Channels of Distribution: McDonald’s Essay

Introduction. The core of this presentation is to discuss the theory of distribution strategy with the underlying real life examples of McDonald’s fast-food restaurants. The aim is to discuss McDonald’s distribution channel and the way in which this fast-food restaurant chain gets its products to the market. In the theory of the Marketing Mix, place (distribution) determines where the product will be sold and how it will get there. In fact, as noted on www.mcdonalds.com, McDonald’s is the leading global foodservice retailer, with more than 30,000 local restaurants serving nearly 46 million people each day in 121 different countries. Approximately 80 percent of all McDonald’s restaurants worldwide are owned and operated by independent franchisers. Furthermore, at the essence of place decisions, Kotler (et al., 2001, p. 513) claims that, â€Å"retailers, particularly fast foods chains, often state their seven P’s of marketing to be, that is location, location, location, location, location, location and location.† Hence, a retailer’s location is the key to attracting customers. The costs of the building or leasing facilities are a major factor on the retailer’s profits. Thus, site location decisions are among the most important the retailer make† (Kotler, et al., 2001, p. 513). Intensive Distribution. Distribution arrangements tend to be long term in nature. Because of this time horizon, channel decisions are usually classed as strategic, rather than tactical or operational ones. Many of McDonalds restaurants are open 24 hours per day which satisfies the customers needs and wants, especially for exists their hunger. This kind of distribution strategy is called â€Å"intensive distribution†, means marking the product available for sale through all possible channels of distribution. As defined by Kotler (et al., 2001, p. 487), â€Å"intensive distribution is stocking the product in as many outlets as possible.† In addition, this strategy must be designed to reach the consumer wants at anytime and anywhere. Vertical Marketing Network (VMN). A franchise organization, to quote Kotler (et al., 2001, p. 482), is â€Å"a contractual vertical marketing network in which a channel member called a franchiser links several stages in production-distribution process†. McDonald’s has adopted the service-firm-sponsored retailer franchise network, in which a service firm licenses a network of retailers to bring its service to consumers (Kotler, et al., 2001, p. 482). Nevertheless, McDonald’s caters to a large consumer market with varying tastes and thus cannot afford to introduce products without familiarizing itself with provincial preferences in food. For this reason, McDonald’s distributes its products in foreign and domestic locations with the help of franchisers who are well aware of what works in their country. Moreover, these franchisers also provide insight to the company on its diverse customers, and helps McDonald’s achieve its vision of â€Å"being the world’s best quick service restaurant experience.† In brief, this is an extremely intelligent distribution method since it helps in providing people with the kind of products they desire, maintaining the franchise reputation worldwide. To encourage repeat customer visits, McDonald’s is intensifying the efforts to ensure the restaurant interiors and exteriors are clean and welcoming. Moreover, McDonald’s intends to regain the status as the gold standard for clean restaurants. Furthermore, McDonald’s is giving the business a fresh edge in many places by rebuilding, renovating and re-imaging the restaurants. The McDonalds experience abroad demonstrates that doing such can result in improved sales and profitability as stated on www.mcdonalds.com. McDonald’s ensures consistent products by controlling every stage of the distribution. In addition, regional distribution centers purchase products and distribute them to individual restaurants. On the other hand, when designing its channels, a company needs to consider competitors’ channels. Yet, it may want to compete in or close to the same outlets that carry competitors’ products (Kotler, et al., 2001, p. 486). Thus, food companies want their brands to be displayed next to competing brands. Meanwhile, McDonald’s adopted this setting channel objective as a view and therefore wants to be located near its competition. On the other hand, McDonald’s uses essentially the same competitive strategy in every  country, the company wants to be the first in the market and establish the brand as rapidly as possible by advertising very heavily. This effective distribution strategy (place) has helped McDonald’s develop a strong market share in the fast-food market around the world. Moreover, according to Kotler (et al., 2001, p. 513) stores must have a planned atmosphere that suits the target market and moves customers to buy. In addition, McDonald’s has pre-determined the locations for many of its stores to help reach a variety and diverse popul ation. Conclusion. In conclusion, McDonald’s has an intensive distribution process which is a credit to their Marketing department. As businesses and other organizations move forward, the challenge of making their products and services readily available to customers around the world will become much more difficult and complex. Marketers responsible for developing and managing the marketing channels needed to meet these customer demands in the global market will need all the help they can get. McDonald’s has implemented a successful distribution strategy in which other companies should follow. Adopting a marketing strategy that openly focuses on distribution (place) on location of stores, has helped make McDonald’s the successful business it has become is a definite success story. References: Kotler, P., Brown, K., Adam, S., Armstrong, G., 2001. Marketing, 5th Edition, The McGraw-Hill Companies, New York. http://www.mcdonalds.com/

Indian Agriculture Essay

Indian agriculture had reached the stage of development and maturity much before the now advanced countries of the world embarked upon the path of progress. There was a proper balance between agriculture and industry and both flourished hand in hand. This situation continued till the middle of the 18th century. The interference from the alien British govt. destroyed the balance and the economy of the country was badly shattered. Therefore Indian agriculture in the pre-independence period can be correctly described as a â€Å"subsistence† occupation. It was only after the advent of planning (more precisely the advent of the green revolution in 1966) that the farmers started adopting agriculture on a commercial basis. THE ROLE OF AGRICULTURE IN INDIAN ECONOMY 1. Share in national income: at the time of the First World War, agriculture contributed two-thirds of the national income. After the initiation of planning in India, the share of agriculture has persistently declined due to the development of the secondary and the tertiary sectors. At 1999-2000 prices, the share of agriculture in GDP at factor cost was 27. see more:non farm activities 3% in 1999-2000 and 21. 7% in 2005-2006. 2. Largest employment providing sector: in 1951, 69. 5% of the working population was engaged in agriculture. This percentage fell to 66. 9% in 1991 and to 56. 7% in 2001. 3. Provision of food surplus to the expanding population: the ninth Five Year Plan set a target of increasing the food grains production from a level of 199. 4 million tonnes in 1996-97 to 300 million tonnes by 2007-08 to meet the consumption requirement of India’s estimated population of more than a billion. 4. Contribution to capital formation: since agriculture happens to be the largest industry in India, it can play an important role in pushing up the rate of capital formation. The policies advocated are: a) Transfer of labor and capital from farm to non-farm activities. b) Taxation of agriculture in such a way that the burden on agriculture is greater than the governmental services provided to agriculture. c) Turning the terms of trade against agriculture b imposing price controls on agricultural products, taxation or the use of multiple exchange rates that discriminate against agriculture. 5. Providing raw materials to industries: agriculture provides raw materials to various industries of national importance, like, sugar industry, jute industry, cotton textile industry, etc. 6. Market for industrial products: since more than two-thirds of the population of India lives in rural areas, increased rural purchasing power is a valuable stimulus to industrial development. 7. Importance in international trade: for a number of years, cotton textiles, jute and tea accounted for more than 50% of export earnings of the country. With economic progress and consequent diversification of production base, the share of agricultural goods in total exports has consistently fallen. It fell from 44. 2% in 1960-61to 10. 2% in 2005-06. A growing surplus of agricultural produce is needed in the country to: i) Increase supply of food and agricultural raw materials at non-inflationary prices. ii) Widen the domestic market for industrial goods through increased purchasing power within the rural sector. iii) Facilitate inter-sectoral transfers of capital needed for industrial development (including infrastructure) iv) Increase foreign exchange earnings through agricultural exports. THE NATURE OF INDIA’S AGRICULTURE At the time of independence, India’s agriculture was in a state of backwardness. Productivity per hectare and per worker was extremely low. The techniques employed were age-old and traditional. Because of low productivity, agriculture merely provided ‘subsistence’ to the farmers and had not become ‘commercialized’. Approximately 45% of the total consumption of the farmers came from their own production in 1951-52. This highlights the low importance of money in the village economy. These reveal that Indian agriculture was backward and qualitatively traditional in nature on the eve of the First Five Year Plan. Some of the causes responsible for the above state of affairs are listed below: 1. Feudal relations of production: at the time of independence, three types of land tenure systems existed in the country-zamindari, mahalwari and ryotwari. Approximately 57% area of the country was under the zamindar system, ryotwari came second with 38% and mahalwari was restricted to only 5%. 2. Usurious capital and rural indebtedness. 3. Labor market dualism: because of the excessive pressure of population on land, wages in the agricultural sector tend to be considerably lower as compared to the modern (industrial) sector. This leads to a labor market dualism. Low wages in the agricultural sector lead to low per-capita income and this, in turn, results in low labor productivity. 4. Outmoded farming techniques. 5. Fluctuations and instability in crop output: even now, approximately 60% of gross cropped area continues to depend on rainfall. Therefore nature continues to play a major role in determining the role of agricultural production. 6. Diversities in the agricultural sector and the problem of generalization: different regions exhibit entirely different characteristics so that no one plan can be conceived for all agricultural regions of the country. CROPPING PATTERN IN INDIA By crop pattern, we mean the proportion of area of different crops at a point of time, changes in this distribution over a period of time and factors determining this change in distribution. Cropping pattern in India is determined mainly natural factors like rainfall, climate and soil conditions. However, technological conditions have also played an important part. Some significant facts about the cropping pattern in India are summarized below: 1. Food crops including cereals, millets, pulses, vegetables and fruits cover nearly three-fourths of total cropped area. Of the total area under food grains, a large proportion is occupied by cereals. Of the total area of 121. 9 million hectares under food grains in2005-2006, the share of cereals was 99. 5 million hectares (i. e. , 81. 6%) 2. Rice is the most important food grain crop in India. 2005-0 6 it was grown on 43. 5 million hectares, which amounted to 34. 7% of total area under food grains. This shows that rice is grown on more than one-third of the total area under food grains. 3. The second important crop in India is wheat. In 2005-06 wheat was grown on 26. 6million hectares, which comes to 21. 8% of the area under food grains. 4. The combined area under jowar, bajra and maize declined in percentage from 28. 6% in 1950-51 to 21. 4% in 2005-06. 5. Area under oilseeds was 10. 7 million hectares in 1950-51 and 19millio hectares in 1985-86. To achieve self-sufficiency in edible oils, the govt. launched a no. of programs in 1980s. As a result of these programs, area under oilseeds increased rapidly to 26. 2 million hectares in 1998-99. In 2005-06, area under oilseeds rose to 27. 7 million hectares. 6. In commercial crops, the area under sugarcane increased from 1. 8 million hectares in 1950-51 to 4. 2 million hectares in 2005-06. The area under jute increased from 0. 6 million hectares in 1950-51 to 0. 8 million hectares in 2005-06. Area under cotton rose from5. 9 million hectares in 1950-51 to 8. 9 in 2005-06. TRENDS IN AGRICULTURAL PRODUCTION AND PRODUCTIVITY Agricultural production has two components- food grains and non food grains. In the index no. of agricultural production, the weights assigned to food grains and non food grains are62. 9 and 37. 1 respectively. The most important component in the food grains category is rice (weight 29. 7), followed by wheat (weight 14. 5). In non food grains category, oilseeds constitute the most important group (weight 12. 6). Sugarcane carries a weight of 8. 1 while cotton carries a weight of 4. 4. As far as food grains output is concerned, the total production increased from 50. 8 million tonnes in 1950-51 to 187. 0 million tonnes in the eighth plan, and further to 202. 9 million tonnes in the ninth plan. However, because of draught conditions in the first year of the tenth plan, 2002-03, the food grains output declined to 174. 8 million tones but again rose to 213. 2 million tonnes in 2003-04. However in 2004-05, it fell to 198. 4 million tonnes and stood at 208. 3 million tonnes in 2005-06. In the non food grains group, jute and cotton show slow and halting progress in both the periods. However, the production of oilseeds rose considerably in the latter half of the 1980s and certain years of the 1990s. It increased from 12. 7 million tonnes in 1987-88 to 27. 7 million tonnes in 2005-06. Production of cotton rose from 8. 4 million bales in the seventh plan to 19. 6 million bales in 2005-06. Sugarcane registered a more or less steady growth during the entire period 1950-51 to 2002-03, but its production fell sharply in 2003-04 and 2004-05. However, in 2005-06, it bounced back to touch 278. 4 million tonnes. Over the period 1950-51 to 2005-06, yield per hectare of all food grains has increased by more than three times from 552 kgs per hectare in 1950-51 to 1,708 kgs per hectare in 2005-06. Most significant increase has been recorded by wheat with its yield increasing from 655 kgs per hectare in 1950-51 to 2,607 kgs per hectare in 2005-06. While the productivity of maize has increased significantly during recent years, the productivity of jowar and bajra has increased relatively slowly. Productivity of pulses was only 585 kgs per hectare in 2005-06 which was only slightly higher than the productivity in 1960-61. A comparison of productivity levels of Indian agriculture with the levels in other countries shows how low the productivity in Indian agriculture is. India happens to be one of the largest growers and producers of most of the agricultural crops, but ranks very low in terms of yield. For instance, it has the largest area under rice and wheat in the world and the second largest producer of these crops. However, in terms of productivity, its rank is only 52nd in the world in rice and 38th in wheat. Not only is productivity in Indian agriculture lower than that in other countries, it is much lower than the potential. The causes of low productivity in Indian agriculture can be divided in the following three categories: I. General causes. 1. Social environment: it is said that the Indian farmer is illiterate, superstitious, conservative and unresponsive to new and modern agricultural techniques. The social environment of the villages is often stated to be an obstacle in agricultural development. 2. Pressure of population on land: this is partly responsible for the sub-division and the fragmentation of the land holdings. Productivity on small and uneconomic holdings is low. 3. Land degradation: almost 43% of land suffers from high degradation resulting in 33-67% yield loss while 5% is so damaged that it is rendered unusable. II. Institutional causes. 1. Land tenure system: in this land tenure system, it is difficult to increase productivity through technological progress. Land reforms should precede technical changes. 2. Lack of credit and marketing facilities: Indian farmers continue to produce the same output even at more attractive prices. On account of lack o marketing facilities or non-availability of loans on fair interest rates, the cultivators are not able to invest the requisite resources in agriculture. This keeps the level of productivity low. 3. Uneconomic holdings: most of the holdings are not extremely small; they’re also fragmented into a no. of tiny plots so that cultivation can be carried on them only by labor intensive ways. This results in low productivity. III. Technical causes. 1. Outmoded agricultural techniques: most of the Indian farmers still use outmoded techniques. Wooden ploughs and bullocks are still used by majority farmers. Use of fertilizers and HYV seeds are very limited. Indian agriculture is traditional. 2. Inadequate irrigational facilities: almost 60% of the gross cropped area depends on rains. Rainfall is often insufficient, uncertain & irregular. Thus productivity is low in areas depending wholly on rainfall. Even in areas having irrigational facilities, potential is not fully utilized because of defective management. Also with the ever rising cost of irrigation, small farmers can’t make use of the irrigational facilities. Following are some of the measures to increase productivity: 1. Implementation of land reforms: even though the land reforms have been introduced in India in the post-independence period, the results from it are pretty unsatisfactory. Therefore special efforts have to be made by the State to implement those reforms forcefully. Unless this is done, the tiller won’t have any incentive to invest in land and adopt new agricultural techniques. Thus, land reforms are the foremost necessity. 2. Integrated management of land & water resources: almost half of country’s soil is degraded. There’s a huge loss due to water-logging, salinization and human induced water erosion. This proves the urgency of the integrated & efficient management of our land and water resources. 3. Improved seeds: this play an important role in increasing productivity. E. g. :- HYV of wheat in Punjab, Haryana & U. P. therefore the farmers should be educated in the methods of sowing, manuring and irrigating the new HYV seeds. 4. Fertilizers: improved variety of seeds requires heavy doses of fertilizers. Indian farmers use only a tenth of the required amount. Use of fertilizers in ample quantities can push up the productivity. 5. Irrigation: use of improved seeds & fertilizers require proper irrigational facilities. It can also make multiple cropping possible in many areas & thus increase the productivity. 6. Plant protection: most of the countryside farmers are unaware of the medicines and insecticides to face the challenge posed by diseases & insects. The govt. should maintain its own technical staff to carry out the spraying of pesticides & insecticides at nominal rates. 7. Farm mechanization: it is generally maintained through farm mechanization, agricultural production can be increased. It results in increase in productivity of land & labor, reduction in costs, saving of time & increase in economic surplus. 8. Provision of credit & market facilities: use of improved seeds, fertilizers, irrigational facilities, pesticides, machinery, etc. requires substantial money resources which small farmers don’t possess. Thus it is necessary to strengthen the credit-cooperative sector. The commercial banks should be encouraged to lend more to small farmers. Cooperative marketing societies should be promoted to ensure better prices to small farmers. THE GREEN REVOLUTION A team of experts sponsored by the Ford Foundation was invited by the Government of India in the latter half of the second Five Year Plan to suggest ways and means to increase agricultural production and productivity. This necessity arose out of the need to increase agricultural production in the ace of continuing stagnation of production on one hand, and rapidly increasing demand on the other. On the basis of the recommendations of this team, the govt. introduced an intensive development program in seven districts selected from seven states in 1960 and this program was named Intensive Area Development Program (IADP). A district selected under IADP was required to possess qualities such as assured water supply, minimum hazards (like floods, drainage problems, acute soil conservation problem, etc), well developed village institutions and maximum potentialities for increasing agricultural production within a short span of time. The seven districts selected were West Godavari in Andhra Pradesh, Shahabad in Bihar, Raipur in Madhya Pradesh, Thanjavur in Tamil Nadu, Ludhiana in Punjab, Aligarh in Uttar Pradesh and Pali in Rajasthan—the first four were selected for rice, the next two for wheat and the last one for millets. This program was later extended to remaining states also by selecting one district from each state for intensive development. In October 1965, the net was widened and 114 districts were selected for intensive development and the program labeled as Intensive Agricultural Areas Program (IAAP). The period of mid-1960s was very significant from the point of view of agriculture. New high-yielding varieties of wheat were developed in Mexico by Prof. Norman Borlaug and his associates and adopted by a number of countries. These high yielding variety of seeds required proper irrigation facilities and extensive use of fertilizers, pesticides and insecticides. This new â€Å"agricultural strategy† was put into practice for the first time in India in the kharif season of 1966 and was termed High-Yielding Varieties Program (HYVP). This program was introduced in the form of a packaged program since it depended crucially on regular and adequate irrigation, fertilizers, high-yielding varieties of seeds, pesticides and insecticides. Initially it was implemented in a total area of 1. 89 million hectares. In 1998-99, total area under HYVP was 78. 4 million hectares. This was 62. 6% of the total area under food grains (data for later years are not available). IMPACT OF GREEN REVOLUTION Throughout the period of the green revolution, population was increasing at a rate of over 2% p. a, constantly pressing on the margin of cultivation of traditional agriculture. I. Impacts on agricultural production: As a result of new agricultural strategy, food grains output increased substantially from 81. 0 million tonnes in the third Plan to 208. 3 million tonnes in 2005-06. HYVP was restricted to only five crops-wheat, rice, jowar, bajra and maize. Therefore, non-food grains were excluded from the ambit of the new strategy. The production of wheat increased from 11. 1 million tonnes in the third plan to 69. 5 million tonnes in 2005-06. The overall contribution of wheat increased from 13% in 1950-51 to 33. 4% in 2005-06. Thus, wheat has remained the mainstay of the green revolution over the years. The average annual production of rice rose from 35. 1million tonnes in the third plan to 91. 0 million tonnes in 2005-06. The production of course cereals-jowar, bajra and maize-continues to remain static or has moved very slowly upwards. As far as pulses are concerned, their production was 11. 7 million tonnes in second plan, which rose to 13. 1 million tonnes in 2005-06. But even this is less than the requirement of pulses in India estimated at 17 million tonnes. The bulk of vegetable oil production in India is derived from nine cultivated oilseeds, namely, groundnut, mustard, sesame, safflower, nigerseed, soyabean, sunflower-forming the edible group-and linseed and castorseed forming the inedible group. The total production of oilseeds averaged 8. 3 million tonnes in the fourth plan and 11. 4 million tonnes in the sixth plan. To achieve self-sufficiency in edible oils, the govt. launched a series of measures towards the end of the sixth plan and the seventh plan. As a result of these, the average annual production of oilseeds rose from 11. 4 million tonnes in the sixth plan to 24. 7 million tonnes in 1998-99. This is also termed as the â€Å"yellow revolution†. II. Economic impacts of the green revolution i. Crop areas under HYV seeds needed more water, fertilizers, pesticides and certain other chemicals. This spurred the growth of the local manufacturing sector. Such industrial growth created new jobs and contributed to the country’s GDP. ii. The increase in irrigation created a need for new dams to harness monsoon water. The water stored was used to create hydro-electric power. This in turn boosted industrial growth and improved the quality of life of the villagers. iii. India paid back all the loans it had taken from the World Bank and all its affiliates for the purpose of green revolution. This improved India’s credit worthiness in the eyes of the lending agencies. III. Impact on labor absorption The adoption of new technology has reduced labor absorption in agriculture. In a large number of states, especially in those regions where there was abundant availability of labor, the growth of output was too slow to generate adequate employment opportunities. In high growth rate regions, labor was not plentiful and wage rate was high. The sudden rise in demand for labor in these areas induced mechanization and labor saving practices in general. Also, the HYVP is basically a land saving technology. By increasing the yield per acre, the new technology makes it possible to increase food production out of a given amount of land. This tends to increase the demand for labor. On the other hand, mechanized processes tend to reduce the demand for labor. In addition, the very dynamic possibility of increasing yields may itself encourage mechanization and in turn decreases the employment of labor. In recent years, a significant development in the pattern of rural labor absorption has been a shift away from crop production and into rural non-farm activities like agro-processing industries and other rural industries. IV. Political impacts of the green revolution India transformed itself from a starving nation to an exporter of food. This earned admiration for India in the committee of nations, especially in the third world. The green revolution was one factor that made Mrs. Indira Gandhi (1917-1984) and her party, the Indian National Congress, very powerful political force in India. [BOX: HIMACHAL PRADESH TOPS AGAIN IN IMPLEMENTATION OF 20 POINT PROGRAMMNE 17th July 2009 :Himachal Pradesh has done it once again. Yes, it has maintained the first position in the implementation of Twenty-Point Programme amongst all the States in the Country by attaining 92 percent achievement up to February during the financial year 2008-09, the last but one month of the financial year. This achievement is two percent more than the Gujarat, four percent Uttrakhand and five percent Andhra Pradesh the four top States that had been ranked in the implementation of this programme. The main thrust of the Twenty Point Programme is poverty alleviation, employment generation housing, education, family welfare & health, protection of environment and other schemes having a bearing on the quality of life, especially in rural areas. Under Employment Generation Programme, 8, 17,364 job cards have been issued in the State during the period thereby generating employment of 1. 54 crore man days by giving wages worth Rs. 171 crore . Under Individual Swaranjayanti Gram Swarojgar Yojna percent achievement of the State had been 517 as 8619 individual swarojgars have been assisted against a target of 1886 fixed for the year. Karnataka follows Himachal Pradesh in it whose percent achievements are 470. This speaks about tremendous performance of the State. Under Swaranjayanti Gram Swarojgar Yojna the achievement of the State is 318 percent. As many as 3486 individual ST Swarojgaries and 5612 individual women swarojgaries have been assisted from April, 2008 to February 2009 under this scheme. ] AGRICULTURAL FINANCE AND MARKETING Agriculture is an unorganized profession. Its success and failure depends, o a large extent, on climatic factors. Further, it’s not always possible to distinguish between productive and unproductive loans of the farmers. Because of these factors, banks did not show much interest in advancing loans to agriculture and allied activities for a long time and farmers were forced to depend on money-lenders and mahajans. NEED FOR AGRICULTURAL FINANCE Credit needs of the farmers can be examined from two different angles: i) On the basis of time : Agricultural credit needs of the farmers can be further classified into three categories:- a. Short term loans are required for the purchase of seeds, fertilizers, pesticides, feeds and fodder of livestock, etc. the period of such loans is less than 15 months. Main agencies of granting of short term loans are the moneylenders and co-operative societies. b. Medium term loans are generally obtained for the purchase of cattle, small agricultural implements; repair and construction of wells, etc. the period of such loans extend from 15 months to 5 years. These loans are generally provided by moneylenders, relative of farmers, co-operative societies and commercial banks. c. Long term loans are required for effecting permanent improvements on land; repayment of old wells, etc. The period of such loans extends beyond 5 years. Such loans are normally taken from Primary Co-operative Agricultural and Rural Development Banks (PCARDBs). ii) On the basis of purpose : Agricultural needs of the farmers can be further classified into the following categories: a. Under productive needs we can include all credit requirements which directly affect agricultural productivity. b. Farmers often require loans for consumption as well. Most of the farmers do not have sufficient income to sustain themselves. Therefore they have to take loans for meeting their consumption needs. Institutional credit agencies do not provide loans for consumption purposes. Accordingly, farmers are forced to fall back upon moneylenders. c. In addition to consumption, farmers also require loans for a multiplicity of other unproductive purposes. Since institutional agencies do not grant credit for such unproductive purposes, farmers have to seek assistance from moneylenders and mahajans. SOURCES OF AGRICULTURAL FINANCE AND THEIR RELATIVE IMPORTANCE Sources of agricultural finance can be divided into two categories: 1. Non-institutional sources 2. Institutional sources The non-institutional sources are the following- * Moneylenders * Relatives * Traders * Commission agents * Landlords The institutional sources comprise the Co-operatives, Scheduled Commercial Banks and Regional Rural Banks (RRBs). As far as co-operatives are concerned, the Primary Agricultural Credit Societies (PACSs) provide mainly short and medium term goals and PCARDBs long term loans to agriculture. The Commercial Banks, including RRBs provide both short and medium term loans for agriculture and allied activities. The National Bank for Agriculture and Rural Development (NABARD) is the apex institution at the national level for agricultural credit and provides refinance assistance tot eh agencies mentioned above. The Reserve Bank of India, as the central bank of the country, plays a crucial role in this sphere by giving overall direction to rural credit and financial support to NABARD for its operations. The first institution established and promoted was the institution of co-operative credit societies. By the end of 1976, there emerged three separate institutions for providing rural credit, which is often described, as the multi-agency approach. In 1982, NABARD was set up. India now has a wide network of rural finance institutions (RFIs). There are more than 30,000 commercial bank branches, 14,000 regional rural banks and about 1,00,000 rural credit co-operatives. As a result of the efforts undertaken by the govt., the share of non-institutional sources in rural credit, which was as high as 92. 7% in 1951, fell to 38. 9% in 2002. The share of moneylenders fell from 71. 6% in 1951 to 26. 8% in 2002. The share of institutional sources in rural credit rose correspondingly from 7. 3% in 1951 to 61. 1% in 2002. NATIONAL BANK FOR AGRICULTURE AND RURAL DEVELOPMENT (NABARD) The most important development in the field of rural credit has been the setting up of the National Bank for Agriculture and Rural Development (NABARD) in July 1982. It took over from Reserve Bank of India all the functions that the layer performed in the field of rural credit. NABARD is now the apex bank for rural credit. And therefore, it doesn’t deal directly with farmers and other rural people. It grants assistance to them through the co-operative banks, commercial banks, RRBs, etc. NABARD’s credit to State Co-operative banks, State Governments and RRBs outstanding in 2004-05 was Rs. 8,577 crore which rose to Rs. 12,763 crore in 2005-06.

All About Eve and the Roles that Women Play

All About Eve and the Roles that Women Play Joseph Mankiewicz’s All About Eve explores the inability of women to find fulfillment in the roles offered by the theater. For a â€Å"true star† like Margo or simply a â€Å"carbon copy† like Eve or Phoebe in the harsh world of the theater, Mankiewicz suggests that it is almost impossible for a woman to reach fulfillment. This dilemma is largely due to the transitory nature of success, and the possibility of another star constantly in the making. As a result, only the role of the self-effacing and docile female can succeed in the world of theater. Mankiewicz suggests that women can only find fulfillment in the role of a docile and humble housewife, while the men must be the breadwinners of the family. This is exemplified by Karen, the ideal female spouse whom supports her husband’s endeavors and does not cultivate a separate image apart from that of being his wife. Moreover, whilst Karen may be the â€Å"lowest form of celebrity†, she enjoys an ostentatious and lavish lifestyle, as indicated by her array of magnificent costumes throughout the film. Unlike Margo, Karen yields no anxieties nor any â€Å"paranoiac insecurities†, but rather displays undying devotion to both her friend and husband, and is thus praised by Lloyd as his â€Å"loyal little woman†. Not only does this reflect the paternalistic values eminent in society in the 1950s, but is also an endorsement, on behalf of Mankiewicz, for those female characters who accept their subservient roles. It is through Karen that Margo realizes her desire to play the role of a humble housewife is greater than that of a professional woman. Such two roles are constantly conflicting in Margo’s life, and are the primary cause of her deep rooted anxieties. Whilst seemingly at the height of fame and power, she expresses her discomfort in the incongruity of playing women who are half her age when revealing to Lloyd that she has reached the big â€Å"four-oh,† at Bill’s birthday party. Moreover, as Margo wearingly sits by the piano brooding, requesting for Liebestraum to be played on repeat, close ups of her face reveal her fear of becoming an ageing actress capable of being marginalized by a younger and attractive understudy. Ultimately, and despite her numerous accolades, Margo finds her professional career to be unfulfilling, as she reveals to Karen with an air of resignation that â€Å"nothing is good unless you can look up just before dinner†¦and there he is.â €  To reinforce his ideal that women must sacrifice their professional careers for a happy domestic life, Mankiewicz juxtaposes Margo’s anxieties with her genuine happiness when casting Bill adoring looks in the Cub Room, the night before their marriage. The role of the â€Å"carbon copy† as played by both Eve and Phoebe, reveal both the exclusivity of the theater and the transitory nature of success. Eve’s introduces herself to Margo through playing the role of the wounded war widow, literally climbing the theater’s stairs in an attempt to reach the top of the professional ladder. At the height of her deceptive powers, she begins by makes herself indispensable to Margo, adopting the roles of her â€Å"sister, lawyer, mother, friend, psychiatrist and cop† in an attempt to ingratiate herself to her, and ends by blackmailing Karen in the ladies’ room to obtain the role of Cora in Lloyd’s play. However, when accepting the Sarah Siddons Award, close ups of Eve’s expressions reveal her disappointment at Margo and Karen refusing to congratulate her, Margo instead prodding her with the trophy, murmuring, â€Å"Go put that where your heart ought to be.† Furthermore, Mankiewicz’s introduction of Phoebe through the reflection of Eve’s mirror, suggests to the audience that there will always be an infinite reflection of â€Å"carbon cop[ies]† willing to do â€Å"all that, just for a part in a play†. Therefore, in the viperous and competitive world of theater, Mankiewicz infers that success is transitory, and that the demise of one star will lead to the birth of another. Therefore, despite being at the height of their fame and success, both Eve and Margo suffer in the professional world of the theater. This is a result of the infinite role of the â€Å"carbon copy† which leads to their demise, and therefore revealing the transient nature of success. It is only Karen, who vicariously lives through her husband and accepts her subservient role as a docile housewife, who is content with the role that she plays.

Office Art Memo. Memorandum Assignment Example | Topics and Well Written Essays - 750 words

Office Art Memo. Memorandum - Assignment Example Technically of course, these will all be reproductions, as I do not believe our company wants to spend that millions on decorating an office! The first three works are prime examples of impressionist paintings. Like all impressionist paintings, they rely on observation of the real world, but attempt to focus more on how that affects the mind than reproducing exactly what is seen. They thus play with reflection, with light, and with the transparency of the water – and each one treats it differently. The 1916 work focuses on the lack of distinction between the lilies, the water and the space around it, while the 1906 and 1920 ones all focus on higher contrast, which is intentional so the paintings do not blur together too much in our office. The three post-impressionist paintings are vastly different. While Monet’s Water Lilies might have somewhat muted color for an impressionist work, these paintings thrive on bright colors, a staple of impressionism that was adopted in post-impressionism. They, however, are more arbitrary with color choice, feeling more at ease with mixing around colors that would not actually exist. Furthermore, they embrace geometric representations far more than impressionists would – straight lines, sharp angles and sweeping curves are the norm, as opposed to the Monet works where an almost pixelated application blurs objects together. These paintings would be arranged throughout the office in order to communicate both to our clients and our staff things we want about the company. The first painting anyone sees upon entering would be the 1906 Water Lilies, a classic work that invokes a sense of peace and beauty, perfect for a welcoming. The other two Water Lilies would be spaced throughout the office, alternating with the post impressionist works (which are much higher energy) reminding everyone to keep a positive space and an equilibrium in all circumstances. The next painting between the first two Water Lilies, which one would see when moving past reception, would be Century of Independence, a postimpressionist work that features bright colours, a great deal of energy, and people cavorting together: this invokes a sense of everyone pulling in the same direction. As mentioned above, there would then be another Water Lily. The next work would be the Portrait by Paul Signac, which features an almost 60seqsue swirl of color and pattern, and a man in profile marching purposefully to the left of the painting with a top hat and cane. This painting invokes youth: an energy and willingness to break through the molds and explore new things, and a sense of fun – which is something that everyone should be having at work, and produces a healthy work environment. Again, there would be the final Water Lilies painting. The final work, nestled at the back of the office, would be the Haying at Eragny. This serves as the unifying work of the entire office, having a mix of impressionist and post-impressionis t styles. It is more subdued than the other postimpressionists, and reminds everyone that no matter what, between the peace, the fun, the energy and the togetherness, we are all working hard to get important things done, much like the people in the painting who are working the land for their livelihood. It connects to all of the themes of the other painting: it has a

Since the mid-nineteenth century income inequality across nations has Term Paper

Since the mid-nineteenth century income inequality across nations has increased dramatically. Discuss the sources and consequenc - Term Paper Example Nineteenth century witnessed collapse of pre-modern empires like the Roman Empire (Mokyr 40). As a result, new political entities, including the British and German empires came into existence. These changes created corresponding dynamics within economic sectors in affected regions. Since then, the world continues to experience shifts in economic dynamics from one region to another. Numerous theories strive to explain causes and consequences associated with these economic shifts. In order to understand what really happens, it is appropriate to look back at history and identify what caused economic changes at those times. Subsequently, we will be able to explain current economic inequality witnessed in modern societies across the world. Introduction In this context, political and social changes that took place during industrial revolution makes 19th Century the starting point of contemporary economic disparities. This period saw the rise of European powers into leading advancement in e xplorations and social modernization. Great Britain championed industrial revolution, which totally changed productivity and wealth creation across the globe. It was during this time that scientists came up with numerous breakthroughs in the field s of mathematics, electricity, chemistry and metallurgy (Mokyr 43). As a result, Great Britain and other European nations resolved to engage in industrial production of goods and mining activities. In this case, new resources that were not discovered and exploited in earlier empires came into existence. Improvement of transport networks through railway lines and establishment of urban settlements changed ways of living. On the other hand, Japan, Germany, and Portugal embarked on programs meant to spark modernization within their economic sectors. Great Britain led the world into abolition of slave trade in Europe, America, and Brazil. As a result, adoption and application of Liberalism started prevailing in modern government systems. Liber alism translated into the economic system of capitalism, which advocated for liberalized pursuit of economic goals by individuals within the society. Therefore, those who had access to key raw materials could utilize them for profit and wealth generation (Mokyr 44). On the other hand, poor citizens of these empires were employed in mines and industries as casual laborers. In this regard, integration of Liberalism and Capitalism marked inception of economic and income inequalities. In addition, globalization derives its roots from this period when economic performance of one nation could influence performance in another related country. Colonization spread into Africa and Asia where colonizers acquired additional wealth from unexploited territories. As a result, the scramble and partition of Africa by European’s major powers influenced economic changes through wealth acquisition from the colonies. All these economic changes resulted in advancement and increase of economic dist ribution and income inequality in the world. Income Inequality: Definition In this context, income inequality or economic inequality refers to distribution of assets and factors of production within a given economic region under consideration. Factors of economic production include major assets like land, capital, and labor. Income inequality changes depending on the period of time and economic

CRJS472IP1 Research Paper Example | Topics and Well Written Essays - 750 words

CRJS472IP1 - Research Paper Example A high biometric, as categorized by Woodward (McGuire, L., 2000), are those systems which involve physical features that do not change with time. Examples of these are fingerprints and some parts of an individual’s eye. When something is considered high biometric, it refers to the reliability of the object used for the system. (McGuire, L., 2000). In both the public and private sector, high biometric is used for identification, verification and security purposes. Fingerprinting is the most commonly used biometric system (Spinella, E., 2002) by the government and private organizations. Fingerprints are unique to an individual so much so that even identical twins have different sets of fingerprints for each digit. In fact, they are supposedly more exceptional than the DNA since although twins can share the same genetic material in their body, the same cannot be said for their fingerprints. (Watson, S., 2008) As such, both public and private institutions have turned to fingerprinting to identify individuals. Apple’s iPhone 5S and 5C models do not need a four-digit security number to open the device. Instead of the common security applications, Apple has incorporated a fingerprint scanner which allows the gadget to identify its owner by reading the imprint the individual makes when he or she presses the start button. (Trader, J., 2013) The public sector has also benefited from fingerprint scanning technology. The police and other government agencies tasked in keeping the peace have been using a person’s biometrics to aid in the performance of their duties. The history of fingerprinting in the criminology goes way back to 1903 when a man named Will West drew confusion as another man named William West was already in prison. (The History, 2014) After their fingerprints were taken, it was discovered that they were

Private Securities Litigation Reform Act's Essay

Private Securities Litigation Reform Act's - Essay Example Plaintiffs also allege that they incurred substantial personal losses due to their respective purchases of Daou stock at fraudulently inflated prices (2005). The district court held that the plaintiffs had failed to state sufficiently particularize claims under the 1933 Securities Act and the 1934 Exchange Act (2005). Hence, Plaintiffs now appeal the district courts dismissal of their Third Amended Complaint (â€Å"TAC†) with prejudice (2005). Plaintiffs contend that Daou fraudulently inflated the price of its stock by reporting revenues before they were earned, in violation of GAAP (2005). They claim that the said company employed an accounting method known as the percentage-of-completion (â€Å"POC†) method, which is used primarily to account for progress on long-term projects (2005). Under this method, revenue from these projects could only be recognized based on the percentage of labor costs incurred to date compared to the total estimated labor costs for the project (2005). Plaintiffs allege, however, that defendants would prematurely recognize revenue in contravention of the POC method (2005). Hence, because of such artificial inflation of the price of Daou stock, Plaintiffs allege that Daou was able to acquire eleven companies, and Daou executives and their respective family members were able to sell nearly 2.5 million shares for a total of $54.67 million in improper proceeds (2005). Plaintiffs also allege th at to their detriment they purchased their Daou shares during the class period at artificially inflated prices and that, had they been aware of Daous true financial results and condition, they would not have purchased their shares, or at least not at the prices paid (2005).

PGCE Unit 1 professional practice ( A reflective journal ) Essay

PGCE Unit 1 professional practice ( A reflective journal ) - Essay Example In further elaboration of the motivation phenomenon, Atherton (2004) defines it as "either intrinsic/expressive (doing something for its own sake) or extrinsic/instrumental (doing something for some other reason)." Contrary to Petty’s (1993) presentation, Atherton (2004) emphasises that motivation is not an indivisible whole but is comprised of two distinct forms. While Pettys (1993) assertion is largely true, he oversimplifies the complex phenomenon of motivation, in which instance one need turn to Atherton (2004) for a more accurate understanding of the mentioned. In further elaboration of the stated, while Petty has correctly identified the centrality of motivation to effective learning, he incorrectly identifies teachers as the primary instigators of motivation. In essence, Petty (1993:32) lays much, if not all, of the responsibility for the generation of motivation upon teachers whereby he defines this particular task as the "greatest challenge that many teachers face." This is an oversimplification of the phenomenon of motivation, implying that motivation is essentially extrinsic whereby, as noted by Atherton (2004) it is both intrinsic and extrinsic. A teacher, through the enthusiasm with which he/she approaches the information communication responsibility, can similarly enthuse learners and, through the creation of a positive learning environment, characterized by encouragement and trust, can enhance the confidence levels of individual learners, thereby injecting them with the motivation to learn. However, as may be observed, a teachers motivation-elevation capacities are limited to the extrinsic, while effective learning is predicated on the presence of requisite minimal levels of both extrinsic and intrinsic motivation. Petty does not admit to the explicated differentiation, rendering his observation only partially accurate. As language, literacy and numeracy skills vary

Biochemistry and Medicine Information in Pharmacology Assignment

Biochemistry and Medicine Information in Pharmacology - Assignment Example AD brains are particularly marked by neurofibrillary tangles, amyloid plagues, neuronal cell loss, innate immune responses as well as a prominent activation of the glial cells. This paper critically investigates the potential relationship between Alzheimer’s disease, Beta-C kinins and brain-derived neurotrophic factor (BDNF) as well as their improvement on the cognitive function of patients. Numerous recent empirical studies suggest that the production of a class of brain-derived neurotrophic factor (BDNF) is significantly diminished among the patients suffering from Alzheimer’s disease. Generally, BDNF is normally produced in the entorhinal cortex area of the brain (the part involved with cognition and memory) throughout an individual’s life Honea et al., 2013). It is widely believed that the production of the brain-derived neurotrophic factor is particularly enhanced by beta-C kinins, a class of neuropharmacological molecules some of which include AB 123. Although the correlation between the lowered levels of BDNF and Alzheimer’s disease (AD) has not been effectively established, studies indicate that neurotrophic factors normally play a critical protective role against amyloid beta toxicity (Mattson, 2008, p.97). This is further supported by the growing number of scientific studies in Alzheimer’s disease that have revealed significant alterations in the immune responses including observable changes in the macrophage and lymphocyte distribution and activation. In a recent study conducted by Weinstein et al(2014), the researchers examined the levels of BDNF in 2131 healthy adults and then followed them for ten years. The results revealed that up to 50% individuals with the highest baseline levels of BDNF were less likely to develop dementia compared to their counterparts with the lowest levels of the molecule. It was concluded that a higher level of BDNF may protect against the occurrence of memory loss.

Totalitarianism Essay Example | Topics and Well Written Essays - 1000 words

Totalitarianism - Essay Example Totalitarianism is defined as a political organization in which the state strives to control all aspects of public and private life of its citizens. Totalitarian regimes stay in power by employing widespread use of violence, disseminating propaganda through state controlled media, political oppression, denial of freedom of speech and control over the economy. However, Hannah Arendt perceives totalitarian as a system where the state transform class into mass movements, have the national police assume the role of the military to instill terror in people and establish a foreign policy with the intention of domineering the whole world (Cohen & Fermon 575). Arendt argues that totalitarian movements established by totalitarian governments depend on the sheer force of numbers and not proportionate strength like other political parties. With this understanding, it is clear that communism, socialism, liberalism, feminism, conservatism and fascism are totalitarian ideologies. This paper is int ended to show that in the idea of Hannah Arendt, Benito Mussolini; a fascist, Vladimir Lenin; a communist, and Emma Goldman; anarchist and feminist, were all totalitarians. At the end of the First World War, Italy was found entangled in economic and political challenges. Public servants went on strike in urban centers while, in the rural areas, landless peasants grabbed the property of rich landlords. Benito Mussolini used this unrest as an opportunity to climb to power. He formed the fascist party which supported hard line nationalism, and condemned democratic system of government on the belief that competitor parties separated the state. They also reject communism and embraced personal property ownership. In the early 1920s, Mussolini and his supporters had worn the support of most Italian citizens by attacking the communists and socialists. In1922 Mussolini led Italians on a protest march on Rome supposedly to prevent a communist revolution but in a real sense to scare the government into appointing him as the prime minister of Italy. Immediately he was in office he enlarged his power by appointing Fascists to high positions, censoring the press, org anizing secret police, and outlawing condemnation of the government. He controlled the army and the schools making Italian citizens embrace the slogan â€Å"Everything in the state and nothing outside or against the state† (Cohen & Fermon 571). Mussolini’s Italy was dominated by one party; Fascist party and all opposition parties were wiped out. Mussolini also had a lot of power over this party, until people argued that the party had no part in running of the country but Mussolini himself. He later decided that he wants to run the country for himself and that the party is no longer important for anything else than doing what he wanted. Mussolini believed in making Italy great by making Italians go to war by all means. On his coming to power, he made Italians to belief that he was their savior considering hard times they were facing. He replaced the class society with the masses so that he can avoid criticism and later ruled them with the iron fist. For this, his action s constituted totalitarianism as defined by Arendt. Mussolini faulted the American democracy arguing that people do not know what they want and the best for them. He swore that someday America will know that democracy is only beautifully theoretically but a fallacy practically (Cohen & Fermon 532). Mussolini would have been right here when he said that people do not know what they want during voting in leaders. It has always been known that most of the leaders win elections because of their influence and not their ideology. The best people with good ideologies are normally left out. Vladimir Lenin believed in a

Research Proposal on Banking Essay Example for Free

Research Proposal on Banking Essay Introduction Over thirty-five years have passed since academics began speculating on the impact that information technology (IT) would have on organizational structure. The debate is still on-going, and both researchers and managers continue to explore the relationship between IT and organizational structure. As organizations need to process more information under these uncertain conditions, IT is one possible way for organizations to increase their information processing capability. We are conducting a research in HBL bank that, how bank increase the number of account holders using Internet banking among its Current Account holders. IT has a dramatic effect on both peoples personal and professional lives. IT is also changing the nature of organizations by providing opportunities to make fundamental changes in the way they do business. The technology is changing rapidly, with computing speeds and the numbers of transistor equivalents available in a given area of a microprocessor chip both doubling in very short time. Organizations are acquiring more and more technology systems to assist in everything from manufacturing to the management of information to the provision and improvement of customer service. Harnessing and coordinating this computing power is the challenge. New tools and innovative perspectives with which to examine, interpret, and comprehend these rapidly evolving environments are always needed and sought. Background / Literature View: IT is transforming the way that business is conducted. Computers prepare invoices, issue checks, keep track of the movement of stock, and store personnel and payroll records. Word processing and personal computers are changing the patterns of office work, and the spread of information technology is affecting the efficiency and competitiveness of business, the structure of the work force, and the overall growth of economic output. Many people believe that the primary driving force behind this information revolution is progress in microelectronic technology, particularly in the development of integrated circuits or chips. Thus, the reason that computing power that used to fill a room and cost $1 million now stands on a desk and costs $500 or that pocket calculators that used to cost $1000 now cost $10 is that society happens to have benefited from a series of spectacularly successful inventions in the field of electronics. But fewer people understand why the introduction of information technology occurred when it did or took the path that it did, why data processing came before word processing or why computers transformed the office environment before they transformed the factory environment. Because this technology oriented view of the causes of the information revolution offers little guidance to the direction that technological developments have taken thus far, it offers little insight into the direction that they will take in the future. Electronic banking is one of the first things that come to mind when one thinks about the future of banking. It is generally assumed that electronic banking is new and that it will replace or supplement many channels of delivery of retail banking services. The term electronic banking as used here refers to any banking activity accessed by electronic means. It includes Online Banking, Automated Teller Machines (ATMs), Automated Call Centers, Digital Cash, Internet Banking, Screen Telephones, E-Utility Bills and so on. These channels of delivery can be used for presenting and paying bills, buying and selling securities, transferring funds, and providing other financial products and services. Electronic banking can be used for retail banking and business-to-business (B2B) transactions, as well as for facilitating large-amount transfers. Equally important, electronic banking is a worldwide phenomenon. As the term is used here, it involves transactions. Web sites that are transactional are considered electronic banking. Electronic banking and the Internet in general are forcing a shift in the way banks and other businesses organize and the way they think of themselves. A shift is taking place from vertical integration to virtual integration. Banks and other financial intermediaries must realize that they are in the financial information industry. The Internet makes it possible to bring both customers and suppliers together to share critical business information. E-banking helps banks relay and show to their clients how good their services are, how many services we are providing and that the services they offer are of better standards. Through E-banking the company can show the clients that they are better than competitors and can give them satisfaction guaranteed. Statement of the problem The internet and the different things it can do to uplift business procedures, products and services is a current necessity for business. One of internets products is Electronic banking. Electronic banking is a faster way for clients to transact with the banks personnel. Clients can still transact with banks while on the comfort and safety of their homes and Offices. The main purpose of this proposed research is to determine, how we will increase Internet Banking Users among their present Account holders. Theoretical Framework: Increase Internet Banking Users Quality Products (websites) A Bank Manager observed that, if he provides the better Quality Products (Websites) and Low Bank Charges on Internet-Banking to his Account holders. This will increase the number of Customer of Internet Banking. But it will not affect on those Account holders with less qualification and do not use internet. Qualification of account holder and use of internet Low Bank Charges on Internet Banking Research Objectives: This Research intends to find out, If Bank updates its website and gives quality products, easy use and as well as reduce its transaction charges on Internet banking will increase the number of users using Internet Banking among its Account holders. However, according to the literature review, the qualification of account holder is plays an important part in this relationship. Our objective is if we increase quality products and reduce its transaction charges on Internet banking will increase the Internet Banking users. Research Question: * If we increase quality products and reduce its transaction charges on Internet banking will increase the Internet Banking users or not? * Qualification of customer and use of internet is effect on internet banking users or not? Research Design/Methodology: Type of research This research will use the descriptive type of research. Descriptive method of research is to gather information about the present existing condition and solving the problem. The descriptive approach is quick and more practical financially. Moreover, this method will allow for a flexible approach, thus, when important new issues and questions arise during the duration of the study, a further investigation may be allowed. The study opted to use this kind of research considering the goal of the study to obtain first hand data so as to formulate rational and sound conclusions and recommendations for the study. Research Strategy For this research data will be gathered through collating published studies from different books, articles from different related journals and studies, and other literary instruments. Afterwards make a content analysis of the collected documentary and verbal material. The study will then summarize all the necessary information. The study will then make a conclusion based on the said information and provide insightful recommendations on how to solve the said problem. Sample and Sampling Technique The respondents of the research came from the different branches of bank mentioned from Karachi. Due to time constraint and also, for the convenience of the researcher, only hundred (100) respondents were considered for the study. The convenience sampling technique was imposed in the study to pick up the hundred respondents, mainly because the availability of the respondents from the different branches was considered. This part of the study is important because the most important data needed to fulfill the objectives and aims of this study will only be supplied by the respondents from the Branches of HBL bank Karachi. Primary and secondary data collection The primary source of data will come from a survey using questionnaire and interviews that will be conducted by the researcher. The primary data frequently gives the detailed definitions of terms and statistical units used in the survey. These are usually broken down into finer classifications. The secondary source of data will come from research through the internet; books, journals, related studies and other sources of information. Acquiring secondary data are more convenient to use because they are already condensed and organized. Moreover, analysis and interpretation are done more easily. Validation of the instrument For validation purposes, the researcher pre-tested a sample of the set survey questionnaires. This was done by conducting an initial survey to at least five respondents from the different banks from Karachi. After the respondents answered, the researchers then asked them to cite the parts of the questionnaire that needs improvement. The researcher even asked for suggestions and corrections from the respondents to ensure that the survey-questionnaire is effective. Automatically, these five respondents were not included as respondents for the study. Data analysis Data gathered will be analyzed through frequency distributions. These will give way to reviewing the data categories and the number of referrals in each category. The data acquired will be analyzed according to the different categories and importance. The information that will be gathered and analyzed will be important to achieve the objectives desired by the study.

School Leadership Contributes To Student Achievement Education Essay

School Leadership Contributes To Student Achievement Education Essay This makes schools and their leaders under increasing pressure to make them more effective since there is compelling evidence that the school makes a difference in determining the achievement of the students and later, in life. The effort to make schools and educators who manage the education process more effective is a worthwhile goal. For many years now, researchers in the area of educational leadership have attempted to identify links between educational leadership and school effectiveness. This phenomenon is mainly due to the perception that educational leaders, especially school principals, increase school effectiveness. The notion of leadership is continually evolving, often moving simultaneously in numerous directions (e.g., leader, manager, and administrator). Goldring and Greenfield (2002) argue that the image of the school leader has changed from a position that was once ideologically grounded in philosophy and religion in the1800s, to a highly perspective manager concerned with efficiency and focused on functional administrative tasks in the mid 1900s, to a behavioral science perspective in the mid to late twentieth century . Having reviewed the long-standing debate about the principalship . Sergiovanni (1991) concludes While distinctions between management, leadership and administration debates may be useful for theorists, the key is the recognition that the principalship involves multiple responsibilities and duties . As predicted by Laffey (1980), principals are expected to be all things to all people. They are expected to be effective managers, and currently, with the focus on student achie vement, and instructional leaders effectiveness. However, according to Scott (1983), Principals and other significant groups who work with them have expectations regarding the principals managerial role but disagree significantly with the principal as an instructional leader. Reports have noted that principals have resisted changing their role from manager to that of an instructional leader (e.g. Philadelphia School Improvement Project, Kopple, 1985). Moreover, where principals role transition has been successful, extensive training (Newburg Glatthorn, 1983) and/or long-term training efforts (Kline, 1987) were necessary. (Cited from School leadership that works, p.23) Statement of Problem In the past 20 years, much attention has been given to education leadership and its impact on students outcome. Recently, at the beginning of the 21st century, school accountability and initiatives have come to the forefront of educational practices more evidently than in the past. Schools now, more than ever, are challenged to improve to the extent that every effort is made to ensure the success of all students. In UNRWA Association where this study was conducted, the department of education has held for a number of years many reform plans for enhancing the school performance. Action by the UNRWA in this study is defined as restructuring ; a process that begins by identifying schools that are not making adequate progress as measured by a series of assessments and attendance rates. Schools under local restructuring are given additional assistance from the UNRWA and are directed to develop annual school improvement plans. Then they are monitored by the UNRWA every two years to check o n progress made in each school. Placed at high risk, as a result of these actions, is the school principal. Efforts to improve education relate directly to the quality of leadership provided in the schools. A past research has focused on the relationship between effective principals and effective schools (Edmonds 1982).In current and future research, student achievement is the key factor in defining effective principals and schools.( No child left behind Act,2001). School leaderships are progressively responsible for education quality based on the belief that students success or failures are determined by the way a school run (Fullen 2000) .These beliefs for more effective leadership skills and practices are described as a change agent ,manager ,symbolic leader ,instinctual leader, disciplinarian, decision maker and policy maker (Cotton,2003,Morzano,Wale and Mcnully ) . One impact of the reform movement of the last decade is to involve as many people as possible in local school decision making. This shared decision making reflects a less centralized approach to school leadership and requires a great deal of collaboration and trust (Midgely Wood, 1993). Collaborative decision making means many things and takes many forms, depending on the people involved; therefore the role of the principal changes as situations and circumstances change. As a principal of a school under restructuring, he or she must reconcile the demands and initiatives of the UNRWA with those of the local system to bring about school improvement (School focus development in UNRWA). Therefore, principals in these schools are under pressure to follow up the reforming revolution seeking out a better academic achievement. For that, this study was anchored in perspectives on the principal ship and on factors that shape how principals define and respond to their roles with respect to school reform, and how principals respond to some of the changes and challenges of the position. Purpose of the Study The purpose of this study is first, to determine Bolman and Deal leadership and management styles of principals as perceived by themselves, and by their principals assistances and by teachers. Second, to compare the leadership and management styles of school principals at risk to the styles of school principals showed an adequate progress in official exams for Grade nine. Finally, to determine the set of leadership and management behaviors that best describe the degree of principals performance in their schools, and their effectiveness in school academic achievement. Significance of the Study As a teacher, a central question, which requires further analysis is how exactly principals leadership style influence the instructional working of their school and thereby increase students achievement. My conceptual frame work is done on a Bolman and Deals four frames of model leadership. I have been through many models, but I found that this model is one of the best models necessary for improving the leadership style of any principal, indirectly increasing the school effectiveness. They classified these tools as frames, which give leaders a clearer view of reality. These include the structural, human resources, political, and the symbolic frame. Moreover, Bolman and Deal (1997) assert that leaderseffectiveness emerge when leaders are able to respond to the needs of their organizations by viewing them through more than one frame. In this way they can reach a deeper and better understanding of organizations. As a graduate student in the field of educational administration and leader ship, the question of how to practice the educational leadership in our school and how this influence learning outcomes are applied. As I experienced the complexity and diversity of school life through my teaching experience, I realized how confusing and frustrating leadership experiences can be, especially when you lack the tools needed to face these experiences. On the other hand, my teaching experience, through which I felt the impact of Bolman and Deals leadership techniques on the effectiveness of leaders, had a stimulating effect in the selection of this model, among others, to guide and enrich my study on school leadership. In broader terms, these experiences came to support the belief that leadership is a complex (Hughes, Ginnett, Curphy, 2002) and multifaceted process (Northouse, 2004), and can be exercised in any situation that requires influencing others. Tannenbaum, Weschler, and Massarik (1961) introduced the idea that leadership is applicable to all interpersonal rela tionships in which influence attempts are involved. How to deal with the constantly increasing challenges facing organizational life, how to help organizations improve, grow, or survive, and how to understand and gain insight into leadership as a topic and/or as a process, are some of the questions that have kept researchers and practitioners of leadership engaged. A review of the enormous body of literature on this topic reveals a significant interest in understanding leadership and its leadership effectiveness. Researchers interest in leadership over the past one hundred and fifty years reveals itself in the vast number of theories, models, and practical guides that have been developed to gain deeper knowledge into this phenomenon, and to improve leadership practices. In summary, this study is significant in that, it proposes to address the need to document the extent to which leadership behaviors differ among principals in schools at risk and principals in schools that have made adequate progress. There was a need to clarify the daily behaviors and practices of the principal and to provide insight into how the principal makes leadership decisions and judgments about school improvement and how to get the job done (Bolman Deal, 1997).This study will be useful to all UNRWA organizations wishing to proficiently exploit the leadership styles practiced by the principals as designed by Bolman and Deal. It will provide these organizations with a substantial association between leadership practices and students achievements as well as it will insight to raise this association, in order to maintain a competitive edge within the other school in the reforming evolutions . Research Questions and Hypotheses To gather data for this study, questions were asked to the principal and teachers. The following questions are: To what extent the principals frame utilization (structural, human resource, political and symbolic orientations) in schools labeled at risk differ from that in schools making adequate progress? Does the leadership style designed by Bolman and Deal affect the students academic achievement? Research Objectives Examine the different definitions of leadership and styles Identify the parameters which determine principals leadership style, schools organizational culture, and classrooms learning cultures. Examine the effects of the principals leadership style on schools effectiveness. Identify of Bolman and Deals model of leadership and examine the effect of having more than one frame on the principals behavior and students achievement. List the characteristics of the effective principal activities and their influence on learning outcome. Definition of terms School Leadership: The influential behaviors applied by the school administration or principal that facilitate teachers and the wider school community working towards the achievement of the mutually agreed upon organizational goals of the school.( NWREL 1995) Instructional Leadership: This entails the communication of the schools mission and goals, and the effective management of the instructional program of the school. This is accomplished through the provision of direction, emphasis, and support to the schools central mission of teaching for the success of all children.(NWREL1995). School Climate: The existing learning environment. This environment can either facilitate effective teaching and be conducive to student learning, or affect the quality of the teaching and be an impediment to student academic progress (NWREL 1995) Effective Schools: Settings in which students display high levels of academic achievement, satisfaction, morale, and pride in their schools (NWREL 1995)  [1]  . In this research synthesis, for most of the studies, school effectiveness is measured in terms of student academic achievements indicated by scores on various statewide tests School effectiveness is defined as student engagement in school .Blank (1987) used, in addition to student academic performance, student attendance in determining school effectiveness. Frame Utilization: a process by which leaders order their experiences and make informed decisions; framing helps filter out some things and allow others to pass through. Frames represent a lens through which principals might view their leadership behavior. (Bolman Deal, 1995). Bolman and Deal Frames: Frames represent the manner in which leaders view and process their experiences. Bolman and Deal (2003) identify four frames: structural, human resource, political and symbolic. Each frame has its own specific perspective for viewing a situation. (Bolman Deal, 1995). Leadership by Bolman and Deal Frame:Leadership is thus a subtle process of mutual influence fusing thought, feeling, and action to produce cooperative effort in the service of purposes and values of both the leader and the led. Single-frame managers are unlikely to understand and attend to the intricacies of a holistic process. (Bolman Deal, 1995). CHAPTER TWO Literature Review Introduction In the contemporary world, improvements of student achievements are recognized as the foremost objective of school reforms and restructuring efforts. With this objective in mind, many different reform problems are being implemented while key focus of the reforms is more or less the same. They focus on improving students learning and increasing their achievement (William. G. Kean; 2002). Students achievement can be viewed from two perspectives: the first perspective is to view achievement in terms of enrollment, or a number of students who pass a course, and the second perspective examines student achievement in terms of whether they mastered or attained course learning objectives. Enrollment numbers include the number of students who have passed the course, the number of non-grads, and the final average grade of the class. These enrollment numbers may be used to identify the causes for non-graduation. These numbers may also be compared over time to locate possible problems prior to class convening, such as lack of prerequisite knowledge, student concerns, or overall course concerns. (William. G. Kean ; 2002) Although the final average grade of a class is recorded to look at overall student performance, the percent of students who mastered, or attained, the individual objectives (terminal objectives and enabling objectives) are also recorded to find which units and/or lessons are the most difficult for the them. The percentages for the individual objectives can provide information about areas in the lesson where students may need extra help and may require modification or extra instruction. Student enrollment and achievement data can help educators to identify problem areas in the subject and improve it. Nowadays improvement of student achievement has always been one of the main goals of education. (William. G. Kean ; 2002) There are many factors that influence students outcome. First, student background characteristics -especially social, economic and cultural background frequently emerge as the most important source of variation in student achievement. Such student background characteristics cannot be easily influenced by educational policy in the short term. Second, school-related factors, which are more open to policy influence, explain a smaller part of the variations in student learning than student characteristics (Hallinger and Heck, 1996; Leithwood et al., 2006; OECD, 2005b). Third, among school-level variables, the factors that are closest to student learning, such as teacher quality and classroom practices, tend to have the strongest impact on student achievement (Leithwood and Riehl, 2003; OECD, 2005b). These factors are categorized as following: External factor such as the gender, race, parents education background, social state and reinforcement. Internal factors concerning motivation and self reflection Social factor includes the students ability to connect with teachers and students. Curricular factor includes all the practices done in the school to improve students outcome as matching teaching style to learning style, engaging material, engaged teachers and learners, collaborative / cooperative learning, instructional strategies, classroom management and classroom curriculum design etcà ¢Ã¢â€š ¬Ã‚ ¦ Administrative factor that includes all the practices that done by the school leaders to improve students outcome. Even through all these factors which are necessary for increasing the students outcomes, school leadership has become a priority in education policy agendas across countries because it plays a key role in improving classroom practice, school policies and connections between individual schools and the outside world. It can encompass people occupying various roles and functions such as principals, deputy and assistant principals, leadership teams, school governing boards and school-level staff involved in leadership tasks. The Concept of Leadership The concept of leadership dates back to antiquity. According to Bass (1981), the study of leadership is an ancient art. Discussions of leadership appear in the works of Plato, Caesar, and Plutarch. Additionally, leadership is a robust concept that occurs universally among all people regardless of culture, whether they are isolated Indian villagers, Eurasian steppe nomads, or Polynesian fisher folk. Theories of leadership abound. They include approaches such as the great man theory, which suggests that, for example, without Moses the Jewish nation would have remained in Egypt and without Churchill the British would have acquiesced to the Germans in 1940; trait theories, which contend that leaders are endowed with superior qualities that differentiate them from followers; and environmental theories, which assert that leaders emerge as a result of time, place, and circumstance. Regardless of the theory used to explain it, leadership has been intimately linked to the effective functioning of complex organizations throughout the centuries. The traditions and beliefs about leadership in schools are no different from those regarding leadership in other institutions. Leadership is considered to be vital to the successful functioning of many aspects of a school. Concerning on school leadership, many definitions involve the process of influence. As YuKI has phrased it most definitions of leadership reflect the assumption that it involves a social influence process whereby intentional influence is exerted by one person [or group] over other people [or groups] to structure the activities and relationships in a group or organization (Yukl, 2002). The term intentional is important, as leadership is based on articulated goals or outcomes to which the process of influence is expected to lead. Leadership is a broader concept where authority to lead does not reside only in one person, but can be distributed among different people within and beyond the school. Peter.G. Northouse also defines leadership as a process whereby an individual influences a group of individuals to achieve a common goal and identifies the central components of leadership: (a) Leadership is a process; (b) leadership involves influence, (c) leadership occurs within a group context, and (d) leadership involves goal attainment (Northouse, 2004, p. 3). For the purpose of this study, leadership will be defined, in Bolman and Deals terms, as a process of mutual influence fusing thought, feeling, and action to produce cooperative effort in the service of purposes and values of both the leader and the led(Bolman Deal, 1997, p. 296 ). Leadership and Management The study of leadership and management has a long history. The concept of effective leadership prompts the question: by whose standards? Historically, school leaders have been portrayed as people in charge of a school who have the sole responsibility for leading those who work for them to success. This kind of school leader has the expectation that when he/she leads, others will follow. More recent views of leadership involve persuading other people to set aside for a period of time their individual concerns and pursue a common goal that is important for the group (Hogan et al., 1999). They express that leadership is persuasion, not domination; persons who can require others to do their bidding because of their power are not leaders. Leadership only occurs when others willingly adopt, for a period of time, the goals of the group as their own. Research from the last two decades has also shown a strong link between effective leadership and effective organizations (Bolman Deal, 1994; Boyan, 1988; Griffiths, 1988; Lezotte, 1997; Sergiovanni, 1995). Hogan et al. (1999) assert that a growing body of evidence supports the common sense belief that leadership matters (p.34). Fullan (2002) expresses that schools need leaders who can change what people in the organization value and how they work together to accomplish it (p.34). Fullan (2002) continues by saying the schools need leaders who can create a fundamental transformation in the learning cultures of schools and of the teaching profession itself (p.18). Beach and Reinhartz (2000) note that leadership is essential to promoting student achievement and creating a vision of success for the total educational program (p.72). A causal and definitional link exists between leadership and team performance, Hybels and Hodges (1999), who also note that leadership is about serving and starts on the inside and moves outward to serve others. Such leadership has the interest of others in mind, nurtures growth and development in others, is willing to listen, and thinks less about self while held accountable for performance. Lambert (1998) suggests that leadership involves learning together and constructing meaning and knowledge collectively and collaboratively to reflect on and make sense of work in the light of shared beliefs and create actions that grow out of these new understandings (pp.5-6). One of the most influential calls for educational leaders is to develop a vision suitable with the standard of the district .The school leader develops a vision of learning from the culture of the organization and establishes a mission for the school community. The vision is the primary and major influence on both the mission and the culture. Vision can be defined as foresight and forethought. It is the dream of where the school principal wants the school to be in the future. If it is a shared vision, it exceeds what the principal wants; it is now what the staff, students, parents and community leaders want. Every vision should be followed by a mission. Deal and Peterson (1999) wrote that the mission is the focus of what people do (p.23). The culture in a school reflects the vision and the mission of the school. In defining culture, Deal and Peterson (1999) state that it consists of the stable, underlying social meanings that shape beliefs and behavior over time (p.3). The vision is the dream; the mission is how to achieve the dream; and the culture is impacted by the realization of the vision as the mission is accomplished. Culture involves values, beliefs, mores, tools for establishing goals, and the way in which people are valued or devalued. Smith and Andrews (1989) explain that communication of vision is perhaps the most important way for principals to exert effective leadership-to leave no doubt about school priorities These principals know what to expect for the school and students and are able to infect others with that dream, a positive and beneficial contagion. Perhaps these principals can do nothing more important for their teachers and staff than to create a process for forging and reworking the vision or mission of the school. Traditionally, schools have not been places where adults can easily share the collegial relationships that are essential to leadership, as distinct from management, and teacher empowerment. An effective school principal demonstrates a strong interest in promoting collegiality and shared leadership, an interest in shifting the norms of the schools culture from the traditional to more collaborative ways of working together (Owens, 2004, p. 274). Powell (2004), in her research on the behaviors and practices of successful principals working with at risk schools, found that the school vision, mission and culture are important to the success of the school. She found that it is difficult to separate the three because one supports and affects the others. She also found other research that supports this claim. For example, it is the vision of the school that leads the way to accomplishing the goals of the school (Uchiyama Wolf, 2002). Dufour and Eaker (1998) state that the shared vision motivates the staff to work together and gives a sense of direction for what they want to accomplish in the future. The vision of the school principal influences the mission of the school. Papalewis and Fortune (2002) also cited examples of successful schools in which the goals that reflect the mission statement are displayed in every classroom. In these schools everyone knew the direction of the school and the posted goals in the halls and classrooms reflected their knowledge and commitment. In successful schools, there is a culture that shows everyone focused on teaching and learning. Connell (1999) described these schools as a place where everyone is involved in the work of the school. During Connell(1999) study about high-performing and high-poverty schools, Connell(1999) found that a staff focused on engagement in the school is an important aspect of school success. Connell ( 1999) stated: Of primary importance is the principals engagement in a school. There is no high-achieving school where the staff is not serious about their work and where they are not focused. One can sense that people in a building are moving in the same direction. Everyone knows their job and why theyre there even the lunch-room aide. In low-achieving schools, everyone is an island unto themselves. Clearly from the research, the vision of the principal is the key element of school leadership. With a vision, the leader is then able to influence the mission of the school and create a culture of learning that will promote success for all students. Hughes (2004) further explains a schools culture. He states a schools culture is a representation of what its members collectively believe themselves to be: It is their self-concept. It reflects what they value and what they express to others as being important around here'. Culture is a shared reality constructed over time; cultures may be cohesive or fragmented, strong or weak, and functional or dysfunctional depending on the degree to which the same reality is shared by organizational members (Morgan, 1986; Sergiovanni, 1990). It is clear that schooling has reached a turning point and the need for cultivating creative cultures is at hand (Hughes, 2004). The principal has emerged as the energizer and facilitator of this process. Purposeful direction depends on the leaders ability to inspire the creative contribution of all members of the organization. Leadership must become reciprocal as leaders and followers raise one another to higher levels of moral consciousness and improvement of social order. Creative leaders recognize that excellence is facilitated through a bonding of purposes and values rather than through imposed structures designed to streamline, predict and quantify set objectives. Blumberg (1989) explains that the successful principal applies the craft of administration by balancing the art of leadership and the science of management to improve curriculum, instruction, and other important elements of school. He adds that by purposefully adding elements of a specific school setting into the general model, a principal can categorize and assess important site-specific school improvement actions. School leadership has become increasingly more complicated and vital to ensuring school success and soliciting substantial participation from faculty, staff and students. In responding to higher standards of increased student progress, school leaders recognize that they alone cannot be the sole instructional leaders but must coach, mentor, and empower faculty and staff in the pursuit of reform and renewal. As school leaders continue to adapt to their changing roles, effective leadership skills will be essential and the real challenge is providing the type of leadership skills necessary to assist schools in expanding their traditional boundaries (Green, 2001). Lambert (2002) notes that for decades, educators have understood that they are all responsible for student learning, but more recently administrators have come to realize that they are responsible for their own learning and the learning of their colleagues as well. School Leadership Contributes To Student Achievement Since we are focusing on the extent to how the of principals leadership and management style and behaviors affect the school academic achievements. A number of studies have been conducted to develop effective schools towards the achievement of better student outcomes as well as to identify the relationship between school effectiveness and school improvement. There are two related lines of research demonstrating the influence of school leaders on school improvement. The first line of inquiry is what is known as school effectiveness research which identified the characteristics of effective schools that influence the high-achieving schools particularly students achievement. The second line of research is what is focused primarily on the principals role in developing instructional programs which have mainly contributed to create more high-achieving schools. Now, let us focus on the first line of inquiry which primarily emphasizes the features of effective schools movement, leading to increase students achievement. The Coleman Report (1966 ) demonstrated that the school had little or no effect on student achievements, concluding that family background was the key factor influencing the student achievements. Following this report, many researchers in the 1970s and early 1980s intensively conducted similar studies and reacted sharply to the report (Edmonds, 1979, Walberg Scott, 1979; Austin, 1979). In contrast to Coleman report, Edmonds (1979) argued that school leadership behavior is critical in determining the quality of education. Further, on the basis of his research on instructionally effective schools in Detroit and a review of previous studies involving effective schools in New York, California, and Michigan, he has concluded that school factors have predominantly contributed towards the creation of instructionally effective schools. These factors are: (1) strong administrative leadership; (2) high levels of expectations in student achievements; (3) an orderly but not oppressive school cl imate; (4) a focus on pupil acquisition of basic school skills; (5) conducive atmosphere to the instructional process; (6) means of student progress monitoring; and (7) resources that can be focused on the fundamental learning objectives of the school. In line with these findings, Austin (1979) suggests that an effective school which can promote student outcomes need to provide a climate that stimulates ideas and facilitates the exchange of ideas with colleagues. Purkey and Smith (1985) have identified school leadership as one of the major factors in improving academic performance. For the purposes of seeking the perceptions of school communities on factors which mostly help the schools to

Performance-Based Funding In Higher Education

Performance-Based Funding In Higher Education Performance-based funding in the context of Higher Education System: Pros and Cons Abstract Performance-Based Funding once very popular in 1980s. However, when more other funding approaches been found out, Performance-based Funding no more a mainstream funding approaches. Recently, this funding approach has back to the stage, especially in the educational field. In this paper will explain about the pros and cons of this funding approach in the context of higher education system in Malaysia. Keyword: Budgeting, Educational Funding, Higher Education, Performance-based funding 1. Introduction Performance-based funding is one of the funding approaches among numerous types of direct public funding of higher educational institution approaches. The other types of direct public funding of institution have funding of teaching through negotiated formula, demand-side vouchers, funding for specific purposes or combined funding for teaching and research, block grant funding and project funding zero-based budgeting, quality circle, six-sigma, and etc.(Salmi and Hauptman, 2006). Performance-based funding is the approach that budgeting based on the performance of individual public university. The performance of individual public university can be measure by using Performance Indicator, which is a set of specific expectation that need to be achieve by the public university. Examples of Performance Indicator are like student result or the number of student passing examination. 2. Main Body Performance-based Funding is currently in the progress of implementation by the Ministry of Education in Malaysia toward all the public university in Malaysia. Implementation of the Performance-based Funding has brings some advantages to both Ministry of Education and public university. In this paper, some of advantages will be shown in clearly and briefly. 2.1 Help in Save Budget First at all, Performance-based Funding can Malaysia Government to save budget. Budget always is a hot issue in Malaysia, not only the Ministry of Education but the whole Malaysia Federal Government. For example the Malaysia Budgeting 2015 that release on 10 October 2014, after the Budgeting Plan is release, many different voices are talking about this Budgeting Plan, some are appraisal, and some are critics. Under the pressure of critics, Performance-based Funding can help release part of the pressure by saving the budget in Educational Fund. According to the study of World Bank / EPU, Performance-based Funding could save up to thirty percent of the budge. In Malaysia Budgeting 2015, budget for Ministry of Education is RM 56 billion (National News Agency of Malaysia). Save up to 30 percent of the budget, which means is about RM 16.8 billion. A reducing of such big amount of budgeting can be a great counter attack toward all the critics from outside. 2.2 Resources Allocation Another advantage following saving budget will be resources allocation. Based on the same example on previous paragraph, Performance-based Funding could release about RM 16.8 billion of budget from the Ministry of Education. This unallocated budget can be uses in many different ways, such as increase allowance for the staff of university, as a reward for high performance university, increase loan to students and any other way that can further improve the quality of public university in Malaysia. Besides using the unallocated fund in Ministry of Education, the unallocated fund that free by Performance-based Funding can be uses in other Ministry or field in the purpose of developing the strengths and infrastructures in Malaysia, so that Malaysia can become a developed country in 2020. 2.3 Motivate University to Work Hard. The implementation of Performance-based Funding will not only bring advantages to the Ministry of Education or Malaysian Federal Government, it also brings advantages to the public university. Performance-based Funding will motivate the public university to work hard. The Performance-based Funding will budgeting an individual public university according to the performance of the university on the Performance Indicator. Hence, to get more fund or budget, university will do harder on improving their performance on the Performance Indicator, such as the CGPA of student, number of student get first class honors, number of student passing particular examination, and etc. These Performance Indicators will be set and measure by the Ministry of Education, so that the Ministry can funding and rewarding based on the achievement on these Performance Indicators. 2.4 Avoid Vicious Competition Another than motivate the university to work hard, Performance-based Funding will help avoid the vicious competition among public university. Competition can be a double-edge in an organization, a suitable level of competition among colleague can improve the performance of organization. However, when vicious competition occurs, it will bring bad effect toward the organization. Same case in public university, to get more budgets from the Ministry of Education, university competes with each other to attract the attention of the Ministry, so that the university can get more funds. In many times, this competition between public universities will become vicious competition; this will bring bad effect toward the development of Malaysia, and the staff and student will become the victims of this competition. This Performance-based Funding could avoid the vicious competition, the funding will based on the performance of the university. In this condition, university will focus more on the achievement on Performance Indicators, and the universities will not have time to compete with each other. In other word, compete with other university do not bring any help in improving the performance of university. 3. Discussion Same like other funding approaches; implement of Performance-based Funding will not only bring benefit, it will have some side effects or disadvantages. Some of the disadvantages will be discuss at here. 3.1 Performance Indicators One of the main disadvantages of Performance-based Funding is the standard of the Performance Indicators. Performance Indicator is the specific expectation that will set up by the Ministry of Education. However, the problem is what standard this Performance Indicator should follow; this is because each university has own standard, own level, own expert field, and most important different number of students due to geographical condition. This means, a single set of Performance Indicator cannot fulfill all the standard of university; but it take more time, cost and human forces to set up and measure specific Performance Indicator to every and each of the university. Besides that, setting up a set of Performance Indicator for university may affect the behavior and the decision making of the particular university. When there is a Performance Indicator, university will be more likely to focus on those Performance indicators. University strategies, planning, decision making may become aggressive in making achievement in the Performance Indicator and may ignore other aspect of Teaching and Learning Process within the university in the purpose of getting more budgets. 4. Conclusion In a nutshell, implement Performance-based Funding in the higher education system has pros and cons. However, this funding approach has more advantages as compare to the disadvantages. Hence, Performance-based Funding is suitable to implement in higher education system in Malaysia. 5. References Abd Rahman Ahmad, Alan Farley. (2013). Funding Reforms in Malaysian Public Universities from the Perspective of Strategic Planning. (pp. International Conference on Innovation, Management and Technology Research). Malaysia: Elsevier Ltd. Nicoline Frà ¸lich, Evanthia Kalpazidou Schmidt ,Maria J. Rosa. (2010). Funding systems for higher education and their impacts on institutional strategies and academia. International Journal of Educational Management. Reelika Irs and Kulno Tu ¨rk. (2012). Implementation of the performance-related pay in the general educational schools of Estonia. Employee Relations. Tam, M. (2014). Outcomes-based approach to quality assessment and curriculum improvement in higher education. Quality Assurance in Education.