaders by planting the principles of sustainability.

Education System Military In Colorado

Colorado University, the strong support demonstrated by our military should have policies in place to help you pursue your education and achieve your personal, professional and academic when you serve your country. Its mission is to create a quality degree that is flexible, accessible and useful to the military, their spouses and veterans.

A Military-Friendly University

As a military friendly university, CTU addresses the specific needs of military and veteran students. The commitment CTU has made is to offer the best support, flexibility and resources for military and veteran students pursuing their education. Whether you are focused on advancing your military career or preparing for the civilian job market, CTU is positioned to serve you.

Our Department of Military Education is committed to providing superior service through administrative support departments. Military Education Benefits Specialists are dedicated to providing sound advice about your education benefits and financial aid options. Prior Learning Assessment will help evaluate academic transfer-in credit for your eligible military training. When you need assistance throughout your education, the Student Advising department is there to help support you and provide sound guidance.

CTU’s Military and Veteran Friendly Qualifications

Regionally Accredited by the Higher Learning Commission

DoD Voluntary Education MOU member school

Award Winning Virtual Campus accessible anytime, anywhere

Military and Veteran specific support departments

GI Bill and Tuition Assistance Approved

Yellow Ribbon Program Full Contributor

Learning Center with tutoring and resources for specific courses

Military-friendly deployment policy

Student Veterans of America – Student Led CTU Chapter

Military Tuition Rate for Active Duty, Reservist, and National Guard (Spouses Included)

Service members Opportunity College Consortium Member: SOCMAR & SOCCOAST

Army and Air Force ROTC Programs available through Colorado Springs Campus

Online Associate, Bachelor's , Master's and Doctoral degrees

Eligible military training considered for transfer-in credit

U-ABC Program participation

Student Loan Debt Is a Beast. Here Are Elizabeth Warren's, President Obama's, and the GOP's Plans to Fix It.

If you're one of the 37 million Americans with student loan debt, you're in for a real treat come July 1. That's when interest rates on federal student loans are set to rise to 6.8 percent—double the current rate of 3.4 percent. That deadline has lawmakers scrambling for a fix. There are a bunch of proposals out there, including Massachusetts Sen. Elizabeth Warren's call for students to be allowed to pay the low, low rate that big banks pay for short-term borrowing; a plan President Barack Obama laid out in his budget in April; and the GOP plan that just passed the House—a plan Obama hates.

Whatever lawmakers and the president ultimately decide matters a lot. Over the past 25 years, the cost of going to college has spiked 440 percent. Since 2004, student loan debt in this country has tripled, and now stands close to $1 trillion. Check it out:

Some 60 percent of students have to take out loans to finance their education, and they're borrowing more than ever before. In 2012, more than half of borrowers took out over $10,000 in loans. The next chart shows how the amounts students borrowed climbed between 2005 and 2012:

Although mortgage debt is still the largest category of debt in the United States, the amount of debt held by students recently surpassed both credit card and auto loan debt. And unlike car and credit card debt, which has stayed fairly flat, student loan debt is on a clear upward trajectory:

One more thing. Delinquency rates for student loans have risen over the past two years, while delinquency rates on other types of debt have fallen:

We took a look at politicians' proposals for remedying this gloomy state of affairs, both the long-term solutions and the short-term band-aids. Here's a round up:

LONG-TERM FIXES
Obama's plan: Under the plan Obama laid out in his budget, the interest rate at which student loans are issued would vary depending on the economy. Rates would be pegged to the rate at which the government borrows money over the long term (currently at around 2 percent). The president's plan would add 0.93 percent to that rate for loans to financially needy undergrads, and 2.93 percent to undergrad loans that are not need-based. The Congressional Budget Office says that this would mean that in the next school year interest rates would be 3.43 percent and 5.43 percent, respectively.

One drawback of this plan is that there is no limit on how high initial interest rates can be set year to year. But once the student has borrowed the money, the interest rate would be fixed for the life of the loan. Experts say this is a good thing. "Students have a great fear of uncertainty around college," says Beth Akers, an education policy fellow at the Brookings Institution. "A fixed interest rate simplifies this question of going to college and not knowing what will be my payments in the future."

Obama's plan is also the only one out there that would aid low-income borrowers once they graduate by letting them cap their monthly loan payments to 10 percent of their income.

House Republicans' plan: Last week, Warren slammed the plan put forward by Reps. John Kline (R-Minn.) and Virginia Foxx (R-N.C.) that recently passed the House, saying it would turn students into a "profit center." Under the House GOP plan, student loan interest rates are also tied to the market rate, but the plan would add 2.5 percent to both need-based and non-need-based undergrad loans, rather than continuing the current reduced rate for needier students.

The plan would also allow interest rates to fluctuate over the life of the loan, up to a cap of 8.5 percent. That means you could take out a loan at a super-low rate, and end up paying a 8.5 percent a few years down the line. "That's a bit of a bait and switch that I'm not very comfortable with," says Michelle Cooper, president of Institute for Higher Education Policy (IHEP). Akers has calculated that a swing in interest rates—from 3.4 percent to 6.8 percent on a 10-year, $25,000 loan, for example—would cost students about $40 a month. That could be a week of groceries or a gas bill. Last week, Obama slammed the GOP measure, saying it would create more uncertainty for students, and vowed to veto the bill.

The GOP plan also includes no provision capping monthly payments according to income level, as Obama's does.

Senate Republicans' plan: Sens. Tom Coburn (R-Okla.) and Richard Burr (R-N.C.) have a proposal that adds 3 percent to the government's borrowing rate for both needy and non-needy undergrad borrowers, except that once the student takes out the loan, the interest rate remains fixed over the life of the loan, as under Obama's plan. In that sense, it's sort of a compromise between Obama's proposal and House Republicans' bill.

Senate Democrats' plan: Sens. Jack Reed (D-R.I.) and Dick Durbin's (D-Ill.) plan would peg student loan interest rates to the short-term government borrowing rate, as opposed to the long-term rate that the above plans use. (This week it's 0.045 percent.) The plan would then add a percentage determined by the Department of Education to cover administrative costs, and would include rate caps at 6.8 percent and 8.25 percent for need-based and non-need-based undergrad loans, respectively. The New America Foundation, a nonpartisan public policy shop, says the proposal would result in a significant drop in interest rates for students.

SHORT-TERM FIXES

Courtney's plan: Rep. Joe Courtney's (D-Conn.) plan would keep need-based borrowing rates at the current 3.4 percent for two years so that Congress has time to come up with a better solution.

The Reed-Reid-Harkin plan: Sens. Jack Reed (D-R.I.), Harry Reid (D-Nev.), and Tom Harkin (D-Iowa) introduced a plan that would do the same thing.

Warren's plan: Warren's yearlong fix proposal would lower rates the most. It would cut need-based undergrad loan interest rates to the same low 0.75 percent interest rate that banks pay to the Federal Reserve for short-term loans. Rep. John Tierney (D-Mass.) introduced companion legislation in the House.

Here's a look at what a few of the above plans would do to interest rates on loans for needy undergrads over time:

So how will it all shake out? Akers says she thinks the final plan will be something of a compromise between Obama's plan and the House Republican proposal.

But the main piece of legislation governing higher education in the United States will expire next year, so there's good reason to think that lawmakers may opt for a short-term fix this year and wait until next year to come up with a permanent solution. "I hope a short-term fix is not the outcome we get," says Akers. "It would be good to get this done so we can get on with different fights." Any long-term fix will affect a lot of Americans, and a lot of money, and Congress hasn't made itself famous for getting things done. As IHEP's Cooper says, "I'm more concerned with doing this right than doing it quickly."

Education Student - Loans How repayments are calculated

How much you will repay

You will have money taken off your salary to repay your student loan during any pay period where your earnings before tax are over the weekly or monthly threshold.

By pay period, we mean each time you receive your salary. This could be every:


a. Week
b. Two weeks
c. Four weeks
d. Calendar month

The earnings threshold is:

- £314 a week
- £1,363 a month
- £16,365 a year

You pay 9% of anything you earn over the threshold.

For example, if you are paid monthly and earn £1,750 before tax per month you would repay 9% of the difference between what you earn and what the threshold is:

£1,750 - £1,363 = £387
9% of £387 = £34

So your student loan repayment would be £34 a month.

Here is Example repayment amounts

Income each year before tax	Up to £16,365	£16,500	£21,000	£24,000	£27,000	£30,000
Monthly salary	£1,363	£1,375	£1750	£2000	£2250	£2500
Monthly repayment	£0	£1	£34	£57	£79	£102

If your income changes during the year

If your income changes, either rising or falling, your repayment amounts will automatically change to reflect this.

Making repayments despite earning under the annual threshold

You may still have to make student loan repayments when you earn below £16,365 a year.

This will happen if your salary goes above the weekly or monthly threshold during any given pay period.

For example, if you are paid weekly and normally earn less than £314 (the weekly threshold), you wouldn’t have to repay. But if you did an extra shift or received a bonus which took your pay above £303 for that week, you would make a repayment as it is over the threshold.

If your income is equal to or below £16,365 in any one tax year, you will be entitled to apply to us at the end of that tax year for a refund of your student loan repayments if you wish.

Unearned income

If you have unearned income of more than £2,000 a year, for example interest on stocks, shares or savings, you may have to make additional student loan repayments.

HM Revenue & Customs will advise you if you need to make any payments directly to them in respect of student loans once they have assessed any Self Assessment tax return you submit to them.

I have a plan 1 and a plan 2 loan, how do my repayments work?

The amount you repay to each type of loan depends on your income. The table below shows how repayments work when you’re repaying both a plan 1 and a plan 2 loan.

Your income	Up to £16,365 (the plan 1 income threshold)	£18,000	£21,000 (the plan 2 income threshold)	£25,000	£32,000
Amount paid to plan 1 loan	£0	£12 per month	£34 per month	£34 per month	£34 per month
Amount paid to plan 2 loan	£0	£0	£0	£30 per month	£82 per month
Total monthly amount paid to all loans	£0	£12 per month	£34 per month	£64 per month	£116per month

Repayments made from your income between £16,365 and £21,000 will be applied to your Plan 1 loan balance. Repayments from your income above the £21,000 threshold will be applied to your Plan 2 loan balance.

Education Federal student and parent loan consolidation programs

Federal Student Loan Consolidation is a program available to students and former students with federal student loans. The program essentially allows student loan borrowers of any federal student loan (Perkins, Stafford, Direct Subsidized or Direct Unsubsidized Loans) an opportunity to combine all individual monthly loan payments into one monthly payment. Consolidation generally extends the repayment period, resulting in a lower monthly payment. However, you will pay more interest if you extend your repayment period through consolidation. Upon application approval, the new consolidated loan lender or servicer pays off the individual loans (being considered for consolidation) and creates a brand new loan in the student borrower’s name. New interest rates, repayment options/incentives, and applicable benefits or fees apply.

Federal Parent Loan for Undergraduate Student (PLUS) Loan Consolidation Program is the equivalent consolidation loan program available to parent loan borrowers. Parents with multiple PLUS loans may consolidate all of their monthly loan payments into one monthly payment under this program, even if the loans were approved for multiple students.

The following information applies to both student and parent loans:

The interest rate of the consolidated loan is calculated by a weighted average of the interest rates of the loans included in the consolidation. The lender or servicer will be able to help determine the interest in a specific situation. Changes in interest rates, if applicable, are made annually on July 1.

Questions to ask consolidation representatives prior to supplying personal information:
- How did you get my name and contact information?
- Who is the servicer of the consolidated loan?
- Who will I contact if I have questions about the consolidation application?
- Who will I contact if I have questions or updates during my repayment?

- How long does the application process typically take?
- Do I have the ability to manage my loan repayment status on line?

Rebates and/or repayment incentives are generally available. These include the following:
- 0.25% interest rate reduction (or comparable benefit) if repayment is processed by auto-debit from checking or savings account.
- 1.0% interest rate reduction (or comparable benefit) if borrower makes 36 on-time monthly payments.

Pros and Cons of consolidation options:

Benefits :
- One repayment point if your loans are currently with multiple lenders.
- Fixed interest rate
- Ability to extend repayment terms over 10 or more years if loan balance is high.

Cautions :
a. May lose 6 month grace period and be forced to go into immediate repayment upon graduation.
b. May lose repayment benefits or cancellation options.
c. Consolidating loans with wide ranges of interest rates may result in higher repayment totals. (i.e., Perkins fixed rate = 5% and Subsidized variable rate = 3.37%; Consolidated loan weighted average may = 4.19% for all loans).
d. Longer repayment periods will result in additional interest charges.

Educational loans currently unavailable for consolidation with Federal Student Loans include :
1. Parent Loans for Undergraduate Students (PLUS) – parents may consolidate multiple PLUS loans but PLUS may not be consolidated with student loans.
2. Alternative or Private Student Loans (i.e., Key Alternative Loan, CitiAssist, Sallie Mae, Teri Loans, Chase, Educaid, etc.)
3. BGSU Schell Loans

Department of Education database for accreditation

The goal of accreditation is to ensure that education provided by institutions of higher education meets acceptable levels of quality. Accreditation in the United States involves non-governmental entities as well as governmental agencies. Accrediting agencies, which are private educational associations of regional or national scope, develop evaluation criteria and conduct peer evaluations to assess whether or not those criteria are met. Institutions and/or programs that request an agency's evaluation and that meet an agency's criteria are then considered accredited by that agency.

List of accrediting agencies

Accreditation is generally divided into two segments: institutional accreditation and specialized accreditation. Institutional accreditation normally applies to an entire institution, indicating that each of an institution's parts is contributing to the achievement of the institution's objectives, although not necessarily all at the same level of quality. Institutional accrediting agencies are further divided into regional accreditors, which accredit most of the public and some private institutions in a specific section of the United States, and national accreditors, which accredit many private vocational schools and colleges regardless of location

Specialized or programmatic accreditation normally applies to programs, departments, or schools that are parts of an institution. The accredited unit may be as large as a college or school within a university or as small as a curriculum within a discipline. Most of the specialized or programmatic accrediting agencies review units within an institution of higher education that is accredited by one of the institutional accrediting commissions. However, certain accrediting agencies also accredit professional schools and other specialized or vocational institutions of higher education that are free-standing in their operations. Thus, a specialized or programmatic accrediting agency may also function in the capacity of an institutional accrediting agency.

In order to be sure the accrediting group is reliable, you should be sure the accreditation is granted by an association recognized by the U.S. Department of Education or the Council for Higher Education Accreditation. The U.S. Department of Education does not accredit educational institutions and/or programs. However, the Secretary of Education is required by law to publish a list of nationally recognized accrediting agencies that the Secretary determines to be reliable authorities as to the quality of education or training provided by the institutions of higher education and the higher education programs they accredit. The Council for Higher Education Accreditation (CHEA) is a private nonprofit national organization that coordinates accreditation activities in the United States. CHEA is the only nongovernmental higher education organization that formally scrutinizes and certifies the quality of accrediting organizations.

Racism Element in Education School

Previous research demonstrates that students taught by teachers of the same race and ethnicity receive more positive behavioral evaluations than students taught by teachers of a different race/ethnicity.

Many researchers view these findings as evidence that teachers, mainly white teachers, are racially biased due to preferences stemming from racial stereotypes that depict some groups as more academically oriented than others.

Most of this research has been based on comparisons of only black and white students and teachers and does not directly test if other nonwhite students fare better when taught by nonwhite teachers.

Analyses of Asian, black, Hispanic, and white 10th graders in the 2002 Education Longitudinal Study confirm that the effects of mismatch often depend on the racial/ethnic statuses of both the teacher and the student, controlling for a variety of school and student characteristics.

Among students with white teachers, Asian students are usually viewed more positively than white students, while black students are perceived more negatively. White teachers’ perceptions of Hispanic students do not typically differ from those of white students.

Postestimation comparisons of slopes indicate that Asian students benefit (perceptionwise) from having white teachers, but they reveal surprisingly few instances when black students would benefit (again, perceptionwise) from having more nonwhite teachers.

Just Communities is dedicated to teaching educators about unintentional racism, which it says is a key contributor to the persistent achievement gap.

Alejandra is the daughter of Mexican immigrants who speak little English and hold down jobs cleaning houses and working in a hotel. Last year, she graduated from a high school in Santa Barbara, Calif., where the student population is roughly half poor Latino and half affluent white.

Their worlds rarely intersect, with most white students taking high-level courses and most Latinos enrolled in the general-ed classes. But during her high school years, Alejandra was the exception.

She was the only Latino student with immigrant parents enrolled in a college-level program known as International Baccalaureate studies. Many of the fellow students came from the Santa Barbara County community of Montecito, one of the wealthiest enclaves in the nation (Oprah Winfrey has a home there). It was often an uncomfortable experience.

Alejandra finished high school with a 3.3 GPA — no small feat given her background and the rigorous program from which she graduated.

Nonetheless, when it came time to talk to her guidance counselor about future plans, the counselor dissuaded Alejandra from pursuing her dream to attend a four-year university. The counselor instead advised her to go to the local community college. Alejandra complied, and today is a student at Santa Barbara City College.

The experience, she said, filled her with self-doubt.
“I thought, maybe I’m not as good as I think I am,” she told Miller-McCune.com.

Battling Subtle Messages

Though racism in the public education system no longer takes the overt form of segregated schools, white students spitting on black students with impunity or National Guardsmen with rifles blocking the entrance to a school, several nonprofit organizations around the country focusing on racial justice in public schools say it’s still ubiquitous.

Although the counselor no doubt had Alejandra’s best interests in mind, the decision to steer her away from a four-year university was a classic example of unintentional racism, said Jarrod Schwartz, executive director of Just Communities Central Coast, a nonprofit based in Santa Barbara and dedicated to dismantling institutional racism in schools. (The group was founded in 2001 as The National Conference for Community and Justice of California’s Central Coast, which in turn had its roots in the venerable National Conference of Christians and Jews.)

“Most of the racism in schools today is not born out of intense hate and does not come from this place of wanting the worst for students of color,” he said. “It’s subtle.”

The organization spends much of its time informing educators about the everyday red flags that may be invisible to them, but glaringly obvious to many minority students and teachers of color.

A well-meaning high school counselor, for instance, may learn the names of all her white students, but barely any of her Latino pupils. A white teacher may call on students of color only for the easy questions. A teacher may embarrass a student of Korean descent by assuming the student knows how to pronounce a word in Vietnamese.