The aim of the Educational Management of Adult Guidance course, run by NCGE in collaboration with the Education Department of NUI Maynooth, is to give participants the vision, knowledge and skills to establish, maintain and quality assure an adult educational guidance service within their organisations and institutions.
Wednesday, April 15, 2009
Guidance Counsellor Training
To become a guidance counsellor in the educational sector in Ireland it is necessary to have a post-graduate qualification in guidance and counselling. A teaching qualification is also necessary (though this requirement is currently under review for those working with adults) and teaching experience is desirable. For a list of Dept. of Education & Science recognised courses, see the NCGE Fact Sheet 'Guidance in Ireland'.
NCGE convened a Group consisting of the Directors of the training programes in guidance in 1998 to discuss ideas and to support programme development.
NCGE convened a Group consisting of the Directors of the training programes in guidance in 1998 to discuss ideas and to support programme development.
The Academia Exchange
Academia is the title of the network of guidance organisations in Europe who organise transnational placement programmes for guidance practitioners in participating countries.
Aim of the Academia Exchange of Guidance Practitioners:
The Exchange Programme aims to provide guidance practitioners with a direct experience of the European Dimension of Guidance through participation in a week long guidance study visit in another European country.
Hosting
NCGE coordinates the 'Guidance in Ireland' programme for European practitioners to learn about and live the Irish experience of guidance. Hosting offers a chance for Irish practitioners to work with their European colleagues, learning about the systems in their countries and sharing information and ideas.
What this years visiting guidance practitioners said?
"A chance to meet lots of really positive guidance people from across Europe"
"It has encouraged me to continue in my work because of all the enthusiastic people we have met"
"I would have wanted to stay longer, to see more, to know more about studies in Ireland"
"I have become aware of how many possibilities there are in the EU system"
Aim of the Academia Exchange of Guidance Practitioners:
The Exchange Programme aims to provide guidance practitioners with a direct experience of the European Dimension of Guidance through participation in a week long guidance study visit in another European country.
Hosting
NCGE coordinates the 'Guidance in Ireland' programme for European practitioners to learn about and live the Irish experience of guidance. Hosting offers a chance for Irish practitioners to work with their European colleagues, learning about the systems in their countries and sharing information and ideas.
What this years visiting guidance practitioners said?
"A chance to meet lots of really positive guidance people from across Europe"
"It has encouraged me to continue in my work because of all the enthusiastic people we have met"
"I would have wanted to stay longer, to see more, to know more about studies in Ireland"
"I have become aware of how many possibilities there are in the EU system"
VIRTUAL LEARNING ENVIROMENT
In addition to the examples of training programmes developed through European collaboration in the adult and non-formal guidance sectors the use of a Virtual Learning Environment for the training of guidance practitioners was piloted with support from the Leonardo da Vinci programme between 2000 and 2001. Participants on the course included guidance counsellors from second level schools, and practitioners from primary, adult and higher education settings. The Project demonstrated the potential of using the internet as a medium for training guidance practitioners in Ireland. However, it was recognized that in utilizing the internet as a medium for training, proficiency and confidence on behalf of the trainee in using the internet and other software packages is crucial along with the availability of and trainee's continuous access to such technology. It was also recognized by NCGE that ongoing support and encouragement to trainees is hugely important (more information.) In the light of such insights NCGE is considering the possible provision of training/support to guidance counsellors through utilizing the information and communicational technologies.
The MODILE EUROCARCO project aimed to develop a distance learning training programme in guidance. Ten partners from six different countries participated in the project. The role of NCGE in the project was to supervise the development of eleven modules and assist in the development of a distance learning package. The modules will be delivered mainly as initial training in guidance in a number of the participating countries
The MODILE EUROCARCO project aimed to develop a distance learning training programme in guidance. Ten partners from six different countries participated in the project. The role of NCGE in the project was to supervise the development of eleven modules and assist in the development of a distance learning package. The modules will be delivered mainly as initial training in guidance in a number of the participating countries
Training YOUTHREACH Staff in Non-Formal Guidance Skills
The learning from the above project also informed another European funded project which focussed on training Youthreach staff in non-formal guidance and counselling skills. Based on a similar needs- based model, training for tutors working with young people who have left school early in the YOUTHREACH programme, was developed and delivered through higher education institutions (more information). The evaluation by participants revealed a bigger gap in training, than that which the Non-formal guidance course could fill. Rather it was recommended that the courses should be enveloped in a broader based induction module for tutors working in YOUTHREACH. It is important to note that pilot projects will not always be successful - they are 'pilots'. There is no guarantee of an outcome with potential for replication. However, valuable lessons can be learnt for future initiatives and policy development from all 'pilot projects'.
The European Dimension in the Development of Adult Guidance in Ireland
The development of the Adult Educational Guidance Initiative in Ireland, provides an excellent example of how European projects can influence the development of National policy. In 1998, NCGE promoted a Leonardo da Vinci funded project which looked at training trainers to provide a course in the 'Educational Management of Adult Guidance'. The course focussed on issues in setting up an efficient and needs based guidance service for adults. The course has just completed its fourth year with mainstream funding from the Department of Education and Science.
more information
The Government published its White Paper on Adult Education: Learning for Life in 2000. The White Paper included reference to a National Adult Guidance & Counselling Service to provide pre-entry, entry, on-going, pre-exit guidance to adults in education. There are currently 25 Adult Educational Guidance Initiative pilot projects nationwide which have been set up on a phased basis since 2000. Many of those currently involved in the Adult Educational Guidance Initiative have successfully completed the Educational Management of Adult Guidance Certificate since its development in 1998. In essence they were prepared for there involvement by training developed through European collaboration.
more information
The Government published its White Paper on Adult Education: Learning for Life in 2000. The White Paper included reference to a National Adult Guidance & Counselling Service to provide pre-entry, entry, on-going, pre-exit guidance to adults in education. There are currently 25 Adult Educational Guidance Initiative pilot projects nationwide which have been set up on a phased basis since 2000. Many of those currently involved in the Adult Educational Guidance Initiative have successfully completed the Educational Management of Adult Guidance Certificate since its development in 1998. In essence they were prepared for there involvement by training developed through European collaboration.
The International/European Dimension of Guidance
Through European and international collaboration, the guidance system in Ireland has learnt about, contributed to and promoted models of best practice in guidance. The International/ European Dimension involves exchanging ideas, promoting best practice, and collaborating on innovative guidance projects. It includes promoting mobility through exchanging information on educational and labour market opportunities in different countries. It encompasses learning about other systems, learning from other systems and sharing best practice from the Irish guidance system.
What are the benefits of International/European Collaboration?
Through various international networks, NCGE has learnt about, contributed to and shared best practice in guidance. NCGE is a member of the euro|guidance Network of National Resource Centres for Guidance which aims to support the guidance community through the provision of quality information and exchange of best practice. Through active collaboration, euro|guidance has developed a number of tools and resources to aid the guidance community in promoting mobility (On the Move, ESTIA) and exchanging best practice (Guidenet). euro|guidance is also the support structure for PLOTEUS - the Portal of Learning Opportunities Throughout the European Space
more information
Activities in the International domain have included promoting closer co-operation and the exchange of information between policy makers and practitioners - more information. In 2001 NCGE co-ordinated the response to the OECD Review of Career Guidance Policies questionnaire covering the management and delivery of career information, guidance and counselling services. Representatives of the OECD team visited Ireland in December of that year and published their country note on Ireland in March 2002
more information
NCGE has been a partner in a number of EU funded innovative guidance projects which have influenced the guidance system in Ireland. Click on one of the three headings to see the benefits of European collaboration:
The European Dimension in the Development of Adult Guidance in Ireland
The European Dimension in the Non-Formal Guidance Sector
The European Dimension in the Training of Guidance Practitioners
What are the benefits of International/European Collaboration?
Through various international networks, NCGE has learnt about, contributed to and shared best practice in guidance. NCGE is a member of the euro|guidance Network of National Resource Centres for Guidance which aims to support the guidance community through the provision of quality information and exchange of best practice. Through active collaboration, euro|guidance has developed a number of tools and resources to aid the guidance community in promoting mobility (On the Move, ESTIA) and exchanging best practice (Guidenet). euro|guidance is also the support structure for PLOTEUS - the Portal of Learning Opportunities Throughout the European Space
more information
Activities in the International domain have included promoting closer co-operation and the exchange of information between policy makers and practitioners - more information. In 2001 NCGE co-ordinated the response to the OECD Review of Career Guidance Policies questionnaire covering the management and delivery of career information, guidance and counselling services. Representatives of the OECD team visited Ireland in December of that year and published their country note on Ireland in March 2002
more information
NCGE has been a partner in a number of EU funded innovative guidance projects which have influenced the guidance system in Ireland. Click on one of the three headings to see the benefits of European collaboration:
The European Dimension in the Development of Adult Guidance in Ireland
The European Dimension in the Non-Formal Guidance Sector
The European Dimension in the Training of Guidance Practitioners
Community Based Guidance Assistance
Research has shown that one of the key influences on young people outside the mainstream system are 'significant adults' within the community - parents, youthworkers, sports coaches, neighbours, siblings etc. For some young people outside the mainstream education system, these significant adults may the only source of guidance provision.
Between 1995 and 1998, a new course to meet the needs of these significant adults was developed through participant needs analysis, ongoing review and consultation. The course was developed in Ireland by NCGE in partnership with Cork City Partnership and Cumas Teo. Initially funded by the Leonardo da Vinci programme, the Certificate in Non-formal Guidance Skills, is now running in its fifth year in Cork, provided and accredited through University College Cork. The course is now funded through the Department of Health and Children as part of its drugs prevention strategy.
The course had the double benefit of both improving access to guidance provision and educational and labour market activities for the ultimate target group - young people outside the formal education system, but also acts as a re-entry route to education for the intermediaries - adults in the community, who may have been educationally disadvantaged themselves. Participants also have the opportunity to progress to a diploma level course as a result of the success of the certificate in Non-formal guidance. The project aimed to provide a model of guidance where the 'significant adults' in the community acted as access points/ links to the formal guidance system, either through a referral or an advocacy role or both. The initiative also informed NCGE's YOUTHSTART project in providing frontline guidance training to YOUTHREACH staff.
The Leonardo da Vinci project itself has also progressed - to a multiplier phase project where the learning from the project was transferred to new partner countries setting up similar courses linked to their own cultural context. Through transnational partnership and bi-lateral mentoring the learning, product and process of the original CBGA projects in the UK, Portugal and Ireland were 'multiplied' to new project sites in Bulgaria, Greece and Slovenia.
Between 1995 and 1998, a new course to meet the needs of these significant adults was developed through participant needs analysis, ongoing review and consultation. The course was developed in Ireland by NCGE in partnership with Cork City Partnership and Cumas Teo. Initially funded by the Leonardo da Vinci programme, the Certificate in Non-formal Guidance Skills, is now running in its fifth year in Cork, provided and accredited through University College Cork. The course is now funded through the Department of Health and Children as part of its drugs prevention strategy.
The course had the double benefit of both improving access to guidance provision and educational and labour market activities for the ultimate target group - young people outside the formal education system, but also acts as a re-entry route to education for the intermediaries - adults in the community, who may have been educationally disadvantaged themselves. Participants also have the opportunity to progress to a diploma level course as a result of the success of the certificate in Non-formal guidance. The project aimed to provide a model of guidance where the 'significant adults' in the community acted as access points/ links to the formal guidance system, either through a referral or an advocacy role or both. The initiative also informed NCGE's YOUTHSTART project in providing frontline guidance training to YOUTHREACH staff.
The Leonardo da Vinci project itself has also progressed - to a multiplier phase project where the learning from the project was transferred to new partner countries setting up similar courses linked to their own cultural context. Through transnational partnership and bi-lateral mentoring the learning, product and process of the original CBGA projects in the UK, Portugal and Ireland were 'multiplied' to new project sites in Bulgaria, Greece and Slovenia.
Non Formal Guidance Overview
The provision of guidance, counselling and psychological services for young people at risk of social exclusion has been signposted in the past five years as a necessary support to assist them to participate in social and economic citizenship roles. NCGE has a role in the support and development of guidance in YOUTHREACH and similar programmes.
The NCGE led Community Based Guidance Assistance (CBGA) Project focused on training significant adults in the community in non-formal guidance skills, to act as agents in engaging 'hard to reach' young people in the community in the guidance process
More information
Based on the learning from the CBGA project, NCGE successfully applied for YOUTHSTART funding for the 'Training Youthreach Staff in Non-formal Guidance Skills' project. The project aimed to provide staff working in YOUTHREACH with 'Frontline' guidance skills, so that they too could act as non-formal agents in the engaging young people in the guidance process. As part of the Youthstart project, extensive research into the provision of guidance and support for early school leavers and young people at risk was carried out resulting in two research reports and a database of guidance and support services.
The NCGE led Community Based Guidance Assistance (CBGA) Project focused on training significant adults in the community in non-formal guidance skills, to act as agents in engaging 'hard to reach' young people in the community in the guidance process
More information
Based on the learning from the CBGA project, NCGE successfully applied for YOUTHSTART funding for the 'Training Youthreach Staff in Non-formal Guidance Skills' project. The project aimed to provide staff working in YOUTHREACH with 'Frontline' guidance skills, so that they too could act as non-formal agents in the engaging young people in the guidance process. As part of the Youthstart project, extensive research into the provision of guidance and support for early school leavers and young people at risk was carried out resulting in two research reports and a database of guidance and support services.
Adult Educational Guidance Initiative
The Adult Educational Guidance Initiative consists of 38 guidance projects throughout the country with the aim of providing a quality adult educational guidance service to participants in VTOS, literacy and other adult and community education programmes nationwide. It's all about connecting adults with learning. Up to 1999 there was no guidance and counselling service for adults. The White Paper - Learning for Life (2000), highlighted the need to establish a supporting service in guidance and counselling for adults. Click here to download Learning for Life (2000)
Projects supported in this Initiative will develop models of good practice, capable of wider application and of informing future policy.
Projects supported in this Initiative will develop models of good practice, capable of wider application and of informing future policy.
What is Career-Related Learning?
Career-related learning helps children to understand the world of work. It equips them with the skills and ability to plan, and to make and implement choices and decisions. It also allows them to take responsibility for managing their work as pupils and prepares them for the working world by getting them to think about their present and future roles as students, workers and citizens. Career-related learning is not about bringing a traditional careers education into the primary classroom on a formal basis but rather about building on children's natural curiosity and their existing perceptions of work roles on an informal basis. It is complementary to the curriculum in that children learn about the working world through subjects such as history, geography and science. It is also a way of helping children link learning to life and achieve development in three main areas - self development, career exploration, and careers management.
Career Related Learning in Primary Schools
Background
Our impressions of the world including our attitudes to work are formed early in childhood. Children develop ideas and beliefs about the working world from family, peers and the media, which they act out and practice through play. At present in the UK there is a growing realisation of the need to include career-related learning in the primary curriculum. It is anticipated that such learning will aid children in managing their learning and work, understand and develop themselves, and prepare them for adult working life. Such learning it is believed will build on children's natural curiosity and their perceptions of work roles.
Our impressions of the world including our attitudes to work are formed early in childhood. Children develop ideas and beliefs about the working world from family, peers and the media, which they act out and practice through play. At present in the UK there is a growing realisation of the need to include career-related learning in the primary curriculum. It is anticipated that such learning will aid children in managing their learning and work, understand and develop themselves, and prepare them for adult working life. Such learning it is believed will build on children's natural curiosity and their perceptions of work roles.
The 2009 National Science Graduate Research Fellowship Opens in August
The 2009 National Science Graduate Research Fellowship (NSF-GRFP) application is expected to open in August 2008 and close early November 2008. Benefits include a $30,000 annual stipend, a $10,500 annual cost of education allowance, a one time $1,000 travel allowance, and access to TeraGrid supercomputing facilities. U.S. citizens, nationals, and permanent residents at or near the beginning of their graduate study seeking research-based Master's and/or PhD degrees in NSF-supported science (including social science and psychology) and engineering disciplines are eligible to apply.
The GRFP is sponsored by the NSF, which is an independent federal agency created by Congress in 1950 "to promote the progress of science; to advance the national health, prosperity, and welfare; to secure the national defense..." With an annual budget of about $6.06 billion, NSF is the funding source for approximately 20 percent of all federally supported basic research conducted by America's colleges and universities. In many fields such as mathematics, computer science and the social sciences, NSF is the major source of federal backing.
NSF funding opportunities can be found at www.nsf.gov/funding/. The NSF-GRFP Operations Center is administered by the American Society for Engineering Education
The GRFP is sponsored by the NSF, which is an independent federal agency created by Congress in 1950 "to promote the progress of science; to advance the national health, prosperity, and welfare; to secure the national defense..." With an annual budget of about $6.06 billion, NSF is the funding source for approximately 20 percent of all federally supported basic research conducted by America's colleges and universities. In many fields such as mathematics, computer science and the social sciences, NSF is the major source of federal backing.
NSF funding opportunities can be found at www.nsf.gov/funding/. The NSF-GRFP Operations Center is administered by the American Society for Engineering Education
More Than One Way to Learn
Get to know people who have pursued a variety of career paths.
There are many different things you can do with your life, and not every career goal is reached through a university degree. Here are some young people who have chosen careers that take them on a variety of paths.
True Education
“I have spent most of my life involved in education. When I was younger, I thought education meant going to school, taking tests, and getting good grades. But as I grew older, I began to learn the difference between doing well in school and becoming educated. A person can do well on tests and still not be educated. True education is learning how to learn. Once I discovered that lesson, learning became fun.”
Elder David A. Bednar of the Quorum of the Twelve Apostles, “The Glory of God Is Intelligence,” Friend, Oct. 2007, 6.
Choosing the Outdoor Life
By Janet Thomas Church Magazines
Janet Thomas, “Choosing the Outdoor Life,” New Era, Apr. 2009, 37
The day we interviewed Talon Hobbs of Franklin, Idaho, it was easy to see why he loved his small family farm so much. The hill behind their fields glowed gold in the sun and was plastered against the dark green of the mountains. The sky was intense blue. The air was clean and crisp, with the drifting scents of fresh hay and distant animals. It was the kind of day that makes you want to stand still and enjoy where you are and what you are doing.
In fact, that is exactly the reason Talon gives for wanting to go into the family business. At 18, he has learned from his father how to do virtually every job on the farm. “My dad tells me what I need to get done, but I can choose what I do throughout the day. It’s really quiet. You’re not stressed. You get to have your quiet time. That’s what I really like about it.”
More Than Chores
But it’s not easy work. There’s no such thing as procrastination when chores need to be done and animals cared for. “I figure you might as well get the worst job done first, then you get to do the easier ones. There is always something to do.”
And what about when it’s winter, when it’s 20ยบ below with the snow blowing? Talon shrugs because he doesn’t really see that as the worst thing. “You just have to deal with it.” He goes on to explain how his parents will give their hired hands the day off on holidays such as Christmas. “We used to groan and moan about it when we were little, but now it’s our family tradition to be on the farm on Christmas Day doing the chores together.”
College Is Still in the Picture
Ironically, the only way that Talon Hobbs will get to own part of the family farm and the outdoor life he craves is by getting more indoor learning. “I’ve always wanted to farm, even when I was little. I wanted to have some of my own animals, but Dad didn’t want me to get too tied down. He wanted to give us the opportunity to go to college. I plan to go into animal science. I’d like to take some plant science classes, and learn how to add to the farm and make it better. I’ll need to learn some small business management. I figure it’s better for me to take classes than struggle my whole life trying to figure it out.”
In the meantime Talon is getting ready for another kind of advanced education, his mission. Looking back, his mission preparation has been going on for years. He tells of meeting a girl just as they were starting high school and how he admired how she stood up for the gospel. He says, “I saw that she could be strong at that age, and her example made me realize that I also knew the Church is true. It made me think. Choosing to follow the Church may not always be the popular thing to do, but it’s always the best.”
Photograph by Janet Thomas
Serving Up Satisfaction
By Richard M. Romney Church Magazines
Richard M. Romney, “Serving Up Satisfaction,” New Era, Apr. 2009, 37–38
Lya Luna Becnel doesn’t just slice fruit or arrange food. To watch her in a kitchen is to watch an artist in action.
She chooses the plate the way a painter selects a canvas. She wraps several flavors of Mediterranean olives in carefully selected slices of dry sausage, and does the same with salad greens. She places four types of cheese in the foreground, with an oriental ladle holding a sauce made of fruit and mustard. As her personal signature, she adds an apple, carefully cut and sculpted into the shape of a swan. The swan is a symbol with deep meaning to her.
An Incredible, Edible Swan
When Lya was a young girl growing up in Tehuacan, Mexico, she saw a food magazine that inspired her. “On the front cover was a beautiful white swan carved from jicama (an edible root) and on the back was an exquisite turkey made from pieces of watermelon and other fruit,” she says. “I can still remember the artistry of those sculptures. The image of them stayed in my mind, and a voice inside me said, ‘Someday, you will make one of those.’” It wasn’t until years later, in a professional cooking class, that Lya was trained to carve a swan exactly like the one she had seen so long before.
Food as Art
Today, Lya is fulfilling her lifelong dream to serve others (literally) by preparing beautiful, nutritious food. In Europe and the U.S. she counsels cooks about the quality of their meals, prepares fancy dinners at gourmet restaurants and in people’s homes, and also teaches cooking and nutrition classes. She is known for the excellent food she prepares and the way she presents it. “Food is art,” she says. “Having it look good is part of having it taste good.”
But getting where she wanted to be has not been, shall we say, a piece of cake.
“My parents wanted me to be a doctor,” she says. After counseling with them and praying, she finally agreed she would study nutrition. That would allow her to be around food and yet still be involved in a medically related field. After college, she began work as a nutritionist in Mexico City. She loved the working environment and the people, but she still longed to be a chef. After giving the job a fair chance, she counseled with her parents again and mapped out a new plan.
“I prayed to Heavenly Father and asked Him to guide me,” she says. “Then I did all the research I could about culinary schools.” She saved money, studied English as a second language, then enrolled in a cooking school in London, England. That opened up the opportunity for her to also have apprenticeships—if she would work without pay. She did and gained experience as well as forming friendships with several of the top chefs in the world.
Hard Work, High Standards
“Working without pay was hard,” she says. “I had to cater private dinners on the side to pay my way through school.” She also found a job at a restaurant equipment company in France, preparing meals and demonstrating professional ovens. For a year and a half, between school and work and various apprenticeships in two countries, her days were filled with long, hard work. “I had to pay the rent, and I had to pay for transportation, but I always had food because I was always allowed to eat in the restaurants.”
She also kept her standards high. “Living the Word of Wisdom was less of a challenge than some people might think,” she says. “For example, when people invited me to have a glass of wine, which is a big part of the restaurant business, I explained that I don’t drink alcohol. They respected that. And when people would party or suggest immoral activities, I would explain that my standards were different. We were colleagues at work, but I didn’t hang out with them in places that would bring me down.”
Lya and her husband, who is also a chef, offer this advice about careers: “Find something you love doing and that you’ll want to do for your entire life. Set goals and work hard, then pray, be humble, and follow your heart.”
Photograph by Richard M. Romney
Service in the Service
By Sally Johnson Odekirk Church Magazines
Sally Johnson Odekirk, “Service in the Service,” New Era, Apr. 2009, 39
Elizabeth “Buffy” Tateoka Fairbanks of Holladay, Utah, loves serving others, and she always wanted to work in the medical field. But by the time she graduated with a degree in biology, she realized medical school wasn’t for her.
Then she discovered a 15-month accelerated nursing program that seemed a perfect fit. Still, she would need help with tuition expenses. Buffy looked into scholarships and found that the military offers tuition assistance programs for those on active duty as well as for those who finish their military service.
“I decided to join the Navy because my husband, Tom, is already in the Navy. He received a scholarship to pay for his degree in mechanical engineering,” she says. After discussing the idea with him, and making it a matter of fasting and prayer, Buffy applied for and received a scholarship “to help me get through nursing school and become a registered nurse.”
The Nurse Candidate Program
Buffy was accepted into the Nurse Candidate Program. “I wasn’t required to do anything but go to school and pass my state licensing exam after graduation,” she explains. “But once I graduated, I was commissioned in the Navy Nurse Corps.”
Nursing school, Buffy discovered, emphasizes critical thinking skills and ways to apply those skills as a nurse. “It was exciting to come through the program knowing how to help save people’s lives,” she says. “I enjoyed learning how to care for patients and getting to know them as individuals.”
The thought of serving in the Navy appealed to Buffy’s sense of adventure as well as her desire to serve others. “In addition to getting help to pay for my schooling, I also knew the Navy would provide opportunities for experiences that I otherwise wouldn’t have.”
Serving in the Military
Serving in the military means time away from home and family. Fortunately, Buffy and her husband are stationed near each other and they can be together. Even during times of separation, the Internet helps them communicate with each other frequently.
They also know how important it is to rely on their testimonies of Jesus Christ to repel Satan’s temptations. She says, “We are all faced with adversity throughout our lives, and sincere prayer and staying in tune with the Spirit are important to keeping us on the right path, and also help us when we have difficult decisions to make.”
Buffy knows that faith and prayer are important in choosing educational and career paths—and in life in general. She knows that for her, choosing to join the Navy and become a nurse helps fulfill her desire to serve others.
There are many different things you can do with your life, and not every career goal is reached through a university degree. Here are some young people who have chosen careers that take them on a variety of paths.
True Education
“I have spent most of my life involved in education. When I was younger, I thought education meant going to school, taking tests, and getting good grades. But as I grew older, I began to learn the difference between doing well in school and becoming educated. A person can do well on tests and still not be educated. True education is learning how to learn. Once I discovered that lesson, learning became fun.”
Elder David A. Bednar of the Quorum of the Twelve Apostles, “The Glory of God Is Intelligence,” Friend, Oct. 2007, 6.
Choosing the Outdoor Life
By Janet Thomas Church Magazines
Janet Thomas, “Choosing the Outdoor Life,” New Era, Apr. 2009, 37
The day we interviewed Talon Hobbs of Franklin, Idaho, it was easy to see why he loved his small family farm so much. The hill behind their fields glowed gold in the sun and was plastered against the dark green of the mountains. The sky was intense blue. The air was clean and crisp, with the drifting scents of fresh hay and distant animals. It was the kind of day that makes you want to stand still and enjoy where you are and what you are doing.
In fact, that is exactly the reason Talon gives for wanting to go into the family business. At 18, he has learned from his father how to do virtually every job on the farm. “My dad tells me what I need to get done, but I can choose what I do throughout the day. It’s really quiet. You’re not stressed. You get to have your quiet time. That’s what I really like about it.”
More Than Chores
But it’s not easy work. There’s no such thing as procrastination when chores need to be done and animals cared for. “I figure you might as well get the worst job done first, then you get to do the easier ones. There is always something to do.”
And what about when it’s winter, when it’s 20ยบ below with the snow blowing? Talon shrugs because he doesn’t really see that as the worst thing. “You just have to deal with it.” He goes on to explain how his parents will give their hired hands the day off on holidays such as Christmas. “We used to groan and moan about it when we were little, but now it’s our family tradition to be on the farm on Christmas Day doing the chores together.”
College Is Still in the Picture
Ironically, the only way that Talon Hobbs will get to own part of the family farm and the outdoor life he craves is by getting more indoor learning. “I’ve always wanted to farm, even when I was little. I wanted to have some of my own animals, but Dad didn’t want me to get too tied down. He wanted to give us the opportunity to go to college. I plan to go into animal science. I’d like to take some plant science classes, and learn how to add to the farm and make it better. I’ll need to learn some small business management. I figure it’s better for me to take classes than struggle my whole life trying to figure it out.”
In the meantime Talon is getting ready for another kind of advanced education, his mission. Looking back, his mission preparation has been going on for years. He tells of meeting a girl just as they were starting high school and how he admired how she stood up for the gospel. He says, “I saw that she could be strong at that age, and her example made me realize that I also knew the Church is true. It made me think. Choosing to follow the Church may not always be the popular thing to do, but it’s always the best.”
Photograph by Janet Thomas
Serving Up Satisfaction
By Richard M. Romney Church Magazines
Richard M. Romney, “Serving Up Satisfaction,” New Era, Apr. 2009, 37–38
Lya Luna Becnel doesn’t just slice fruit or arrange food. To watch her in a kitchen is to watch an artist in action.
She chooses the plate the way a painter selects a canvas. She wraps several flavors of Mediterranean olives in carefully selected slices of dry sausage, and does the same with salad greens. She places four types of cheese in the foreground, with an oriental ladle holding a sauce made of fruit and mustard. As her personal signature, she adds an apple, carefully cut and sculpted into the shape of a swan. The swan is a symbol with deep meaning to her.
An Incredible, Edible Swan
When Lya was a young girl growing up in Tehuacan, Mexico, she saw a food magazine that inspired her. “On the front cover was a beautiful white swan carved from jicama (an edible root) and on the back was an exquisite turkey made from pieces of watermelon and other fruit,” she says. “I can still remember the artistry of those sculptures. The image of them stayed in my mind, and a voice inside me said, ‘Someday, you will make one of those.’” It wasn’t until years later, in a professional cooking class, that Lya was trained to carve a swan exactly like the one she had seen so long before.
Food as Art
Today, Lya is fulfilling her lifelong dream to serve others (literally) by preparing beautiful, nutritious food. In Europe and the U.S. she counsels cooks about the quality of their meals, prepares fancy dinners at gourmet restaurants and in people’s homes, and also teaches cooking and nutrition classes. She is known for the excellent food she prepares and the way she presents it. “Food is art,” she says. “Having it look good is part of having it taste good.”
But getting where she wanted to be has not been, shall we say, a piece of cake.
“My parents wanted me to be a doctor,” she says. After counseling with them and praying, she finally agreed she would study nutrition. That would allow her to be around food and yet still be involved in a medically related field. After college, she began work as a nutritionist in Mexico City. She loved the working environment and the people, but she still longed to be a chef. After giving the job a fair chance, she counseled with her parents again and mapped out a new plan.
“I prayed to Heavenly Father and asked Him to guide me,” she says. “Then I did all the research I could about culinary schools.” She saved money, studied English as a second language, then enrolled in a cooking school in London, England. That opened up the opportunity for her to also have apprenticeships—if she would work without pay. She did and gained experience as well as forming friendships with several of the top chefs in the world.
Hard Work, High Standards
“Working without pay was hard,” she says. “I had to cater private dinners on the side to pay my way through school.” She also found a job at a restaurant equipment company in France, preparing meals and demonstrating professional ovens. For a year and a half, between school and work and various apprenticeships in two countries, her days were filled with long, hard work. “I had to pay the rent, and I had to pay for transportation, but I always had food because I was always allowed to eat in the restaurants.”
She also kept her standards high. “Living the Word of Wisdom was less of a challenge than some people might think,” she says. “For example, when people invited me to have a glass of wine, which is a big part of the restaurant business, I explained that I don’t drink alcohol. They respected that. And when people would party or suggest immoral activities, I would explain that my standards were different. We were colleagues at work, but I didn’t hang out with them in places that would bring me down.”
Lya and her husband, who is also a chef, offer this advice about careers: “Find something you love doing and that you’ll want to do for your entire life. Set goals and work hard, then pray, be humble, and follow your heart.”
Photograph by Richard M. Romney
Service in the Service
By Sally Johnson Odekirk Church Magazines
Sally Johnson Odekirk, “Service in the Service,” New Era, Apr. 2009, 39
Elizabeth “Buffy” Tateoka Fairbanks of Holladay, Utah, loves serving others, and she always wanted to work in the medical field. But by the time she graduated with a degree in biology, she realized medical school wasn’t for her.
Then she discovered a 15-month accelerated nursing program that seemed a perfect fit. Still, she would need help with tuition expenses. Buffy looked into scholarships and found that the military offers tuition assistance programs for those on active duty as well as for those who finish their military service.
“I decided to join the Navy because my husband, Tom, is already in the Navy. He received a scholarship to pay for his degree in mechanical engineering,” she says. After discussing the idea with him, and making it a matter of fasting and prayer, Buffy applied for and received a scholarship “to help me get through nursing school and become a registered nurse.”
The Nurse Candidate Program
Buffy was accepted into the Nurse Candidate Program. “I wasn’t required to do anything but go to school and pass my state licensing exam after graduation,” she explains. “But once I graduated, I was commissioned in the Navy Nurse Corps.”
Nursing school, Buffy discovered, emphasizes critical thinking skills and ways to apply those skills as a nurse. “It was exciting to come through the program knowing how to help save people’s lives,” she says. “I enjoyed learning how to care for patients and getting to know them as individuals.”
The thought of serving in the Navy appealed to Buffy’s sense of adventure as well as her desire to serve others. “In addition to getting help to pay for my schooling, I also knew the Navy would provide opportunities for experiences that I otherwise wouldn’t have.”
Serving in the Military
Serving in the military means time away from home and family. Fortunately, Buffy and her husband are stationed near each other and they can be together. Even during times of separation, the Internet helps them communicate with each other frequently.
They also know how important it is to rely on their testimonies of Jesus Christ to repel Satan’s temptations. She says, “We are all faced with adversity throughout our lives, and sincere prayer and staying in tune with the Spirit are important to keeping us on the right path, and also help us when we have difficult decisions to make.”
Buffy knows that faith and prayer are important in choosing educational and career paths—and in life in general. She knows that for her, choosing to join the Navy and become a nurse helps fulfill her desire to serve others.
Five Easy Ways to Make School Hard and Five Hard Ways to Make School Easy
Going to school is one of the few times when we pay and then don’t want our money’s worth. We just want learning to be easy. Perhaps that’s understandable, but we have to decide if we want it to be easy now or easy later. We can’t have it both ways. So here are five easy ways to make school hard right now and five hard ways to make school easy in the long run.
*
1. Focus on grades.
Live for them. Build your self-esteem on them. If grades and test scores mean everything, then you will have no problem justifying a little cheating. After all, it’s all part of the hoop-jumping. Don’t think that school has anything to do with learning or that learning can relate to your own personal interests and talents. Just think about grades. Imagine the Savior, the Master Teacher, delivering the Sermon on the Mount. Can’t you just hear one of the disciples saying, “Is this going to be on the test?”
*
2. Go it alone.
Never ask for help. Talk yourself into believing that teachers are too busy or that they don’t care. It’s okay to complain to them after grades are given, but don’t ask for help before the end of the semester. See your peers as competition. Don’t help them and don’t ask for help in return. Especially don’t ask for help from family members (unless it is on the very morning an assignment is due).
*
3. Use your cell phone.
Don’t let it out of your sight. Don’t turn it off or even silence it in school. You can text when you’re supposed to be reading. Texting even makes it easy to cheat during a test. Convince yourself that a cell phone is essential—a need, not a want. Make sure you have the latest and greatest options with unlimited everything. Worry more about how many texts you can send and receive than what you’re actually studying in school.
*
4. Play video games.
Once you get home, don’t think about cracking a book, doing homework, or getting some exercise. Relax. Sit and “veg.” Let the games begin. After all, we must improve that hand-eye coordination! Link up with total strangers online, and play all night. Don’t sleep. You might lose your ranking. The computer can be a wonderful educational tool, but don’t actually use it as one.
*
5. Blame the teacher.
If you’re not enjoying school, blame the teacher. If you’re unmotivated, tell everyone it’s the teacher’s fault. Don’t think about taking responsibility for your own learning. That’s the teacher’s job. That’s why teachers get paid the big bucks. Whatever you do, don’t thank a teacher. Never consider his or her feelings or point of view. Never write a kind note or give a thank-you gift.
The above suggestions are certainly easy—at first. In the long run they actually make school hard—even miserable—for yourself and everyone around you. Try another way. Challenge yourself to do some difficult things now that will ultimately make school a breeze.
*
1. Feed the need to read.
Start by making scriptures a habit. Then add the New Era. Discover the counsel and uplift that await you if you read beyond the joke page. Pick up other great books too. Unlike TV, which is a mentally passive activity, reading is mentally active. It stretches your mind. That’s why if you have ever read a book and then seen a movie made from it, the book is almost always better.
*
2. Do the write thing.
Nothing can move you forward in your own learning more than a journal—whether or not it is an assignment. A journal provides a safe place where you can discover, think, reflect, plan, and dream. Journal keeping is a seedbed for insight and inspiration as well as the mark of a truly literate person and lifelong learner. If you think you’re only making a record for your grandchildren, think again. The greatest value of a journal is what it can do for you right here and now.
*
3. Study another language.
Don’t just take the required class, but listen to music in that language. Read the Book of Mormon in that language. Seek out those who speak it fluently, and converse often. Ask them to correct your mistakes. You live in a time in the world’s history and in the Church’s progress when a second language is vital. Even many of the General Authorities—as busy as they are—are learning and practicing multiple languages.
*
4. Ask questions.
We enjoy the blessings of the Restoration because a teenage boy questioned. He wasn’t content to just accept the status quo. Like Joseph Smith, you too can let your questions drive your study and motivate your learning. Like Joseph, you can be patient when answers don’t come easily or quickly. In your searching you’ll encounter many opinions. Think critically. Just because something is on the Internet, accepted by a majority, or even made legal doesn’t make it right or good.
*
5. Keep perspective.
All things are spiritual (see D&C 29:34). Don’t separate Church, seminary, or institute from secular learning. Make time for all of them. The more connections you can make, the more satisfying your learning will be in all areas of your life. Does the Lord know about geology and physics? He certainly does. Does He value good art, music, and literature? Of course, and so do His living prophets. Latter-day Saint doctrine encompasses all truth. There is no truth you can learn that will not ultimately help you in your quest to become more like Jesus Christ and Heavenly Father. Education is not just about making a living. It’s about making a life—now and eternally.
*
1. Focus on grades.
Live for them. Build your self-esteem on them. If grades and test scores mean everything, then you will have no problem justifying a little cheating. After all, it’s all part of the hoop-jumping. Don’t think that school has anything to do with learning or that learning can relate to your own personal interests and talents. Just think about grades. Imagine the Savior, the Master Teacher, delivering the Sermon on the Mount. Can’t you just hear one of the disciples saying, “Is this going to be on the test?”
*
2. Go it alone.
Never ask for help. Talk yourself into believing that teachers are too busy or that they don’t care. It’s okay to complain to them after grades are given, but don’t ask for help before the end of the semester. See your peers as competition. Don’t help them and don’t ask for help in return. Especially don’t ask for help from family members (unless it is on the very morning an assignment is due).
*
3. Use your cell phone.
Don’t let it out of your sight. Don’t turn it off or even silence it in school. You can text when you’re supposed to be reading. Texting even makes it easy to cheat during a test. Convince yourself that a cell phone is essential—a need, not a want. Make sure you have the latest and greatest options with unlimited everything. Worry more about how many texts you can send and receive than what you’re actually studying in school.
*
4. Play video games.
Once you get home, don’t think about cracking a book, doing homework, or getting some exercise. Relax. Sit and “veg.” Let the games begin. After all, we must improve that hand-eye coordination! Link up with total strangers online, and play all night. Don’t sleep. You might lose your ranking. The computer can be a wonderful educational tool, but don’t actually use it as one.
*
5. Blame the teacher.
If you’re not enjoying school, blame the teacher. If you’re unmotivated, tell everyone it’s the teacher’s fault. Don’t think about taking responsibility for your own learning. That’s the teacher’s job. That’s why teachers get paid the big bucks. Whatever you do, don’t thank a teacher. Never consider his or her feelings or point of view. Never write a kind note or give a thank-you gift.
The above suggestions are certainly easy—at first. In the long run they actually make school hard—even miserable—for yourself and everyone around you. Try another way. Challenge yourself to do some difficult things now that will ultimately make school a breeze.
*
1. Feed the need to read.
Start by making scriptures a habit. Then add the New Era. Discover the counsel and uplift that await you if you read beyond the joke page. Pick up other great books too. Unlike TV, which is a mentally passive activity, reading is mentally active. It stretches your mind. That’s why if you have ever read a book and then seen a movie made from it, the book is almost always better.
*
2. Do the write thing.
Nothing can move you forward in your own learning more than a journal—whether or not it is an assignment. A journal provides a safe place where you can discover, think, reflect, plan, and dream. Journal keeping is a seedbed for insight and inspiration as well as the mark of a truly literate person and lifelong learner. If you think you’re only making a record for your grandchildren, think again. The greatest value of a journal is what it can do for you right here and now.
*
3. Study another language.
Don’t just take the required class, but listen to music in that language. Read the Book of Mormon in that language. Seek out those who speak it fluently, and converse often. Ask them to correct your mistakes. You live in a time in the world’s history and in the Church’s progress when a second language is vital. Even many of the General Authorities—as busy as they are—are learning and practicing multiple languages.
*
4. Ask questions.
We enjoy the blessings of the Restoration because a teenage boy questioned. He wasn’t content to just accept the status quo. Like Joseph Smith, you too can let your questions drive your study and motivate your learning. Like Joseph, you can be patient when answers don’t come easily or quickly. In your searching you’ll encounter many opinions. Think critically. Just because something is on the Internet, accepted by a majority, or even made legal doesn’t make it right or good.
*
5. Keep perspective.
All things are spiritual (see D&C 29:34). Don’t separate Church, seminary, or institute from secular learning. Make time for all of them. The more connections you can make, the more satisfying your learning will be in all areas of your life. Does the Lord know about geology and physics? He certainly does. Does He value good art, music, and literature? Of course, and so do His living prophets. Latter-day Saint doctrine encompasses all truth. There is no truth you can learn that will not ultimately help you in your quest to become more like Jesus Christ and Heavenly Father. Education is not just about making a living. It’s about making a life—now and eternally.
A Higher Education
s the Commissioner of Church Education, Elder Paul V. Johnson of the Seventy is responsible for overseeing seminaries and institutes. Here are some answers to questions raised during a discussion Elder Johnson had with students at the Alta High School Seminary in Sandy, Utah.
Why seminary? Why institute? Because without them your education is incomplete.
How does seminary relate to your schoolwork and to your general education?
I think it really lays the foundation. When you’re studying other subjects, if you know who you are and what God’s plan is for you, both during this earth life and afterward, it really brings into focus those other subjects.
Another secret a lot of people don’t understand is that when you’re doing what you should and you’ve got the Spirit in your life, it actually increases your capacities in your other schoolwork.
What can I do to make my seminary experience more meaningful?
You’re part of the process. Seminary isn’t just a teacher lecturing to you. When you’re willing to make comments or to explain a gospel principle or to bear your testimony, that helps to bring the Spirit into the class and into your life.
And there’s another key that sometimes we don’t think about to make seminary a really powerful experience. When you learn principles in the gospel, or relearn them, you apply them in your lives outside of class. And when you do that, the power of the whole seminary experience multiplies. That is what the gospel is about. It’s what happens in your life. It’s what you are becoming. And the way you become the type of person you are isn’t just by listening to or being able to explain gospel principles. It’s to have them in your heart, and to use them when you deal with your friends or when you face challenging situations. That willingness to apply what you’ve learned is one of the most powerful ways to make seminary a great experience for you.
If seminary conflicts with sports or other activities, what should I do?
That type of question is going to come up a lot in your life, not just about seminary but about Church things generally. Find a way to fit it in and let the rest of your life flow around it. When you’re doing what you’re supposed to, the Lord will bless you.
Would that also go along with seminary studies and schoolwork?
I wouldn’t make the seminary studies and the schoolwork one or the other. You really can find a way to do them both. You may have to cut out video games or movies or something, but do them both.
There’s a scriptural principle: “Seek ye first the kingdom of God, and his righteousness; and all these things shall be added unto you” (Matthew 6:33). When we get our eye single to the glory of God, and we get our hearts right, we plug the spiritual things in first. We find a way.
Can you think of some things that you learned as a seminary student that helped you?
I gained an interest in studying the scriptures and learning about the doctrines of the gospel. Seminary really helped me to get ready to go on a mission.
I had a great family. My dad and my mom understood the gospel and taught it to us. But studying and trying to learn something on my own made a difference for me.
What’s the difference between released-time and early-morning seminary, and what is home-study seminary?
Seminary is supposed to be a daily experience for everyone. Released-time seminary takes place in areas where schools allow students to be released from school for one class period to attend seminary, which is held off-campus at a nearby Church-owned building. Early-morning seminary is held before school, sometimes in a chapel and sometimes in a home. Home study is used where members are really spread out and it’s not possible to get together every day. Home-study curriculum is designed so that every day you study the scriptures, answer questions, and do activities. Then once a week you get together as a class.
So there’s really no place in the world where you can’t participate in seminary?
That’s correct. In fact, right now we’re actually studying the possibility of an online seminary for people who are really isolated. We have seminary students in almost 140 countries right now, so it’s really spread out.
Why go to seminary all four years? Couldn’t you just go to one year and get enough out of that?
There are several reasons. For one, you get a chance to study all the standard works. For another, during each of those years, you get the advantages we’ve been talking about of being in touch with the gospel every day and learning something new every day. You get an in-depth study of the scriptures through that whole course. If you missed a year, that doesn’t mean you shouldn’t come the next year. But it really is a blessing in your life if you can come all four years. It makes a big difference.
I’ve already been to seminary for four years and studied all the standard works. Why should I go on to institute?
Because it’s the best! You don’t want to miss it. No matter where you go for higher education, we’ve tried to provide an even higher education, through an institute program. When you’re in seminary, you do get a basic foundation of the gospel and the standard works. Institute builds on that foundation. It gives you a chance to interact with other young single adults, to learn more about the gospel. It has courses that are outside the four courses that you’ve taken in seminary. You get a chance to serve other people. It is really a wonderful, tremendous opportunity. Don’t miss it!
What’s the difference between the lessons they teach in seminary and the lessons they teach on an institute level?
Institute offers a greater variety of courses. For example, they have a course about preparing for marriage. They also have courses about subjects you have already covered in seminary, but as you take a New Testament class in institute, it will continue to expand your gospel knowledge. There’s a little more flexibility in the institute curriculum. It focuses more on issues that may be relevant to the institute-age student rather than the seminary-age student. They’re great courses. You’re going to love them.
For kids who aren’t old enough to go to seminary yet, is there something you could suggest to help them get ready, mentally and spiritually?
I’m going to turn that one back to you as students. What would you say?
Student: You can tell them that they need to read scriptures every day to get in touch with the Spirit. Start now to develop the habit of reading every day.
Student: In ninth grade, my brothers asked me why I go to seminary and what’s so important about it. I showed them my scripture mastery cards. My brother was in third grade at the time. He went through his scriptures and marked all the scripture mastery scriptures. He asked me why those were important, and I said those were the ones we were asked to memorize. He started studying and learning them. It gave him a head start later on.
Student: First of all, be a good example to them. If you say, “I had such a great day in seminary,” they’re going to think that seminary is cool. They’ll wonder what makes it so good, and they will want to take it when they get a chance. Have a good attitude. There’s always someone looking up to you and watching what you do.
Elder Johnson: Those are great ideas! Talk about it. Tell them what you learn in seminary. Let them see what you’re reading in the scriptures. Have them quiz you on scripture mastery scriptures. Tell them something that you learned.
At the distribution center, you can get the bookmarks and give them to your little brothers and sisters. Get them a red pencil. Explain what’s on the bookmark—the chronology, and so on. You can give it to them and say, “Here’s what we do,” and get them excited about it.
What would you say would be the most important thing a student can gain from seminary and institute?
The real testimony that Jesus is the Christ. The understanding that the real knowledge is the spiritual knowledge. It’s what comes from the Holy Ghost to our souls individually. That’s the most powerful truth, the most powerful thing that can come out of seminary and institute. It doesn’t just change what you know; it changes who you are, and it changes how you look at the world. And that kind of higher education helps to make your other education complete.
Enroll in Seminary and Institute
“Without guidance, [a] student may choose another elective instead of seminary, or another course instead of an institute class. That would surely be a mistake. It would be like adding one more brick to the house of knowledge when there is little mortar to hold it all together. … Students, if your values are in place, you will not hesitate to forego an elective class that may decorate your life in favor of instruction which can hold together the very foundation of it. Then, once enrolled, attend, study, and learn. Persuade your friends to do the same. You will never regret it; this I promise you.”
Why seminary? Why institute? Because without them your education is incomplete.
How does seminary relate to your schoolwork and to your general education?
I think it really lays the foundation. When you’re studying other subjects, if you know who you are and what God’s plan is for you, both during this earth life and afterward, it really brings into focus those other subjects.
Another secret a lot of people don’t understand is that when you’re doing what you should and you’ve got the Spirit in your life, it actually increases your capacities in your other schoolwork.
What can I do to make my seminary experience more meaningful?
You’re part of the process. Seminary isn’t just a teacher lecturing to you. When you’re willing to make comments or to explain a gospel principle or to bear your testimony, that helps to bring the Spirit into the class and into your life.
And there’s another key that sometimes we don’t think about to make seminary a really powerful experience. When you learn principles in the gospel, or relearn them, you apply them in your lives outside of class. And when you do that, the power of the whole seminary experience multiplies. That is what the gospel is about. It’s what happens in your life. It’s what you are becoming. And the way you become the type of person you are isn’t just by listening to or being able to explain gospel principles. It’s to have them in your heart, and to use them when you deal with your friends or when you face challenging situations. That willingness to apply what you’ve learned is one of the most powerful ways to make seminary a great experience for you.
If seminary conflicts with sports or other activities, what should I do?
That type of question is going to come up a lot in your life, not just about seminary but about Church things generally. Find a way to fit it in and let the rest of your life flow around it. When you’re doing what you’re supposed to, the Lord will bless you.
Would that also go along with seminary studies and schoolwork?
I wouldn’t make the seminary studies and the schoolwork one or the other. You really can find a way to do them both. You may have to cut out video games or movies or something, but do them both.
There’s a scriptural principle: “Seek ye first the kingdom of God, and his righteousness; and all these things shall be added unto you” (Matthew 6:33). When we get our eye single to the glory of God, and we get our hearts right, we plug the spiritual things in first. We find a way.
Can you think of some things that you learned as a seminary student that helped you?
I gained an interest in studying the scriptures and learning about the doctrines of the gospel. Seminary really helped me to get ready to go on a mission.
I had a great family. My dad and my mom understood the gospel and taught it to us. But studying and trying to learn something on my own made a difference for me.
What’s the difference between released-time and early-morning seminary, and what is home-study seminary?
Seminary is supposed to be a daily experience for everyone. Released-time seminary takes place in areas where schools allow students to be released from school for one class period to attend seminary, which is held off-campus at a nearby Church-owned building. Early-morning seminary is held before school, sometimes in a chapel and sometimes in a home. Home study is used where members are really spread out and it’s not possible to get together every day. Home-study curriculum is designed so that every day you study the scriptures, answer questions, and do activities. Then once a week you get together as a class.
So there’s really no place in the world where you can’t participate in seminary?
That’s correct. In fact, right now we’re actually studying the possibility of an online seminary for people who are really isolated. We have seminary students in almost 140 countries right now, so it’s really spread out.
Why go to seminary all four years? Couldn’t you just go to one year and get enough out of that?
There are several reasons. For one, you get a chance to study all the standard works. For another, during each of those years, you get the advantages we’ve been talking about of being in touch with the gospel every day and learning something new every day. You get an in-depth study of the scriptures through that whole course. If you missed a year, that doesn’t mean you shouldn’t come the next year. But it really is a blessing in your life if you can come all four years. It makes a big difference.
I’ve already been to seminary for four years and studied all the standard works. Why should I go on to institute?
Because it’s the best! You don’t want to miss it. No matter where you go for higher education, we’ve tried to provide an even higher education, through an institute program. When you’re in seminary, you do get a basic foundation of the gospel and the standard works. Institute builds on that foundation. It gives you a chance to interact with other young single adults, to learn more about the gospel. It has courses that are outside the four courses that you’ve taken in seminary. You get a chance to serve other people. It is really a wonderful, tremendous opportunity. Don’t miss it!
What’s the difference between the lessons they teach in seminary and the lessons they teach on an institute level?
Institute offers a greater variety of courses. For example, they have a course about preparing for marriage. They also have courses about subjects you have already covered in seminary, but as you take a New Testament class in institute, it will continue to expand your gospel knowledge. There’s a little more flexibility in the institute curriculum. It focuses more on issues that may be relevant to the institute-age student rather than the seminary-age student. They’re great courses. You’re going to love them.
For kids who aren’t old enough to go to seminary yet, is there something you could suggest to help them get ready, mentally and spiritually?
I’m going to turn that one back to you as students. What would you say?
Student: You can tell them that they need to read scriptures every day to get in touch with the Spirit. Start now to develop the habit of reading every day.
Student: In ninth grade, my brothers asked me why I go to seminary and what’s so important about it. I showed them my scripture mastery cards. My brother was in third grade at the time. He went through his scriptures and marked all the scripture mastery scriptures. He asked me why those were important, and I said those were the ones we were asked to memorize. He started studying and learning them. It gave him a head start later on.
Student: First of all, be a good example to them. If you say, “I had such a great day in seminary,” they’re going to think that seminary is cool. They’ll wonder what makes it so good, and they will want to take it when they get a chance. Have a good attitude. There’s always someone looking up to you and watching what you do.
Elder Johnson: Those are great ideas! Talk about it. Tell them what you learn in seminary. Let them see what you’re reading in the scriptures. Have them quiz you on scripture mastery scriptures. Tell them something that you learned.
At the distribution center, you can get the bookmarks and give them to your little brothers and sisters. Get them a red pencil. Explain what’s on the bookmark—the chronology, and so on. You can give it to them and say, “Here’s what we do,” and get them excited about it.
What would you say would be the most important thing a student can gain from seminary and institute?
The real testimony that Jesus is the Christ. The understanding that the real knowledge is the spiritual knowledge. It’s what comes from the Holy Ghost to our souls individually. That’s the most powerful truth, the most powerful thing that can come out of seminary and institute. It doesn’t just change what you know; it changes who you are, and it changes how you look at the world. And that kind of higher education helps to make your other education complete.
Enroll in Seminary and Institute
“Without guidance, [a] student may choose another elective instead of seminary, or another course instead of an institute class. That would surely be a mistake. It would be like adding one more brick to the house of knowledge when there is little mortar to hold it all together. … Students, if your values are in place, you will not hesitate to forego an elective class that may decorate your life in favor of instruction which can hold together the very foundation of it. Then, once enrolled, attend, study, and learn. Persuade your friends to do the same. You will never regret it; this I promise you.”
Choosing Your Online Degree
ports and fitness management online degrees combine fitness and business to give graduates a solid platform for building a lifelong career out of their love of sports. Sports and fitness management programs often combine classes in management, finance, ethics, and business with a sound grounding in fitness and wellness principles
Sports and fitness management online degrees combine fitness and business to give graduates a solid platform for building a lifelong career out of their love of sports. Sports and fitness management programs often combine classes in management, finance, ethics, and business with a sound grounding in fitness and wellness principles. Following is an overview of a few common careers this degree will prepare you for.
Run a gym.
Gym managers have a hand in all the day-to-day operations of a gym facility, including hiring, managing, training and scheduling staff; signing up new members and implementing marketing initiatives to generate revenue; buying and maintaining equipment; and designing classes and features to attract and retain members. A gym owner can open a franchise or a new gym facility, and there’s room for plenty of profit for an owner with sound business skills and an understanding of the market.
Become A Camp Counselor with a sports and fitness management degree
Getting your degree in sports and fitness management opens up many career possibilities. One opportunity might involve working with kids at a summer camp.
Become a professional coach.
Professional coaches don’t just work at the national level. They also work with semi-professional teams, summer camps, and schools. Many schools and camps hire coaches part-time, but you can become a full-time coach at a larger school or university. Many professional coaches start off as assistant coaches after years of experience as a player. Depending on where you work, you could earn as little as $20,000 per year or as much as $40,850—and some professional coaches at larger schools earn much more.
Work in a sporting goods store.
There are a variety of positions within sporting goods stores that draw on sports knowledge and business acumen. Floor salespeople work directly with customers, making recommendations and sometimes earning commissions. Managers oversee employees and ensure profitable sales in their departments, sometimes designing pricing and sales policies as well as motivational programs for the sales staff. As the owner of your own sporting goods store, you’d be responsible for the survival of your store—from merchandising and pricing to marketing and hiring.
Run a community recreation center or sports facility.
As a community recreation center employee, you may be responsible for designing and promoting activities, securing contracts and funding, running activities, hiring staff, managing facilities, and other tasks depending on your job description. Some recreation centers and sports facilities are run by nonprofits, while others are funded by state or local governments.
Become a camp director.
Camp directors are responsible for planning camp activities, hiring counselors, managing facilities, marketing the camp, and ethical and legal issues that relate to day and overnight camps. Most camps are seasonal, but depending on the climate in your area and whether you run a program marketed to children or adults, you may be able to find year-round employment or open a camp that caters to customers year-round.
Become a gym teacher.
Many people who aspire to coaching find fulfilling careers in education. Gym teachers work in public and private schools with kids of all ages, from kindergartners to teenagers. This is usually a full-time position, and some gym teachers may take on coaching and health education duties as well. In most school districts, aspiring gym teachers will have to become licensed to teach in public schools.
Run a spa.
Health spas often include many recreational facilities, including tennis courts, swimming pools, gyms, and golf courses. They also include professional massage, meditation, beauty treatments, medical consultations, and more—depending on the type of spa. You can work for a spa chain, a luxury resort, a health or medical spa, and more—there are numerous possibilities to suit diverse interests. Become a spa manager or run your own spa, and you’ll have day-to-day control over health and fitness-related activities and facilities and programs as well as the spa’s business operations.
An online degree in sports and fitness management can take you in many different directions, depending on your interests. For those with a strong interest in hands-on sports participation, a teaching or gym education career may be a perfect fit. Those with an entrepreneurial mindset may love to own or manage their own gym, sporting goods store, or spa. And people who love directing and designing activities and managing sports facilities may find fulfillment in a directorial position at a camp or community recreation center. A degree in sports and fitness management will help you combine sports and business knowledge to find a career that works for you.
Sports and fitness management online degrees combine fitness and business to give graduates a solid platform for building a lifelong career out of their love of sports. Sports and fitness management programs often combine classes in management, finance, ethics, and business with a sound grounding in fitness and wellness principles. Following is an overview of a few common careers this degree will prepare you for.
Run a gym.
Gym managers have a hand in all the day-to-day operations of a gym facility, including hiring, managing, training and scheduling staff; signing up new members and implementing marketing initiatives to generate revenue; buying and maintaining equipment; and designing classes and features to attract and retain members. A gym owner can open a franchise or a new gym facility, and there’s room for plenty of profit for an owner with sound business skills and an understanding of the market.
Become A Camp Counselor with a sports and fitness management degree
Getting your degree in sports and fitness management opens up many career possibilities. One opportunity might involve working with kids at a summer camp.
Become a professional coach.
Professional coaches don’t just work at the national level. They also work with semi-professional teams, summer camps, and schools. Many schools and camps hire coaches part-time, but you can become a full-time coach at a larger school or university. Many professional coaches start off as assistant coaches after years of experience as a player. Depending on where you work, you could earn as little as $20,000 per year or as much as $40,850—and some professional coaches at larger schools earn much more.
Work in a sporting goods store.
There are a variety of positions within sporting goods stores that draw on sports knowledge and business acumen. Floor salespeople work directly with customers, making recommendations and sometimes earning commissions. Managers oversee employees and ensure profitable sales in their departments, sometimes designing pricing and sales policies as well as motivational programs for the sales staff. As the owner of your own sporting goods store, you’d be responsible for the survival of your store—from merchandising and pricing to marketing and hiring.
Run a community recreation center or sports facility.
As a community recreation center employee, you may be responsible for designing and promoting activities, securing contracts and funding, running activities, hiring staff, managing facilities, and other tasks depending on your job description. Some recreation centers and sports facilities are run by nonprofits, while others are funded by state or local governments.
Become a camp director.
Camp directors are responsible for planning camp activities, hiring counselors, managing facilities, marketing the camp, and ethical and legal issues that relate to day and overnight camps. Most camps are seasonal, but depending on the climate in your area and whether you run a program marketed to children or adults, you may be able to find year-round employment or open a camp that caters to customers year-round.
Become a gym teacher.
Many people who aspire to coaching find fulfilling careers in education. Gym teachers work in public and private schools with kids of all ages, from kindergartners to teenagers. This is usually a full-time position, and some gym teachers may take on coaching and health education duties as well. In most school districts, aspiring gym teachers will have to become licensed to teach in public schools.
Run a spa.
Health spas often include many recreational facilities, including tennis courts, swimming pools, gyms, and golf courses. They also include professional massage, meditation, beauty treatments, medical consultations, and more—depending on the type of spa. You can work for a spa chain, a luxury resort, a health or medical spa, and more—there are numerous possibilities to suit diverse interests. Become a spa manager or run your own spa, and you’ll have day-to-day control over health and fitness-related activities and facilities and programs as well as the spa’s business operations.
An online degree in sports and fitness management can take you in many different directions, depending on your interests. For those with a strong interest in hands-on sports participation, a teaching or gym education career may be a perfect fit. Those with an entrepreneurial mindset may love to own or manage their own gym, sporting goods store, or spa. And people who love directing and designing activities and managing sports facilities may find fulfillment in a directorial position at a camp or community recreation center. A degree in sports and fitness management will help you combine sports and business knowledge to find a career that works for you.
Art and Technology Creative Careers for the 21st Century
The information age has spanned the digital media revolution. Businesses and consumers are being introduced to information in a digital form of interactive text, images, animation, sound and video. The demand for this new form of multimedia is increasing at a rapid pace.
As a result, the demand for artists, designers, animators, video production personnel and multimedia authors who can create, design and produce content for this new digital media revolution currently exceeds the supply. The pool of creative talent for the 21st century is forming now.
Most of the computer animation and multimedia educational programs in existence today were barely in their infancy ten years ago. Technology plays a very large role in education for this field. Because the equipment is so expensive, it is almost impossible for individuals to create an environment to learn the skills themselves. The key for prospective students is to choose a school that is committed to maintaining the technology. Frequently, instructors work at companies in interactive industries and can provide students with job leads and recommendations.
a US art degree in London
* When choosing a school, the decision should be based on the teaching ability of a faculty and on the subject matter. Most industry experts agree that a school that has programs geared toward digital media career preparation should offer:
* Fundamental art and design courses such as sketching, life drawing, characterisation, modelling, painting, rendering, graphic design, storyboarding skills, colour and light, cameras, and sound.
* Knowledge and experience with graphics software for image manipulation, computer paint, layout and design, two-dimensional and three-dimensional animation, multimedia authoring, video and special effects, audio and video non-linear editing, computer-aided drafting and three-dimensional modelling.
* Liberal arts studies, and skills in communication, interviewing, presentation, production, time management, and portfolio and demo tape production.
The curriculum of a school should serve as a plan for success. The student builds on the learned skills and competencies necessary to meet industry requirements, and the demo tape and portfolio completed at the end of the program is the tangible out-come of that plan.
Prospective students should seriously analyse their capabilities and desires. Learning to draw, edit and animate is like learning to play a musical instrument - its largely a matter of practice and dedication. Employers are looking for trained creative individuals who also demonstrate a passion and enthusiasm for building these interactive worlds. Passion and enthusiasm breed the discipline required to develop the skills for this field.
Lucas Arts Entertainment Co, the games division of the entertainment conglomerate operated by filmmaker George Lucas, found that passion and enthusiasm in Craig Rundles, Jim Rice and Clint Young, three recent graduates of the Computer Animation and Multimedia programs at The Art Institute of Dallas. Rundles and Young are working on the development of Rebel Assault II, a video game that will coincide with the new Star Wars trilogy Lucas is producing.
Much like an illustrator, production artist or calligrapher, the computer animation/multimedia specialist is a highly skilled and specialised artist. Graduates should be prepared to apply their skills in positions such as computer animator, architectural simulation artist, broadcast graphics artist, animator for business applications, animator for computing/information technology, animator for corporate/industrial presentations, entertainment/edutainment animator, film animator, animator for interactive CDROM, animator for interactive television, paintbox artist, special effects artist and animator, and animator/artist for titling and design.
The field is very accessible for individuals who have artistic backgrounds coupled with hardware and software technology skills. The 'starving artist' myth should be dispelled in the 21st century as institutions of higher learning focus on art and technology curricula that lead to successful creative careers.
As a result, the demand for artists, designers, animators, video production personnel and multimedia authors who can create, design and produce content for this new digital media revolution currently exceeds the supply. The pool of creative talent for the 21st century is forming now.
Most of the computer animation and multimedia educational programs in existence today were barely in their infancy ten years ago. Technology plays a very large role in education for this field. Because the equipment is so expensive, it is almost impossible for individuals to create an environment to learn the skills themselves. The key for prospective students is to choose a school that is committed to maintaining the technology. Frequently, instructors work at companies in interactive industries and can provide students with job leads and recommendations.
a US art degree in London
* When choosing a school, the decision should be based on the teaching ability of a faculty and on the subject matter. Most industry experts agree that a school that has programs geared toward digital media career preparation should offer:
* Fundamental art and design courses such as sketching, life drawing, characterisation, modelling, painting, rendering, graphic design, storyboarding skills, colour and light, cameras, and sound.
* Knowledge and experience with graphics software for image manipulation, computer paint, layout and design, two-dimensional and three-dimensional animation, multimedia authoring, video and special effects, audio and video non-linear editing, computer-aided drafting and three-dimensional modelling.
* Liberal arts studies, and skills in communication, interviewing, presentation, production, time management, and portfolio and demo tape production.
The curriculum of a school should serve as a plan for success. The student builds on the learned skills and competencies necessary to meet industry requirements, and the demo tape and portfolio completed at the end of the program is the tangible out-come of that plan.
Prospective students should seriously analyse their capabilities and desires. Learning to draw, edit and animate is like learning to play a musical instrument - its largely a matter of practice and dedication. Employers are looking for trained creative individuals who also demonstrate a passion and enthusiasm for building these interactive worlds. Passion and enthusiasm breed the discipline required to develop the skills for this field.
Lucas Arts Entertainment Co, the games division of the entertainment conglomerate operated by filmmaker George Lucas, found that passion and enthusiasm in Craig Rundles, Jim Rice and Clint Young, three recent graduates of the Computer Animation and Multimedia programs at The Art Institute of Dallas. Rundles and Young are working on the development of Rebel Assault II, a video game that will coincide with the new Star Wars trilogy Lucas is producing.
Much like an illustrator, production artist or calligrapher, the computer animation/multimedia specialist is a highly skilled and specialised artist. Graduates should be prepared to apply their skills in positions such as computer animator, architectural simulation artist, broadcast graphics artist, animator for business applications, animator for computing/information technology, animator for corporate/industrial presentations, entertainment/edutainment animator, film animator, animator for interactive CDROM, animator for interactive television, paintbox artist, special effects artist and animator, and animator/artist for titling and design.
The field is very accessible for individuals who have artistic backgrounds coupled with hardware and software technology skills. The 'starving artist' myth should be dispelled in the 21st century as institutions of higher learning focus on art and technology curricula that lead to successful creative careers.
Careers in Investment Banking
‘Investment Banking’ is the term applied to financial institutions active in the securities and foreign exchange markets. For example, raising capital for large corporations, trading and investing money for pension funds and wealthy individuals. These institutions range from the large global
Most of the larger institutions offer formal training schemes for aspiring traders, investment managers, corporate financiers and for many other specialist occupations. It is probably true to say that investment banking offers rewarding careers for all types of person. Not surprisingly, given the glamour associated with the profession, including the seven figure bonuses and trading rooms the size of a football pitch, there are many applications for the graduate training opportunities offered by most of the large institutions. Make no mistake, you will not only have to be strong academically to succeed but, in addition, you must demonstrate a clear understanding of your chosen profession and show the personal qualities such as leadership, motivation and team-working that employers seek.
Sixth formers with an ambition to pursue a career in investment banking should think carefully about their next steps. Clearly, the choice of undergraduate study is important and sixth formers should choose subjects that they are genuinely interested in and where they are therefore most likely to perform well. For example, successful investment bankers have come from a wide range of academic disciplines: linguists, philosophers, historians and mathematicians will all be found rubbing shoulders on the trading floors. Many investment banks are not overly concerned about the subject studied, as long as a candidate can demonstrate a strong, creative intellect and raw ability. However, the evidence suggests that a majority of graduate recruits do possess degrees in the more ‘relevant’ subject areas, including Economics, Finance and Banking. In addition, graduates in the quantitative disciplines, such as physical sciences and engineering, are actively recruited.
If you decide to study for a degree in one of the mainstream, relevant areas, you will find a bewildering range of options, ranging from traditional one-subject honours courses to combinations, for example Economics with a foreign language. You can also choose a vocational course such as the BSc International Securities, Investment & Banking offered by the ICMA Centre, University of Reading. Speak with your school’s Careers Adviser to help you make the correct choice.
If your undergraduate degree is in a non-vocational discipline, you can join the increasing number of new graduates who decide to ‘top up’ their academic qualifications by studying for a vocational Master’s postgraduate degree to enhance their knowledge and prospects. There is a wide range of courses available in specialised subjects such as Investment Management, Financial Risk Management and Capital Markets Regulation & Compliance, to name just a few.
Just as important as academic attainments are the personal qualities that investment banks seek. For example,
A proven interest in finance and the markets
Get involved in your university’s investment society. Run a shadow portfolio of securities. Join an online trading game (but do not trade or bet online!) Read the financial press.
Evidence of interpersonal and leadership skills
Take every opportunity to develop interests that challenge you and build your character. The activities many people undertake during a Gap year are ideal, such as trekking or community support projects overseas.
Relevant work experience
Try to obtain vacation employment in a financial institution during your university studies or, better still, a summer ‘Internship’ with an investment bank at the end of your penultimate year of study.
There is no doubt that investment banking can be an excellent career but, be warned! However successful you become, you will always be subject to the vagaries of the financial markets. Rewards in a good year can be immense, but you are just as likely to be out of a job in the next if the markets decline sharply. While some people relish this environment, others will come to hate it. If you fall into the latter category, consider the alternatives, working in a more stable area of finance such as retail banking management, central banking, financial control, or perhaps becoming a chartered accountant or tax specialist.
Just to sum up, all the evidence demonstrates that investment banking will continue to offer a huge range of good career opportunities for graduates in the foreseeable future. Consider all the options open, not just the high profile occupations like trading. Most investment bank websites contain a great deal of information about their business. Many have careers pages that explain the various opportunities available, what qualities are sought and how the recruitment process works. Don’t forget to visit your school or college’s Careers Advisory Service and discuss your ambitions with them.
investment banks, including the U.S. ‘bulge bracket’ institutions such as Morgan Stanley, Goldman Sachs and Merrill Lynch, to the likes of HSBC, Barclays and Royal Bank of Scotland, possibly better known for their high street retail branches that provide services for individuals. In addition, there are a host of smaller, specialised firms active in the financial markets including brokers, traders and money managers that, while not ‘investment banks’ as such, constitute an integral part of the financial markets and offer excellent career opportunities.
Study Investment Banking here: |
Sixth formers with an ambition to pursue a career in investment banking should think carefully about their next steps. Clearly, the choice of undergraduate study is important and sixth formers should choose subjects that they are genuinely interested in and where they are therefore most likely to perform well. For example, successful investment bankers have come from a wide range of academic disciplines: linguists, philosophers, historians and mathematicians will all be found rubbing shoulders on the trading floors. Many investment banks are not overly concerned about the subject studied, as long as a candidate can demonstrate a strong, creative intellect and raw ability. However, the evidence suggests that a majority of graduate recruits do possess degrees in the more ‘relevant’ subject areas, including Economics, Finance and Banking. In addition, graduates in the quantitative disciplines, such as physical sciences and engineering, are actively recruited.
If you decide to study for a degree in one of the mainstream, relevant areas, you will find a bewildering range of options, ranging from traditional one-subject honours courses to combinations, for example Economics with a foreign language. You can also choose a vocational course such as the BSc International Securities, Investment & Banking offered by the ICMA Centre, University of Reading. Speak with your school’s Careers Adviser to help you make the correct choice.
If your undergraduate degree is in a non-vocational discipline, you can join the increasing number of new graduates who decide to ‘top up’ their academic qualifications by studying for a vocational Master’s postgraduate degree to enhance their knowledge and prospects. There is a wide range of courses available in specialised subjects such as Investment Management, Financial Risk Management and Capital Markets Regulation & Compliance, to name just a few.
Just as important as academic attainments are the personal qualities that investment banks seek. For example,
A proven interest in finance and the markets
Get involved in your university’s investment society. Run a shadow portfolio of securities. Join an online trading game (but do not trade or bet online!) Read the financial press.
Evidence of interpersonal and leadership skills
Take every opportunity to develop interests that challenge you and build your character. The activities many people undertake during a Gap year are ideal, such as trekking or community support projects overseas.
Relevant work experience
Try to obtain vacation employment in a financial institution during your university studies or, better still, a summer ‘Internship’ with an investment bank at the end of your penultimate year of study.
There is no doubt that investment banking can be an excellent career but, be warned! However successful you become, you will always be subject to the vagaries of the financial markets. Rewards in a good year can be immense, but you are just as likely to be out of a job in the next if the markets decline sharply. While some people relish this environment, others will come to hate it. If you fall into the latter category, consider the alternatives, working in a more stable area of finance such as retail banking management, central banking, financial control, or perhaps becoming a chartered accountant or tax specialist.
Just to sum up, all the evidence demonstrates that investment banking will continue to offer a huge range of good career opportunities for graduates in the foreseeable future. Consider all the options open, not just the high profile occupations like trading. Most investment bank websites contain a great deal of information about their business. Many have careers pages that explain the various opportunities available, what qualities are sought and how the recruitment process works. Don’t forget to visit your school or college’s Careers Advisory Service and discuss your ambitions with them.
Student Life Support The National Union of Students
The university or college experience is often regarded as one of life's best. For many it's the first time living away from home, and with that comes fantastic freedom. By the end of it you've not just got a valuable qualification. You've become self-sufficient and dealt with all the good - and sometimes bad - things that life throws at you. The National Union of Students is there to help you through it.
NUS is the umbrella organisation for students' unions across the UK. Almost all unions are members of NUS. Each university and the larger further education colleges have an active union - they're the place to go if you want to get involved in campus life. That can be anything from drinking in the union bar or helping with charity events to running a radio show or campaigning on student issues. Unions also provide you with welfare advice, so if anything goes wrong whilst you're at university or college you can get advice.
Union representatives often sit on the board of governors of the college or university, help student course representatives and support students in academic appeals. The unions are run by elected student officers so, if you want to help run your union, you can stand for election.
Your local union also gives you an NUS Card. This is a nationally recognised student identity card which provides a range of discounts in shops, cinemas and leisure centres.
What does NUS campaign for?
Every year NUS runs campaigns on a range of issues to get a better deal for students. This year's major campaign is on student funding.
As you'll know, you no longer get a grant to go to college or university. The stereotype of students lazing around all day putting the world to rights or watching trashy daytime television is long gone. 90 per cent of students are now working during their degree to make ends meet and - even then - they still graduate with an average £12,000 debt. That's why NUS' National President calls for "the abolition of tuition fees and the introduction of targeted maintenance support".
The lack of grants and the introduction of tuition fees has seen student debt more than double over the last five years and students today learn to juggle their studies, part-time work and extra-curricular activities. To compensate for the obliteration of state student financial support the government introduced larger loans, which are repayable as soon as graduates start earning £10,000 per annum.
The total loan for one academic year is split into three lump payments at the start of each term. Students living away from home studying outside London can borrow up to £3,310 a year (of which 25% is means-tested) and students studying in London and living away from home can borrow up to £4,700 (again 25% is means tested).
Although this may seem like a lot of money, essential outgoings soon account for the loan. Over the course of a 38-week academic year NUS figures show that a student studying outside London will spend £7,011 on living costs (£8,375 in London). The chief expenses being rent (£2,301 outside London, £3,048 inside); fees (£1,075) and food (£1,067 outside London, £1,270 inside).
NUS campaigns on behalf of all its 3.5 million student members. And as the government looks at ways to open access to groups that may not have been able to consider university, NUS continues to fight for financial packages that will support students whilst they are at university and open up the experience to everyone.
Tuesday, April 14, 2009
Avoiding the Student Debt Trap
Being a student seems to be synonymous with being broke all the time. More so than ever, students have to learn how to manage their money very quickly in order to limit the damage on their overall student debt. We talked to Anne Marie Blake, head of student and graduate banking at NatWest, who offers her top tips on how manage your money better as a student.
student debtHaving direct access to a dedicated student banking manager can make a real difference. Their understanding and experience of students individual needs can really help Freshers prepare financially for life at university and avoid many of the pitfalls, which can lead to a financial headache. NatWest student banking managers have put together the following tips for freshers on how to try and avoid the student debt trap while at University:
Tips on avoiding student debt
· Live in university accommodation for as long as possible - it can be cheaper than renting privately.
· Shop for food with friends - buying in bulk can save money and means that you can take advantage of the 'buy one get one free' offers.
· Students can claim lots of discounts. Make sure you use your NUS or ISIC card and also look in your Student's Union for a number of one-off offers that are available.
· Don't rush out and buy every book on your reading list on the first day of term, there will be lots of opportunities to buy second hand books
· If you do work, check whether you have to fill in a form P38(S) so that tax will not be taken off your earnings.
· Ask other students how much you will need to pay for bills. Complete a budget planner and regularly review it to see where your money is being spent and if it is deviating from the budget.
· Record all of your transactions as you spend them so that there are no surprises when your bank statement arrives.
· If you do find yourself struggling, talk to your Student Adviser as soon as possible - don't sweep cash problems under the carpet.
· Finally, it's easier said than done, but don't run up a massive debt in the first couple of months. Going out every night in the first term may make you popular but could mean a serious lack of social life later in the year.
student debtHaving direct access to a dedicated student banking manager can make a real difference. Their understanding and experience of students individual needs can really help Freshers prepare financially for life at university and avoid many of the pitfalls, which can lead to a financial headache. NatWest student banking managers have put together the following tips for freshers on how to try and avoid the student debt trap while at University:
Tips on avoiding student debt
· Live in university accommodation for as long as possible - it can be cheaper than renting privately.
· Shop for food with friends - buying in bulk can save money and means that you can take advantage of the 'buy one get one free' offers.
· Students can claim lots of discounts. Make sure you use your NUS or ISIC card and also look in your Student's Union for a number of one-off offers that are available.
· Don't rush out and buy every book on your reading list on the first day of term, there will be lots of opportunities to buy second hand books
· If you do work, check whether you have to fill in a form P38(S) so that tax will not be taken off your earnings.
· Ask other students how much you will need to pay for bills. Complete a budget planner and regularly review it to see where your money is being spent and if it is deviating from the budget.
· Record all of your transactions as you spend them so that there are no surprises when your bank statement arrives.
· If you do find yourself struggling, talk to your Student Adviser as soon as possible - don't sweep cash problems under the carpet.
· Finally, it's easier said than done, but don't run up a massive debt in the first couple of months. Going out every night in the first term may make you popular but could mean a serious lack of social life later in the year.
Wrong Direction Changing you Degree Course
What do you do if you suddenly find you are not happy with the course you are doing or the university you are at? It's a very real possibility, as millions of people go into higher education each year, but around one in five decides the path they have chosen is not for them after all.
If you have just started your degree, try to be absolutely certain that it is the course which you are unhappy with. Going to university is a major upheaval and you may be homesick, stressed or finding it difficult to adapt to new surroundings and people. It's no good jacking in your History degree to take up French only to discover you are having the same problems. If you need confidential advice, contact your student counselling service.
Also try not to have too high expectations. It's true that for a lot of people, university is the best time of their life, but don't expect the most amazing time, all the time. Give yourself a while to settle into college life as much as possible and then assess whether or not you are still having difficulties. You will experience ups and downs wherever you are, so the key is finding the right balance and avoiding a hasty decision.
Having said that, don't be afraid to admit you have made the wrong choice. If you think you could be happier elsewhere or studying something else, then make some enquiries about your options - it is how you are going to be spending the next three to five years of your life after all. Don't be afraid that such a decision will reflect badly on you either, or that other universities will be less inclined to offer you a place, as they are more than used to dealing with transferring students.
Once you've recognised that you are unhappy with your course, the next step is to discover why. Make a list of your reasons, whether it's the structure of the course, the way it's assessed, certain modules or the university itself. This will help you avoid the same sort of problems again. Next you need to decide if you wish to transfer to another course at the same university or to move institutions. You may even feel you want to take a year out and re-apply.
You may find it helpful talking to your tutor or to the academic affairs officer who can help with practical advice and other suitable courses. There are also financial implications to changing your course so speak to a student advisor if possible. If you transfer within twelve months of the start of the course, your Local Education Authority (LEA) will transfer your grant for tuition fees and your loan to cover the whole length of your new course. But if you miss the deadline, although the LEA is still obliged to transfer the grant, they may not cover the whole of your new course (especially if it is set to take longer than your original one).
Your university will also have deadlines for students wishing to change subjects. It is generally easier to transfer within the first few weeks of your degree, but don't worry if you are still unsure of your decision, as you will still be able to apply for a move later in the year; Exeter University asks that students apply by July 15 of the first year.
Of course, even if you do meet the deadline, success is not guaranteed. An application will depend on many things including whether you have the right qualifications, whether the academic staff feel you have clear academic reasons for changing to their course and whether or not there is a vacancy.
You will need to obtain approval from both your existing course and the new one, and written permission from your LEA. After September 2002, permission from both institutions will no longer be necessary. If you have decided to move to another university, you will need to re-apply through UCAS, but this is pretty straightforward, as procedures remain the same as the first time around.
If you are having doubts about your course, contact your student advice centre or check out the university website as each institution will have their own procedures.
If you have just started your degree, try to be absolutely certain that it is the course which you are unhappy with. Going to university is a major upheaval and you may be homesick, stressed or finding it difficult to adapt to new surroundings and people. It's no good jacking in your History degree to take up French only to discover you are having the same problems. If you need confidential advice, contact your student counselling service.
Also try not to have too high expectations. It's true that for a lot of people, university is the best time of their life, but don't expect the most amazing time, all the time. Give yourself a while to settle into college life as much as possible and then assess whether or not you are still having difficulties. You will experience ups and downs wherever you are, so the key is finding the right balance and avoiding a hasty decision.
Having said that, don't be afraid to admit you have made the wrong choice. If you think you could be happier elsewhere or studying something else, then make some enquiries about your options - it is how you are going to be spending the next three to five years of your life after all. Don't be afraid that such a decision will reflect badly on you either, or that other universities will be less inclined to offer you a place, as they are more than used to dealing with transferring students.
Once you've recognised that you are unhappy with your course, the next step is to discover why. Make a list of your reasons, whether it's the structure of the course, the way it's assessed, certain modules or the university itself. This will help you avoid the same sort of problems again. Next you need to decide if you wish to transfer to another course at the same university or to move institutions. You may even feel you want to take a year out and re-apply.
You may find it helpful talking to your tutor or to the academic affairs officer who can help with practical advice and other suitable courses. There are also financial implications to changing your course so speak to a student advisor if possible. If you transfer within twelve months of the start of the course, your Local Education Authority (LEA) will transfer your grant for tuition fees and your loan to cover the whole length of your new course. But if you miss the deadline, although the LEA is still obliged to transfer the grant, they may not cover the whole of your new course (especially if it is set to take longer than your original one).
Your university will also have deadlines for students wishing to change subjects. It is generally easier to transfer within the first few weeks of your degree, but don't worry if you are still unsure of your decision, as you will still be able to apply for a move later in the year; Exeter University asks that students apply by July 15 of the first year.
Of course, even if you do meet the deadline, success is not guaranteed. An application will depend on many things including whether you have the right qualifications, whether the academic staff feel you have clear academic reasons for changing to their course and whether or not there is a vacancy.
You will need to obtain approval from both your existing course and the new one, and written permission from your LEA. After September 2002, permission from both institutions will no longer be necessary. If you have decided to move to another university, you will need to re-apply through UCAS, but this is pretty straightforward, as procedures remain the same as the first time around.
If you are having doubts about your course, contact your student advice centre or check out the university website as each institution will have their own procedures.
University Study? The Choices
You are undoubtedly familiar with headline stories in the press and on TV about fees, student debt and even student poverty. Yet how much will it cost you to go to university, and will it all be worth the work and the cost?
university studyAccording to the Government the average amount students owe (their student debt) when they graduate is around £7,000. Just to frighten you, some of the quality press estimate current new graduate debt as being larger, some as high as £ 10,000 to £12,000. Are you still reading? Well keep calm, because those of you intending to enrol next September (2003) may well face a graduation debt as high as £ 15,000. A Government Minister has even been quoted during the summer holidays as saying that for some, a graduation debt of around £20,000 should not be considered unreasonable.
Before you start doubting whether going to university is still a priority for your future, it worth realising what you will get from becoming a graduate. Whilst you may be sceptical about the latest survey showing just how much more graduates earn, it would be prudent to take into account the findings of all such similar and numerous surveys going back a number of years. In general graduates earn far more than their contemporaries who passed A' levels (not just GCSEs) but who didn't go to university and get a degree. How much more? Most surveys shows a graduate earnings advantage of over 20%.
If you are a female graduate then your earnings will be almost 40% higher than those female friends of yours who enter the labour market after passing A' levels alone. True this is partly because in an unequal world, women generally get paid less than men. However this also means that female to male pay is closer to equality if you are a graduate.
The higher earning potential for graduates also appears to be a life long phenomenon. The Institute of Fiscal Studies analysis in the late 1990s showed this to be the case for 33 year olds (see www.ifs.org. and go to publications), and Clive Belling's survey of the over forties (University of Birmingham) showed a similar picture of continued higher graduate earnings. Doubtless this may be partially due to graduates getting earlier and more frequent promotions, but that too is a graduate benefit worth having.
Similarly, graduate employment rates are higher (or unemployment lower) than the general population, with graduates getting jobs quicker and more easily. For women, then there is an even greater advantage (over males), with female graduate unemployment being even lower. Only 2% of those women graduating in 2001 were still unemployed by January 2002 (source: Higher Education Statistics Agency). The overall average for graduates is 5%.
So just as regards employment and earnings, the 'price' that student or graduation debt represents appears to be well worth it. If you then also consider the ability for you to choose and study a subject you have a real interest in or passion for, then going to university looks a very good option. Even so, you would be well advised to have a clear understanding as to how your student debt will be paid for and managed.
Most of you will borrow the majority of what you need to live and pay fees with from the Student Loans Company. However, with increasing costs (and probably rising tuition fees) the Government organised student loans scheme may not cover all of your money needs. Those living away from home and studying in London (the maximum loan available) don't get much more than four and a half thousand. Hardship and other grants don't take this much higher.
The good news is that the Government is indicating that those from more modest backgrounds may get grants to help them pursue a university course. Similarly, those doing a Nursing degree or diploma already have access to bursaries. Yet all of these are means tested and may still not fully cover your needs.
Other methods of reducing costs or increasing income include living at home and studying at your local university. This is fine if you still want to live at home with Mum and Dad and your 'local' offers a course you really want to do. Having a passion is really required if you are going to get through the required academic work and rigours.
Taking part-time and evening work can often be a false economy leading to poor academic performance and dropping out. Some graduates at the recent graduation ceremony of a well known northern university were estimated to have been working part?time for an average of over thirty hours a week! You have to ask yourself whether such additional pressure is contributing to their studies, let alone their social development (that is also meant to be an important part of any university experience')?
Many students and their parents are now discussing how to afford university as a family. The old idea of your parents helping you later in life when you are saving for a deposit for your first flat is rapidly being replaced with help for a degree. Hopefully as a successful graduate you will be able to afford your own first home deposit with your higher earnings. Certainly borrowing any extra funds you may need (in addition to SLC loans and grants) from your parents is going to be cheaper, more reliable and easier than purely relying on your bank manager.
Having discussed some of the advantages of a university degree as well as facing the costs or price, the only thing likely to hold you back is the fear of failure. It is a fact that some students decide half way through a course that it's not for them, or that they can not cope with the work, or simply 'drop out' or fail. What happens if you end up owing some or all of the debt without the resultant degree?
Even the fear of failure should be something you can cover. Ignore those who advise you not even to think about it, as there are products now available that allow you to not just insure against having your stereo stolen whilst at uni, but also against failing your course and being left with the debt (see Uni Shield as an example, at www.saxoninsurance.com).
So there? you are, going to university and successfully gaining a degree will see you owing a fairly hefty debt but with the ability to pay it off and earn higher pay for life. If you are female then a degree is also a route to higher pay and less pay discrimination, as well as greater employment opportunities. If you are frightened about failing, you can insure against it. On top of this the additional benefits of qualifying for and working within a field or profession that actually interests you, is something that will affect the quality of the whole of your working life. Then there are the friends, the parties, the challenges, and the thinking and learning you will encounter.
It is now almost impossible for you not to find a degree course that you can feel passionate about. The range of choices now available to applicants is huge. Be picky, talk to course tutors about their courses not just about your prospects of an offer, and get going. Discuss things with both those teachers you trust (as well as the ones you like) and your parents (as well as your other friends). Finally, enjoy yourself. University and degree study is not a holiday nor always easy, but it is an opportunity and enhancing experience you will remember for the rest of your life. It will also be fun.
university studyAccording to the Government the average amount students owe (their student debt) when they graduate is around £7,000. Just to frighten you, some of the quality press estimate current new graduate debt as being larger, some as high as £ 10,000 to £12,000. Are you still reading? Well keep calm, because those of you intending to enrol next September (2003) may well face a graduation debt as high as £ 15,000. A Government Minister has even been quoted during the summer holidays as saying that for some, a graduation debt of around £20,000 should not be considered unreasonable.
Before you start doubting whether going to university is still a priority for your future, it worth realising what you will get from becoming a graduate. Whilst you may be sceptical about the latest survey showing just how much more graduates earn, it would be prudent to take into account the findings of all such similar and numerous surveys going back a number of years. In general graduates earn far more than their contemporaries who passed A' levels (not just GCSEs) but who didn't go to university and get a degree. How much more? Most surveys shows a graduate earnings advantage of over 20%.
If you are a female graduate then your earnings will be almost 40% higher than those female friends of yours who enter the labour market after passing A' levels alone. True this is partly because in an unequal world, women generally get paid less than men. However this also means that female to male pay is closer to equality if you are a graduate.
The higher earning potential for graduates also appears to be a life long phenomenon. The Institute of Fiscal Studies analysis in the late 1990s showed this to be the case for 33 year olds (see www.ifs.org. and go to publications), and Clive Belling's survey of the over forties (University of Birmingham) showed a similar picture of continued higher graduate earnings. Doubtless this may be partially due to graduates getting earlier and more frequent promotions, but that too is a graduate benefit worth having.
Similarly, graduate employment rates are higher (or unemployment lower) than the general population, with graduates getting jobs quicker and more easily. For women, then there is an even greater advantage (over males), with female graduate unemployment being even lower. Only 2% of those women graduating in 2001 were still unemployed by January 2002 (source: Higher Education Statistics Agency). The overall average for graduates is 5%.
So just as regards employment and earnings, the 'price' that student or graduation debt represents appears to be well worth it. If you then also consider the ability for you to choose and study a subject you have a real interest in or passion for, then going to university looks a very good option. Even so, you would be well advised to have a clear understanding as to how your student debt will be paid for and managed.
Most of you will borrow the majority of what you need to live and pay fees with from the Student Loans Company. However, with increasing costs (and probably rising tuition fees) the Government organised student loans scheme may not cover all of your money needs. Those living away from home and studying in London (the maximum loan available) don't get much more than four and a half thousand. Hardship and other grants don't take this much higher.
The good news is that the Government is indicating that those from more modest backgrounds may get grants to help them pursue a university course. Similarly, those doing a Nursing degree or diploma already have access to bursaries. Yet all of these are means tested and may still not fully cover your needs.
Other methods of reducing costs or increasing income include living at home and studying at your local university. This is fine if you still want to live at home with Mum and Dad and your 'local' offers a course you really want to do. Having a passion is really required if you are going to get through the required academic work and rigours.
Taking part-time and evening work can often be a false economy leading to poor academic performance and dropping out. Some graduates at the recent graduation ceremony of a well known northern university were estimated to have been working part?time for an average of over thirty hours a week! You have to ask yourself whether such additional pressure is contributing to their studies, let alone their social development (that is also meant to be an important part of any university experience')?
Many students and their parents are now discussing how to afford university as a family. The old idea of your parents helping you later in life when you are saving for a deposit for your first flat is rapidly being replaced with help for a degree. Hopefully as a successful graduate you will be able to afford your own first home deposit with your higher earnings. Certainly borrowing any extra funds you may need (in addition to SLC loans and grants) from your parents is going to be cheaper, more reliable and easier than purely relying on your bank manager.
Having discussed some of the advantages of a university degree as well as facing the costs or price, the only thing likely to hold you back is the fear of failure. It is a fact that some students decide half way through a course that it's not for them, or that they can not cope with the work, or simply 'drop out' or fail. What happens if you end up owing some or all of the debt without the resultant degree?
Even the fear of failure should be something you can cover. Ignore those who advise you not even to think about it, as there are products now available that allow you to not just insure against having your stereo stolen whilst at uni, but also against failing your course and being left with the debt (see Uni Shield as an example, at www.saxoninsurance.com).
So there? you are, going to university and successfully gaining a degree will see you owing a fairly hefty debt but with the ability to pay it off and earn higher pay for life. If you are female then a degree is also a route to higher pay and less pay discrimination, as well as greater employment opportunities. If you are frightened about failing, you can insure against it. On top of this the additional benefits of qualifying for and working within a field or profession that actually interests you, is something that will affect the quality of the whole of your working life. Then there are the friends, the parties, the challenges, and the thinking and learning you will encounter.
It is now almost impossible for you not to find a degree course that you can feel passionate about. The range of choices now available to applicants is huge. Be picky, talk to course tutors about their courses not just about your prospects of an offer, and get going. Discuss things with both those teachers you trust (as well as the ones you like) and your parents (as well as your other friends). Finally, enjoy yourself. University and degree study is not a holiday nor always easy, but it is an opportunity and enhancing experience you will remember for the rest of your life. It will also be fun.
Student Loans - Financial Support in H.E.
If you are planning to start a higher education course in 2002, you will want to make sure you have your finances sorted out in good time. The Government helps students so that they are not prevented from entering, or staying in, higher education because of the cost.
The Government can help in two main ways; first with help towards the costs of your tuition fees and second with student loans and other help towards your living costs.
student financeHelp towards your tuition fees
50% of students starting in Higher Education in 2002 will pay no tuition fees - the Government will meet the full cost of tuition for these students. However, students whose family income is over £20,480 a year are required to make a contribution. The maximum contribution for 2002/03 is £1,100 per year. However, it is important to remember that most students will get help with their fees and, unlike student loans, this help does not have to be repaid.
Student Loans
Help towards your living costs will come mainly from student loans. These are not commercial loans that are offered by high street banks. They are very cheap loans. The rate at which you repay your loan is directly linked to your income once you have graduated.
The maximum student loan available in 2002/03 is £4,815 for students living away from home and studying in London. For students living away from home and studying outside London the maximum loan is £3,905 and for students living at home the maximum loan is £3,090.
75% of the maximum loan is available to all eligible students regardless of any other income they have. Whether you can get any or all of the remaining 25% depends on your income and that of your family. As a general guide, if you do not pay fees, you will be able to get the maximum loan.
Repaying student loans
You do not have to start repaying student loans until after you have left university or college and your income has reached a certain level (currently £10,000 a year). Repayments take account of inflation but do not have the same interest rate, which banks and other lenders charge.
Additional help
Extra help towards living costs is available, depending on your circumstances. This help is available to mature students, students with dependants, single parent students, disabled students and those incurring certain travel costs. You do not normally have to repay this extra help. If you think financial difficulties might prevent you taking up your place, you should talk to admissions tutors or student services staff at your university or college about how they can help you. Also if you experience financial difficulties whilst at college, you may also be able to get help from your university or college.
Applying for Student Loans
There are four steps in the process;
1. From the end of January 2002 - apply to your Local Education Authority (LEA). You can get an application form, called an HE1, from your LEA or the Student support website on www.dfes.gov/studentsupport
2. Complete the application form and return it to your LEA by their deadline - March 15 2002*. If you are eligible for help they will send you a financial form, called an HE2, to complete.
3. Complete the HE2 financial form with the help of your family and return it to your LEA by their deadline - 21 June 2002*. Your LEA will then tell you whether you need to pay any fees and how much loan you can get. Your LEA will also send you a loan request form.
4. Complete the loan request form and send it to the Student Loans Company (SLC). (The SLC issue student loans on behalf of the Government) Note: The SLC will usually pay your loan in three instalments. Your first instalment is likely to be in the form of a cheque, which you can collect from your college at the start of term. Further instalments will be paid directly into your bank or building society account - if you do not have an account at the moment, you can set one up nearer the time you start at university or college.
*Do not worry if you have missed these deadlines. Your LEA will still accept applications made after these dates; however, if you apply late they cannot guarantee that your loan will be ready for you when you go to college.
The Government can help in two main ways; first with help towards the costs of your tuition fees and second with student loans and other help towards your living costs.
student financeHelp towards your tuition fees
50% of students starting in Higher Education in 2002 will pay no tuition fees - the Government will meet the full cost of tuition for these students. However, students whose family income is over £20,480 a year are required to make a contribution. The maximum contribution for 2002/03 is £1,100 per year. However, it is important to remember that most students will get help with their fees and, unlike student loans, this help does not have to be repaid.
Student Loans
Help towards your living costs will come mainly from student loans. These are not commercial loans that are offered by high street banks. They are very cheap loans. The rate at which you repay your loan is directly linked to your income once you have graduated.
The maximum student loan available in 2002/03 is £4,815 for students living away from home and studying in London. For students living away from home and studying outside London the maximum loan is £3,905 and for students living at home the maximum loan is £3,090.
75% of the maximum loan is available to all eligible students regardless of any other income they have. Whether you can get any or all of the remaining 25% depends on your income and that of your family. As a general guide, if you do not pay fees, you will be able to get the maximum loan.
Repaying student loans
You do not have to start repaying student loans until after you have left university or college and your income has reached a certain level (currently £10,000 a year). Repayments take account of inflation but do not have the same interest rate, which banks and other lenders charge.
Additional help
Extra help towards living costs is available, depending on your circumstances. This help is available to mature students, students with dependants, single parent students, disabled students and those incurring certain travel costs. You do not normally have to repay this extra help. If you think financial difficulties might prevent you taking up your place, you should talk to admissions tutors or student services staff at your university or college about how they can help you. Also if you experience financial difficulties whilst at college, you may also be able to get help from your university or college.
Applying for Student Loans
There are four steps in the process;
1. From the end of January 2002 - apply to your Local Education Authority (LEA). You can get an application form, called an HE1, from your LEA or the Student support website on www.dfes.gov/studentsupport
2. Complete the application form and return it to your LEA by their deadline - March 15 2002*. If you are eligible for help they will send you a financial form, called an HE2, to complete.
3. Complete the HE2 financial form with the help of your family and return it to your LEA by their deadline - 21 June 2002*. Your LEA will then tell you whether you need to pay any fees and how much loan you can get. Your LEA will also send you a loan request form.
4. Complete the loan request form and send it to the Student Loans Company (SLC). (The SLC issue student loans on behalf of the Government) Note: The SLC will usually pay your loan in three instalments. Your first instalment is likely to be in the form of a cheque, which you can collect from your college at the start of term. Further instalments will be paid directly into your bank or building society account - if you do not have an account at the moment, you can set one up nearer the time you start at university or college.
*Do not worry if you have missed these deadlines. Your LEA will still accept applications made after these dates; however, if you apply late they cannot guarantee that your loan will be ready for you when you go to college.
A Student Accommodation Guide
Deciding where to study can possibly be one of the most important decisions that you could make for your future. However, once this has been made deciding where to live as a student is of equal importance. Your living arrangements at university can have a huge influence in helping you settle in more easily, and can often make the difference in getting the most out of your university experience.
Courses & Careers recognises that being a student is not just about studying it can also be a lifestyle. This Accommodation Guide is here to help you make a more informed decision about where you may choose to live and how to get the most out of you accommodation.
accomodationFirst Year Accommodation - Making the right choice
Most, if not all, students during their first year of study are offered on-campus accommodation at their university or college Halls of Residence, if available. Whilst there are many reasons why students are encouraged to stay on-campus in their first year, Careers and Courses weighs up both the advantages and disadvantages to living in Halls to give you a fuller picture
Advantages
· Help at hand - In each Halls of Residence you will have a 'Hostel Representative'. These are often second or third year students who have lots of experience of being a "Fresher" at university. These people who live in Halls with you are there to help you with any problems that you may have in settling in and to also show you around.
· A protected environment - Having just moved to a different part of the country it is very important that you feel safe and that you have people to turn to whatever your needs. On-Campus accommodation is extremely suitable for international students for exactly this reason. On-Campus students are able to adjust to UK culture at their own pace under the protection of the university.
· No 'hidden' costs - Once you have paid for your accommodation bill at the beginning of term you have no other bills to concern yourself with - apart from your day to day living and studying expenses. Living off campus can often result in a lot of extra 'hidden' costs including council tax, water rates, electricity, gas etc.
· Easy access to on-campus facilities - Living on-campus provides you with easy access to library facilities, your union facilities and whilst it may not seem important to you at present, that extra hour in bed before your lectures not spent on travelling can be a lifesaver - particularly after a heavy night out at your local union bar!
· Instant friends - Often you will be put in Halls with other International Students so you will instantly be mixing with people who are in exactly the same boat as you. You may also be lucky enough to find people who speak your native tongue - which, if you are homesick or concerned about your English, can be of a major comfort.
Disadvantages
· Noise - Hopefully you will be in the Halls that you are happy with. Often you may have to fill in a questionnaire before you are placed as to what type of residence that you would prefer i.e. smoking/non-smoking, noisy/quiet etc. However, if the noise does become a problem then the Hostel /representative is there to sort out any problems that you may have and to negotiate with other students in the Halls to create a pleasant living environment
· Limited community - whilst learning to adapt to UK culture under the protection of on-campus accommodation, it could be argued that you are limiting yourself to a direct cultural experience by not 'throwing yourself in at the deep end' and living in your nearby city. However, it could be equally argued that International Students can experience this in their second and third year at university once they have had time to adjust to the UK.
· Access to the city - Whilst most campuses are 'self contained' with their own living quarters, shopping and recreational facilities, by living off campus you will have a greater variety of activities to choose from right on your doorstop. However, if you choose to live on-campus - don't panic you won't be missing out! Most universities are situated within good walking distances from most of their main cities or towns.
· Limited facilities - When living in campus your facilities may consist of your own room but shared facilities in terms of kitchen, bathroom and laundrette. By living in your own house you may only be sharing these with a selective few.
· Tolerating your neighbours - One of the main disadvantages that students often describe about living on-campus is that you stuck with the people that you are place in Halls with for better of for worse! However, it must be said that this is unfortunately the 'luck of the draw'. Hopefully you will be placed with individuals that you share a lot in common with however, it this is not the case remember that tolerating others is a valuable learning experience that will stand you in good stead for the future!
Conclusion
Having looked at both the advantages and disadvantages to living on or off campus it would appear that wherever you may choose to live, it is extremely dependent on your individual experience and needs. If you are a student who is extremely confident, who has a lot of travelling experience and is used to adapting to different cultures then you may prefer to live off campus. However if you are a student with a limited experience in this area that would prefer to make mistakes and adapt under the protected environment of the university then you should consider on-campus accommodation.
It can be argued that by living in Halls as a first year student and then moving out with friends to your nearest town or city for the rest of your time at university that you are allowing yourself to have a fully rounded student experience. Do remember, however, that not all universities or colleges provide their won accommodation in the UK so this, for some students may be a decision that they may never have to take. If this is the case don't panic! There will always be an accommodation adviser available, however you choose to live, to help you with all your accommodation needs
Courses & Careers recognises that being a student is not just about studying it can also be a lifestyle. This Accommodation Guide is here to help you make a more informed decision about where you may choose to live and how to get the most out of you accommodation.
accomodationFirst Year Accommodation - Making the right choice
Most, if not all, students during their first year of study are offered on-campus accommodation at their university or college Halls of Residence, if available. Whilst there are many reasons why students are encouraged to stay on-campus in their first year, Careers and Courses weighs up both the advantages and disadvantages to living in Halls to give you a fuller picture
Advantages
· Help at hand - In each Halls of Residence you will have a 'Hostel Representative'. These are often second or third year students who have lots of experience of being a "Fresher" at university. These people who live in Halls with you are there to help you with any problems that you may have in settling in and to also show you around.
· A protected environment - Having just moved to a different part of the country it is very important that you feel safe and that you have people to turn to whatever your needs. On-Campus accommodation is extremely suitable for international students for exactly this reason. On-Campus students are able to adjust to UK culture at their own pace under the protection of the university.
· No 'hidden' costs - Once you have paid for your accommodation bill at the beginning of term you have no other bills to concern yourself with - apart from your day to day living and studying expenses. Living off campus can often result in a lot of extra 'hidden' costs including council tax, water rates, electricity, gas etc.
· Easy access to on-campus facilities - Living on-campus provides you with easy access to library facilities, your union facilities and whilst it may not seem important to you at present, that extra hour in bed before your lectures not spent on travelling can be a lifesaver - particularly after a heavy night out at your local union bar!
· Instant friends - Often you will be put in Halls with other International Students so you will instantly be mixing with people who are in exactly the same boat as you. You may also be lucky enough to find people who speak your native tongue - which, if you are homesick or concerned about your English, can be of a major comfort.
Disadvantages
· Noise - Hopefully you will be in the Halls that you are happy with. Often you may have to fill in a questionnaire before you are placed as to what type of residence that you would prefer i.e. smoking/non-smoking, noisy/quiet etc. However, if the noise does become a problem then the Hostel /representative is there to sort out any problems that you may have and to negotiate with other students in the Halls to create a pleasant living environment
· Limited community - whilst learning to adapt to UK culture under the protection of on-campus accommodation, it could be argued that you are limiting yourself to a direct cultural experience by not 'throwing yourself in at the deep end' and living in your nearby city. However, it could be equally argued that International Students can experience this in their second and third year at university once they have had time to adjust to the UK.
· Access to the city - Whilst most campuses are 'self contained' with their own living quarters, shopping and recreational facilities, by living off campus you will have a greater variety of activities to choose from right on your doorstop. However, if you choose to live on-campus - don't panic you won't be missing out! Most universities are situated within good walking distances from most of their main cities or towns.
· Limited facilities - When living in campus your facilities may consist of your own room but shared facilities in terms of kitchen, bathroom and laundrette. By living in your own house you may only be sharing these with a selective few.
· Tolerating your neighbours - One of the main disadvantages that students often describe about living on-campus is that you stuck with the people that you are place in Halls with for better of for worse! However, it must be said that this is unfortunately the 'luck of the draw'. Hopefully you will be placed with individuals that you share a lot in common with however, it this is not the case remember that tolerating others is a valuable learning experience that will stand you in good stead for the future!
Conclusion
Having looked at both the advantages and disadvantages to living on or off campus it would appear that wherever you may choose to live, it is extremely dependent on your individual experience and needs. If you are a student who is extremely confident, who has a lot of travelling experience and is used to adapting to different cultures then you may prefer to live off campus. However if you are a student with a limited experience in this area that would prefer to make mistakes and adapt under the protected environment of the university then you should consider on-campus accommodation.
It can be argued that by living in Halls as a first year student and then moving out with friends to your nearest town or city for the rest of your time at university that you are allowing yourself to have a fully rounded student experience. Do remember, however, that not all universities or colleges provide their won accommodation in the UK so this, for some students may be a decision that they may never have to take. If this is the case don't panic! There will always be an accommodation adviser available, however you choose to live, to help you with all your accommodation needs
The Benefits of a University Education
By Margaret Hodge, Lifelong Learning and Higher Education Minister (2001-2003)
In the early sixties, only one in twenty school leavers went to university. Today it is one in three. More adults are taking a degree in their twenties too.
Margaret HodgeBritain needs more people with degrees and more skilled workers with higher technician and associate professional qualifications in the years ahead. Over the next 10 years most of the new jobs will need people who have the skills and education higher education offers.
That's why the Government wants half of all young people under 30 to experience the benefits of higher education.
But getting a degree not only boosts your education and skills, it improves your ability to earn a good living too.
Graduates earn on average of 35 per cent more than the average wage - or £400,000 more over a lifetime than somebody on average earnings. Graduate unemployment has been half the national average for decades.
I recognise that there may be different reasons why some of you who have the potential to benefit from university feel it is not for you. Sometimes it is because nobody in your family or on your street has been to university. For others, it may be worries about how much it will cost - and finding the fees.
But there's a lot more help available than you might think. That's why we're taking our Aimhigher roadshow to schools across the country - so that we can talk to young people about the benefits of higher education and the support on offer to them.
Backed by the Royal Bank of Scotland and Natwest, the campaign is designed to allay young people's fears and misconceptions about going to university.
There have been stories suggesting that the cost is putting young people and mature students off university. Yet student numbers are rising: this year there were 5.4 per cent more places accepted by young people and 9 per cent more by mature students.
But there are still too few students from poorer backgrounds going to university. So we intend to continue with our Aimhigher campaign over the next three years to reach teenagers aged 13-19 whose families have no tradition of going into higher education.
Teachers are also spending more time with university tutors to encourage them to persuade their pupils that university is for them.
There are plenty of different courses, which can help you to make the most of yourself.
We also work with Oxford, Cambridge and other older universities to make sure that bright young people are not put off going because of their home background.
Many young people decide to go to work after school or college, and go on to university a bit later on. In fact, a third of all undergraduates are not school leavers.
There are many full and part-time courses and most universities have particular programmes designed to support mature students.
The government has also introduced new vocational foundation degrees. In areas like applied engineering, hotel management and multi-media technology, they will help you get promoted and lead to better jobs.
Whatever your chosen path, fees should not put you off. Half of all students pay no fees at all. Only those whose family earn over £20,000 a year have to make a contribution - and many of them don't have to pay the maximum £1,075. In fact only one in three students pay the full amount.
Most students get help with their fees and, unlike loans, this help does not have to be repaid. And remember that fees only cover a quarter of the cost of most courses. The Government pays the rest..
In the early sixties, only one in twenty school leavers went to university. Today it is one in three. More adults are taking a degree in their twenties too.
Margaret HodgeBritain needs more people with degrees and more skilled workers with higher technician and associate professional qualifications in the years ahead. Over the next 10 years most of the new jobs will need people who have the skills and education higher education offers.
That's why the Government wants half of all young people under 30 to experience the benefits of higher education.
But getting a degree not only boosts your education and skills, it improves your ability to earn a good living too.
Graduates earn on average of 35 per cent more than the average wage - or £400,000 more over a lifetime than somebody on average earnings. Graduate unemployment has been half the national average for decades.
I recognise that there may be different reasons why some of you who have the potential to benefit from university feel it is not for you. Sometimes it is because nobody in your family or on your street has been to university. For others, it may be worries about how much it will cost - and finding the fees.
But there's a lot more help available than you might think. That's why we're taking our Aimhigher roadshow to schools across the country - so that we can talk to young people about the benefits of higher education and the support on offer to them.
Backed by the Royal Bank of Scotland and Natwest, the campaign is designed to allay young people's fears and misconceptions about going to university.
There have been stories suggesting that the cost is putting young people and mature students off university. Yet student numbers are rising: this year there were 5.4 per cent more places accepted by young people and 9 per cent more by mature students.
But there are still too few students from poorer backgrounds going to university. So we intend to continue with our Aimhigher campaign over the next three years to reach teenagers aged 13-19 whose families have no tradition of going into higher education.
Teachers are also spending more time with university tutors to encourage them to persuade their pupils that university is for them.
There are plenty of different courses, which can help you to make the most of yourself.
We also work with Oxford, Cambridge and other older universities to make sure that bright young people are not put off going because of their home background.
Many young people decide to go to work after school or college, and go on to university a bit later on. In fact, a third of all undergraduates are not school leavers.
There are many full and part-time courses and most universities have particular programmes designed to support mature students.
The government has also introduced new vocational foundation degrees. In areas like applied engineering, hotel management and multi-media technology, they will help you get promoted and lead to better jobs.
Whatever your chosen path, fees should not put you off. Half of all students pay no fees at all. Only those whose family earn over £20,000 a year have to make a contribution - and many of them don't have to pay the maximum £1,075. In fact only one in three students pay the full amount.
Most students get help with their fees and, unlike loans, this help does not have to be repaid. And remember that fees only cover a quarter of the cost of most courses. The Government pays the rest..
Why Study Physics or Astronomy?
Physics is surely the most fundamental of the sciences. Yet it is a shortage subject! Why? The number of A-level entrants has been reducing each year from over 50,000 in 1990 to less than 40,000 in 2000. So, I ask you, why not consider studying it at university?
physics and astronomyPhysics provides:
* The basis of our understanding of the Universe and reveals, through research, the fundamental physical processes within it.
* A means of fulfilling the human desire to find out how things work, a research base for science and technology which is second to none and a basis for much modern technology and engineering.
It is certainly the most fascinating subject and provides the richest research environment of all. Data and images are necessary to develop the new ideas and concepts behind present day thinking in the subject: from atomic beam and electron microscopes to the Hubble Space Telescope and radio telescopes. Such data and the images it creates are absolutely essential to understand the Universe today.
When combined with applications through design and technology, physics forms the basis of much of what we refer to as engineering. So it is much more than a science, it forms the most important basis for the development of new technology. The successful creativity and innovation require a pretty good understanding of the subject to bring new technology to its full potential. Such an understanding includes the principles of physics as well as those of existing technology.
In good proportion of universities you can take degrees in Physics, Astronomy or Astrophysics. Alternatively you can often take them in combination with other subjects either as a joint honours programme or within a combined studies scheme where a third subject is often involved - at least in year 1. Because both physics and astronomy require a good understanding of mathematics, maths should be taken alongside either physics or astronomy during the first year and, when appropriate, in subsequent years.
What is the difference between astronomy and astrophysics? The former, requires you to gain an insight to the universe largely through observing and using advanced astronomical techniques to produce images through the use of telescopes. So does the latter, but it is the physics of the interpretation of data and images so obtained which is given top priority.
Generally speaking in most universities in the U.K, full-time BSc degrees are normally completed within three years. There are other BSc degrees offered for four years with the third year being a Sandwich placement, a Year in North America or a Year in Europe. The final year is then taken in Year 4.
The final year of most physics degrees contains a project that enables you to pursue a specialised investigation. In the case of the MPhys degree this is normally a major project designed to equip you for a career in research.
Of course, for those in employment or who have other commitments, such as parents looking after children at home, it is possible to obtain a physics degree by part-time study over a longer period.
Whatever you decide to take at University, do not neglect the joys, delights and satisfaction that taking a degree in physics, astronomy or astrophysics can give you.
physics and astronomyPhysics provides:
* The basis of our understanding of the Universe and reveals, through research, the fundamental physical processes within it.
* A means of fulfilling the human desire to find out how things work, a research base for science and technology which is second to none and a basis for much modern technology and engineering.
It is certainly the most fascinating subject and provides the richest research environment of all. Data and images are necessary to develop the new ideas and concepts behind present day thinking in the subject: from atomic beam and electron microscopes to the Hubble Space Telescope and radio telescopes. Such data and the images it creates are absolutely essential to understand the Universe today.
When combined with applications through design and technology, physics forms the basis of much of what we refer to as engineering. So it is much more than a science, it forms the most important basis for the development of new technology. The successful creativity and innovation require a pretty good understanding of the subject to bring new technology to its full potential. Such an understanding includes the principles of physics as well as those of existing technology.
In good proportion of universities you can take degrees in Physics, Astronomy or Astrophysics. Alternatively you can often take them in combination with other subjects either as a joint honours programme or within a combined studies scheme where a third subject is often involved - at least in year 1. Because both physics and astronomy require a good understanding of mathematics, maths should be taken alongside either physics or astronomy during the first year and, when appropriate, in subsequent years.
What is the difference between astronomy and astrophysics? The former, requires you to gain an insight to the universe largely through observing and using advanced astronomical techniques to produce images through the use of telescopes. So does the latter, but it is the physics of the interpretation of data and images so obtained which is given top priority.
Generally speaking in most universities in the U.K, full-time BSc degrees are normally completed within three years. There are other BSc degrees offered for four years with the third year being a Sandwich placement, a Year in North America or a Year in Europe. The final year is then taken in Year 4.
The final year of most physics degrees contains a project that enables you to pursue a specialised investigation. In the case of the MPhys degree this is normally a major project designed to equip you for a career in research.
Of course, for those in employment or who have other commitments, such as parents looking after children at home, it is possible to obtain a physics degree by part-time study over a longer period.
Whatever you decide to take at University, do not neglect the joys, delights and satisfaction that taking a degree in physics, astronomy or astrophysics can give you.
Courses in Materials Science and Engineering Opportunities & Benefits
The interdisciplinary study of materials science and engineering, which explains the structure, properties, processing and applications of materials, is well established in the UK, with some universities having over 100 years experience of providing degree courses in metallurgy.
There are over twenty universities in the UK providing three-year BEng or four-year MEng courses specialising in materials. Most undergraduate courses concentrate on a range of materials, with metallurgy, ceramic technology and polymer technology degrees also available. New courses have been introduced, preparing graduates for the developments taking place in biomaterials, aerospace materials, or materials for sport. Degree courses provide suitable academic preparation and registration, as either Incorporated or Chartered Engineer with the Engineering Council, have been accredited by the Institute of Materials, and graduates from each type of course may seek recognition as professional materials specialists with the Institute. Quality of teaching has been independently assessed by a government body, and the courses have been found to excellent.
Postgraduate Taught Courses
MSc courses in materials have been designed to impart a high level of materials knowledge for graduates in other disciplines, provide in-depth knowledge of a particular specialism, or support graduates starting postgraduate employment in a particular industry (IGDS Scheme). Many of these are available either as one-year full-time or two-year part-time courses, but the IGDS courses involve release from industry for one week at a time over a two/three year period. Some courses consist of modules of which a minimum number must be completed and combined with a project for the award of an MSc.
A recent innovation has been the trial of a new type of masters degree. This MRes degree combines lectures on theory and experimental techniques with the development of interpersonal and management skills. The full-time course is then completed by undertaking an experimental project. The MRes has been introduced as the first year for post graduate students wanting to undertake research - some graduates will be funded to continue, but those who leave after one year will be better prepared for a career in industry.
Research
The government has undertaken detailed studies of the research needed to improve the quality of life and maintain a competitive edge in the provision of goods or services to a global market. Materials has been identified as one of the most important areas of research by these Foresight studies, therefore UK government and industry are providing significant support to materials research in universities. The industrial contribution is increasing in significance, and ensures that there is a strong emphasis on industrial relevance.
Universities specialising in materials research are proud of their reputation. In a recent assessment by the Funding Councils, nine universities were assessed as undertaking international-level research across a wide range of subjects. Funding for national priority topics such as high performance materials, polymer science and technology, superconducting materials, semiconductors and biomedical materials has been concentrated in Interdisciplinary Research Centres based on the consortia of universities able to contribute their expertise.
It is possible to undertake short-term research leading to a masters degree by full-time study, part-time in industry as an external student or as part of a specialist arrangement known as the Teaching Company Scheme, which is designed to transfer technology to small companies. Most research students, however, register for a three-year PhD programme, which permits a research topic to be explored in considerable length.
A recent introduction is a special four-year engineering Doctorate programme, which incorporates taught courses in technology, management and personal effectiveness within the EngD course. Students of materials in UK universities have the opportunity to join the Institute of Materials, the world's leading professional body for materials scientists and engineers. Studying materials science and engineering in the UK can therefore become the gateway to a wide range of interesting challenges and rewarding careers throughout the world.
There are over twenty universities in the UK providing three-year BEng or four-year MEng courses specialising in materials. Most undergraduate courses concentrate on a range of materials, with metallurgy, ceramic technology and polymer technology degrees also available. New courses have been introduced, preparing graduates for the developments taking place in biomaterials, aerospace materials, or materials for sport. Degree courses provide suitable academic preparation and registration, as either Incorporated or Chartered Engineer with the Engineering Council, have been accredited by the Institute of Materials, and graduates from each type of course may seek recognition as professional materials specialists with the Institute. Quality of teaching has been independently assessed by a government body, and the courses have been found to excellent.
Postgraduate Taught Courses
MSc courses in materials have been designed to impart a high level of materials knowledge for graduates in other disciplines, provide in-depth knowledge of a particular specialism, or support graduates starting postgraduate employment in a particular industry (IGDS Scheme). Many of these are available either as one-year full-time or two-year part-time courses, but the IGDS courses involve release from industry for one week at a time over a two/three year period. Some courses consist of modules of which a minimum number must be completed and combined with a project for the award of an MSc.
A recent innovation has been the trial of a new type of masters degree. This MRes degree combines lectures on theory and experimental techniques with the development of interpersonal and management skills. The full-time course is then completed by undertaking an experimental project. The MRes has been introduced as the first year for post graduate students wanting to undertake research - some graduates will be funded to continue, but those who leave after one year will be better prepared for a career in industry.
Research
The government has undertaken detailed studies of the research needed to improve the quality of life and maintain a competitive edge in the provision of goods or services to a global market. Materials has been identified as one of the most important areas of research by these Foresight studies, therefore UK government and industry are providing significant support to materials research in universities. The industrial contribution is increasing in significance, and ensures that there is a strong emphasis on industrial relevance.
Universities specialising in materials research are proud of their reputation. In a recent assessment by the Funding Councils, nine universities were assessed as undertaking international-level research across a wide range of subjects. Funding for national priority topics such as high performance materials, polymer science and technology, superconducting materials, semiconductors and biomedical materials has been concentrated in Interdisciplinary Research Centres based on the consortia of universities able to contribute their expertise.
It is possible to undertake short-term research leading to a masters degree by full-time study, part-time in industry as an external student or as part of a specialist arrangement known as the Teaching Company Scheme, which is designed to transfer technology to small companies. Most research students, however, register for a three-year PhD programme, which permits a research topic to be explored in considerable length.
A recent introduction is a special four-year engineering Doctorate programme, which incorporates taught courses in technology, management and personal effectiveness within the EngD course. Students of materials in UK universities have the opportunity to join the Institute of Materials, the world's leading professional body for materials scientists and engineers. Studying materials science and engineering in the UK can therefore become the gateway to a wide range of interesting challenges and rewarding careers throughout the world.
Information Technology Not Just Toys for Boys
f someone told you that they didn't want to be a journalist because they didn't like pens you would think they were very strange. You'd realise that journalism is about investigating and reporting what' s happening in the world - pens are just one of the tools of the trade. So what would you say if someone suggested you worked in IT?
If you are still reading this you have probably just stifled a yawn and pictured a computer in your head. You think IT is boring and you don't want to work with machines, you want to work with people. Think again. Most IT jobs are no more about computers than a journalist's job is about pens. IT is about creating the products and services that we all need to help improve our lives. To do that you need to understand how people live and work and how they want to live and work in the future.
IT is dynamic and exciting and it changes just about everything we do. IT produces the magazines that we read so avidly, it is fundamental to the creation and distribution of music, it is in all the films being made by Hollywood and in the flight planning and security at airports. There are very few industries that don't now rely on IT and they all want people with bright new ideas. Try telling the IT professionals who worked so hard to produce films such as the Matrix, that their job is not creative, or the web designer, or the artistic designer of Cosmopolitan.
The range of jobs in IT is vast and there is something to suit everyone. Some are very creative and some are highly technical. They can be broadly summarised as software developers, systems operators, sales professionals, training professionals, helpdesk support, technicians /engineers, web designers, technical authors and business analysts. But within those broad headings the actual job roles can be very different. For instance an engineer can work on retail computer systems in your local high street, or she or he can be working on weather watching systems in a plane many miles above the ground. So whatever your interests there's bound to be something in IT for everyone.
The number of jobs is also vast. There are now twice as many people working in IT as there are teachers and this figure is set to double over the next 5 years. Some IT companies are cutting back on people at the moment but this downturn is not expected to last. When it starts to boom again the growth is likely to be spectacular as we look to IT to solve new problems and create ever more exciting entertainment.
In most IT jobs you will work closely with customers. Employers therefore place just as much emphasis on interpersonal skills as IT skills. IT employers don't want "techies" they want people who can understand and relate to their customers, have very good interpersonal skills, have good communications skills, are able to think creatively and can work in teams. Much of the work requires innovative thinking to find IT solutions to everyday problems and challenges. Staffs usually work in project teams where individuals rely heavily on each other. If you can show you are enthusiastic about IT, many employers will train you from scratch in the technical skills. However coming to them with some technical skills already is obviously a bonus. It shows you have the capacity to learn the skills they need.
IT careers are fast changing. IT knowledge and expertise moves on all the time, so employers are looking for people who are willing to adapt and change to meet the changing needs.
I have left the best bit to the end. The 2000 UK Graduate Careers Survey found that computer scientists earned an average £18,000 in 2000. This represented a growth in salary of 6% year on year. Graduates in the whole sample earned an average £15,000. In other words computer scientists earned 20% more than graduates in the whole sample. Many IT employers actively recruit graduates without relevant degrees, they will train you, and you could expect to be earning more than £35,500 within 5 years.
At the moment the majority of IT professionals are men, women hold only 20% of jobs. This should serve to encourage more women in IT. It's often easier for women to make an impact and many of the most successful IT professionals are female. How can IT companies create the products and services to suit the 50% of its customers who are female if women are not part of the process? Do we really want our future designed exclusively by men? It is no surprise then companies are so keen to have more women join them.
If you want to find out more visit: www.e-skills.com. The site will also give you hints and ideas on how to find out more about careers in IT, particularly for women and for those who do not have IT degrees. And next time someone tells you they are an IT professional don't yawn, find out whom they work for and what they actually do. You could be speaking to the creator of the Matrix.
If you are still reading this you have probably just stifled a yawn and pictured a computer in your head. You think IT is boring and you don't want to work with machines, you want to work with people. Think again. Most IT jobs are no more about computers than a journalist's job is about pens. IT is about creating the products and services that we all need to help improve our lives. To do that you need to understand how people live and work and how they want to live and work in the future.
IT is dynamic and exciting and it changes just about everything we do. IT produces the magazines that we read so avidly, it is fundamental to the creation and distribution of music, it is in all the films being made by Hollywood and in the flight planning and security at airports. There are very few industries that don't now rely on IT and they all want people with bright new ideas. Try telling the IT professionals who worked so hard to produce films such as the Matrix, that their job is not creative, or the web designer, or the artistic designer of Cosmopolitan.
The range of jobs in IT is vast and there is something to suit everyone. Some are very creative and some are highly technical. They can be broadly summarised as software developers, systems operators, sales professionals, training professionals, helpdesk support, technicians /engineers, web designers, technical authors and business analysts. But within those broad headings the actual job roles can be very different. For instance an engineer can work on retail computer systems in your local high street, or she or he can be working on weather watching systems in a plane many miles above the ground. So whatever your interests there's bound to be something in IT for everyone.
The number of jobs is also vast. There are now twice as many people working in IT as there are teachers and this figure is set to double over the next 5 years. Some IT companies are cutting back on people at the moment but this downturn is not expected to last. When it starts to boom again the growth is likely to be spectacular as we look to IT to solve new problems and create ever more exciting entertainment.
In most IT jobs you will work closely with customers. Employers therefore place just as much emphasis on interpersonal skills as IT skills. IT employers don't want "techies" they want people who can understand and relate to their customers, have very good interpersonal skills, have good communications skills, are able to think creatively and can work in teams. Much of the work requires innovative thinking to find IT solutions to everyday problems and challenges. Staffs usually work in project teams where individuals rely heavily on each other. If you can show you are enthusiastic about IT, many employers will train you from scratch in the technical skills. However coming to them with some technical skills already is obviously a bonus. It shows you have the capacity to learn the skills they need.
IT careers are fast changing. IT knowledge and expertise moves on all the time, so employers are looking for people who are willing to adapt and change to meet the changing needs.
I have left the best bit to the end. The 2000 UK Graduate Careers Survey found that computer scientists earned an average £18,000 in 2000. This represented a growth in salary of 6% year on year. Graduates in the whole sample earned an average £15,000. In other words computer scientists earned 20% more than graduates in the whole sample. Many IT employers actively recruit graduates without relevant degrees, they will train you, and you could expect to be earning more than £35,500 within 5 years.
At the moment the majority of IT professionals are men, women hold only 20% of jobs. This should serve to encourage more women in IT. It's often easier for women to make an impact and many of the most successful IT professionals are female. How can IT companies create the products and services to suit the 50% of its customers who are female if women are not part of the process? Do we really want our future designed exclusively by men? It is no surprise then companies are so keen to have more women join them.
If you want to find out more visit: www.e-skills.com. The site will also give you hints and ideas on how to find out more about careers in IT, particularly for women and for those who do not have IT degrees. And next time someone tells you they are an IT professional don't yawn, find out whom they work for and what they actually do. You could be speaking to the creator of the Matrix.
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