Higher Education Must Rise to the Challenges and Opportunities Presented by COVID-19

One thing that we have all begun to appreciate since the arrival of the Corona-virus Pandemic has been the importance of scientists and those that support them. It is clear to the world that until there is a vaccine there is no real chance of bringing the situation under control. Governments have endeavored to wrestle with the need to minimize risk and deaths, and social distancing has become a key aspect of those efforts. Progress is being made, but it is often fitful and patchy, and there is always the ever present danger of further peaks of infection if we ease up too quickly, or simply resume life as it used to be before the arrival of COVID-19. The reality is that the ways of behavior, of interaction and doing business need to change and already there are signs of a new normal emerging, one that is predicated on the need to be cautious, vigilant and aware of the fact that anyone can catch the disease, and that anyone can spread it. Yet for all that, there is a pressing need to try and return to some form of normality, mindful of the fact that the disease remains a very real danger.

One sector that has found itself severely disrupted by the Corona-virus has been that of higher education. Universities and colleges have been closed, academic and support staff left in fear for their futures, and students’ studies interrupted, and exams cancelled or postponed indefinitely. It is as if the pause button has been pressed on the entire sector, and yet this is the very sector that provides those scientists and others that will tackle future crises. Looking at the higher education sector it soon becomes apparent that the current paralysis need not exist, with a little imagination, and some technical know-how learning can continue. Granted the traditional face to face teaching that we have all been used to cannot go ahead at present, but various technological platforms mean that academics and students can interact in a controlled and professional manner. Already hundreds of institutions around the world have realized that they can justify their existence by conducting online teaching, with staff finding the process something of a revelation. Naturally, there have been a few technical glitches and teething problems, but once these have been ironed out all concerned seem to feel that the process is beneficial and what is more know that learning is being maintained and advanced.

So, what are the challenges for such a process in Bangladesh? Well, one of the greatest hurdles to surmount is the psychological one in respect of resistance to change. Some academics and many members of leadership and management teams are not particularly tech savvy and do not entirely grasp how online learning platforms might work. There are understandable anxieties about the need for training, and the development and availability of suitable learning resources. Such processes require total commitment, and that means that staff think through what material is made available and how lessons or units develop along with the learning objectives and assessment tasks. Many staff have little or no experience of such learning and so fear being exposed by such a process. Everyone needs to engage in some heuristic learning – learning by doing, and overtime ambivalence or hostility to such learning evaporates, and it can often be found to be a iterating experience. What is more institutions are finding that they can develop units and courses that can be easily offered to students who for whatever reason actually prefer distance learning. With planning and the appropriate monitoring and checks and balances, and of course safeguards around privacy etc. there is potential to tap into a way of learning that is undergoing exponential growth across much of the world.

For such learning to be effective in Bangladesh it is paramount that all students have access to the learning platforms, and this might well mean that tablets and other devices become a standard learning tool, one that is issued to all students and if necessary built into the fee structure. Rather than viewing such technology as a cost, it is needs to be seen as an asset, one that helps facilitate and optimize learning. It is vital that internet connectivity is improved and consolidated, something that is integral to the national economy. So, with this in mind, there are some questions that need to be asked of each and every HE institution:

1) What learning is available online?

2) What plans are afoot to develop online learning?

3) How often are staff given training to support the introduction of online teaching?

4) What funds have been budgeted for the development of online learning? If not, why not?

5) What is being done to ensure that all students can access the online learning platform?

6) What lessons are being learnt from what is being done internationally?

7) Who are the Online Learning change-makers in the institution, and are they being adequately supported?

8) What are the chief concerns about online learning and how might these be addressed?

9) Are various stakeholders being consulted in order ensure that the system works efficiently and effectively?

10) What mechanisms are in place to protect IT systems from viruses and hackers?

11) Could time and resources be saved by holding more meetings via online meeting platforms?

12) How is online learning being recognized and celebrated?

There are very real opportunities at the present time to innovate, not just for the time of the Pandemic, but for the future. The most forward-thinking institutions have already recognized that this is a golden opportunity to embrace positive chance, to ensure the sector is both relevant and dynamic. No one is saying that it is easy, but it certainly can be exciting. When people embrace change and are helped to adapt to it remarkable things happen. Now is the time to harness the country’s considerable IT talent to ensure that it becomes trans formative in the field of higher education and beyond. Quietly and relentlessly a revolution is taking place, one that will broaden all our horizons about what learning and indeed the world of work can become. Looking further afield we will notice that resistance is futile, change is already happening, it is just that the situation arising from the Corona-virus has speeded things up. No one should be in any doubt that there will be challenges, but the simple fact is that these are far outweighed by the opportunities.

Permissive Education Is Doing Irreparable Harm to Our Kids and Teens

What a kid wants, most of the times, is not what he/she needs. Adolescence is often thought of as a turbulent period – a period of rebellion from authority. Kids and teens have a distorted vision of themselves or of the world. It is not uncommon that they managed to create an insular world in which they can pretend to be utterly detached and uninvolved. They love vampire romance, gothic paraphernalia, and other weird things. Is this really the normal state of affairs? What is going to force them a moment of clarity? What they do need are order and routine, which could affect virtually every aspect of their lives. By order, I don’t mean military discipline. What I do mean is organization, which is best indicated indirectly by saying that order is the result of having purpose. Personality has a lot to do with self-esteem.

During the 50s and 60s, there was consistent discipline between home and school life. Today, home life isn’t structured and the school day isn’t structured. Parents are too permissive with their children. Without structured education settings, the younger generation can’t learn the direct connection between its actions and its abilities. Everything builds on everything else. However, the critical pedagogy told us that we should educate our kids for social justice. Following Rousseau and A. S. Neill the new pedagogical ideal is the progressive education from the beginning. Who knows what deep psychological wounds you might inflict? Kids need freedom. They like to play in classroom and doing games. They don’t need textbooks anymore. As a result, they are learning next to nothing. They are doing less and less homework. They are not prepared to work in groups. At the same time, grades begin to fall, and the kids blame the teacher. Lack of effort is socially valued in school. In fact, kids are being reinforced for the littlest things.

Some years ago, when I was teaching in an urban school, I met kids who wanted to receive praise for every little trivial thing they did. The fact is, we should be praised only when we did something significant. Progressive pedagogues do not make education flexible, they abandon it. They abandon the child to incoherence, to boredom, and to laisser-aller. School should be a real-world experience. Kids are going to face a rude awakening later in life.

Only an organized setting allows young persons to learn and to develop their talents. Indeed, no educator should tolerate impudence. I do not defend the Victorian attitude to children. Certainly, a child needs love, and a lot of it. But the excessive permissiveness of modern parents and of modern school is surely doing more harm than good. The psychologists and pedagogues have much to answer for. I believe tough love is the recipe for success.

Teacher Education Philosophies

It is important for every teacher to have a personal philosophy of teacher education based on a set of values and principles. It should reflect the person’s ideologies and philosophies of teaching and the overall development of the children. It becomes a crucial element in guiding the children towards a successful life.

The most famous and important people who contributed to the development of the world had personal, deeply insightful educational philosophies on their own. Albert Einstein, Paul Freire and Rudolf Steiner were some people who wrote and followed powerful educational philosophies in their careers.

John Dewey, one of the most prominent educational philosophers, in his book ‘Democracy and Education’, even devoted an entire chapter on teacher education philosophy and talks about various aspects that play a formative role in the education of children. Philosophies of teacher education can be classified as Liberal, Behaviorist, Progressive, Humanistic and Radical. Each of these has specific purposes in education and defines the role of a teacher and his relationship with the learner, in the unique perspective of particular philosophical contexts. The liberal philosophy aims at developing intellectual powers, while the behavioral ideologies focus on the survival skills of a human being and the role of education in teaching them. The Progressive philosophy motivates cultural development of an individual in order to bring about societal change, whereas the Humanistic trends look at the overall development of the personality and characteristics of an individual. And the radical philosophers are interested in beneficial changes that should happen in a society from time to time, and the role of education in bringing about political, social and economical changes.

Teacher education philosophy is now used as a major marketing strategy by teachers and has become an essential component of a teacher’s resume. This has evolved to become part of the teacher’s personal profile, which outlines all of his essential skill sets and unique qualities, and highlights his specialties.

Acronyms in English Education

As an English teacher from Canada living overseas I am often asked if I teach ESL. I actually teach EFL and there is a simple explanation in that ESL (which is English as a Second Language) is when English is learned and taught in a country that is an English speaking country. On the other hand EFL, (English as a Foreign Language) is taught and learned in non-English speaking countries. So, learning English in Japan would be EFL and learning English in Canada would be ESL. There have been comments that many students of English in ESL programs already are in possession of a second language, however the “a” in ESL negates that argument. An acronym that has grown in common use, particularly in the UK, New Zealand and Australia, is ESOL (English for Speakers of Other Languages).

When educators are studying to become an English language teacher, there are several options to the student of language pedagogy. An organization named TESOL which means Teachers of English to Speakers of Other Languages, was formed in the mid 1960’s in America and is now designated an NGO (Non-Governmental Organization) by the United Nations is dedicated to English language pedagogy. However TESOL also means Teaching English to Speakers of Other Languages. There are even degrees in TESOL offered at the undergraduate and graduate levels. There is also TEFL, Teaching English as a Foreign Language and TESL Teaching English as a Second Language that may even be offered at the certificate or diploma levels. There is also the CELTA (Certificate in English Language Teaching to Adults) and CTEFLA (the Certificate in Teaching English as a Foreign Language to Adults) replaced the RSA (Royal Society of Arts) Certificate. In addition to the American based TESOL that is an NGO, many groups also implement the acronym in their organizations where language teachers support them, such as KoTESOL (Korea TESOL) and CamTESOL (Cambodia TESOL).

As for testing the abilities of the students of English, there are several. The biggest that is put on by ETS (Educational Testing Service) is TOEFL (Test Of English as a Foreign Language) that is the largest English norm-referenced test, and within the TOEFL it has its own acronym within which is the TWE (Test of Written English). And, the TOEFL has several versions, the CBT (Computer Based TOEFL), the iBT (internet Based TOEFL) and the PBT (the Paper Based TOEFL). The other major language test that ETS puts on is the TOEIC (Test Of English for International Communication). There are several other testing options available and they include the IELTS (International English Language Testing System), the YELT (York English Language Test) and MELAB (Michigan English Language Assessment Battery).

Continuing Education

The most successful Internet businesspeople know the value of continuing education. For many, the term “continuing education” brings to mind college classrooms and long bookstore lines. However, the wisest Internet entrepreneurs see education in their everyday lives. They learn from their mistakes, draw on the success of others, and rely heavily on those around them.

Learn, Don’t Blame

Unsuccessful people will blame everyone else for their lack of failure instead of taking a harder look at themselves and their own methodology. “Internet millionaires learn a lesson from the things that don’t work,” says Matt Bacak, a successful Internet entrepreneur who coaches others in business and marketing strategy. “They use that education to better their efforts.” If you want to be successful, you need to turn every loss into a win. Every mistake is an opportunity for education.

Attend Seminars

Business-oriented seminars are held often in nearly ever city in the country. Attending seminars gives you the latest, up-to-date information on what is working for others, what isn’t, and what trends are hottest. They also provide an excellent opportunity for networking with other entrepreneurs.

“I go to a lot of marketing seminars,” Bacak says. “I know that the key to my business is marketing and I know that I can never learn too much. My most valuable learning experiences have come from seminars. If a seminar only gives you one nugget of information, one viable idea, it can make you money. That’s worthwhile.”

Model Success Stories

Why reinvent the wheel? Thousands of successful businesspeople have come before you, and they have a wealth of knowledge to impart. “Internet millionaires model other Internet millionaires,” says Bacak. “They apply the approaches of those they admire to their own products.” Tried and true techniques already exist. The smartest entrepreneurs are those who aren’t closed off to the methods of others. By buying products or subscribing to newsletters published by businesspeople who already have a proven record of success, you can learn to adapt your own methods to model theirs.

Build a Team

“You can’t do this alone,” says Bacak. “You have to have faith in yourself, and you have to have drive. But you also have to have faith in others.” Bacak says that it is essential to build a solid team around yourself, consisting of peers, friends and family. “Getting rich is a team sport,” he explains. “I did not get to where I am today all by myself.”

Why Education Is Important

Education refers to the systematic process of gaining knowledge and skills through study and instructions. The person providing the instruction is known as teachers. And, the person who receives knowledge is called a student. It is important because it is used to mitigate most of the challenges faced in life.

Education, if looked at beyond its conventional boundaries, forms the very essence of all our actions.

It is a very vital tool that is used in the contemporary world to succeed.

The knowledge that is attained helps open doors to a lot of opportunities for better prospects in career growth. Education is not all about studying and getting good marks. It is a means to discover new things and increase our knowledge. An educated person has the ability to differentiate between right and wrong. It is the foremost responsibility of a society to educate its citizens.

Focus should be on women’s education because the knowledge and empowerment of one woman can bring about a change in a family and even the society as a whole. It is said,” You educate a man; you educate a man. You educate a woman; you educate a generation.”

A person becomes perfect with education as he is not only gaining something from it, but also contributing to the growth of a nation. We must aim to ensure that each citizen of our nation is educated and independent.

An educated person is an asset for any country. We must realize the importance of education. In today’s world, human capital is considered the best national resource. On one hand, he can explore better opportunities for himself, and on the other hand, the entire nation would get benefited from his works. We must realize its importance. The power to change the mindset of people is Education.

Developing a country needs awareness and practicality. What is the use if we are educated, yet are not able to apply our knowledge? Even people with high grades are not able to answer a simple question like ‘Who is the President of India?’. People get educated to develop themselves. Awareness and usage of person’s brain brings about 85% of development… education brings the rest! It results in raising income, improving health, promoting gender equality, mitigating climate change, and reducing poverty. In short, it has the power to make the world a better place. These days the concept of day boarding is also getting up. It helps parents to continue their jobs and children can get the best education at the school and they can develop as a better person.

The Purpose of Education – Creating Responsible, Productive Citizens

“The whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying it afterwards”. – Anatole France

The purpose of education is to create responsible, productive and socially contributing citizens – people who can provide for their own families as well as contribute to their communities. As Toffler says, education in the 21st century should allow people to learn, unlearn and relearn. But I am not sure our schools and colleges are committed to this.

Education is one of the most unscientific human endeavors. You do well in school to get into a good college and earn a good degree. A good degree is supposed to be a passport to a good job. Based on your educational qualifications, you can climb to a reasonably high position without having to demonstrate any exceptional ability.

Beyond that, however, you may have problems. There is no established link between your performance in school and your performance in a job. Even more importantly, there is no link between your performance on the job and your performance in life.

To be true to purpose, education should support a child develop three fundamental capabilities:

1. Discover, develop and continually evolve a vision to become a useful member of society:

Many of us have an advantage – our parents envision our future for us, driving us to work towards achieving this vision. However, this is not as common among the poor. The education system has to step in to help everyone create this vision, and to build even the poor child’s confidence to pursue the vision.

Balaji Sampath, who runs Eureka Child – an NGO committed to improving literacy and math ability in government schools, told us a touching story in this context. Coming back from the US to do something meaningful in education, he immersed himself in local issues by spending a few months in a village. He was in a village classroom when a child asked the teacher whether it was possible to travel to the moon. “You and I cannot fly to the moon,” the teacher answered. “But scientists in the U.S. can…” We must stop robbing our children of goals and dreams.

2. Understand that questions are more important than answers:

Our education system places undue emphasis on providing answers – often to questions that children do not have. In other words, too often we teach children concepts without context; we need to show them why learning is important. We need to focus on awakening kids’ natural curiosity and teaching them to love learning. A good way to do this is to place children in natural experiences or in games where they can ask questions. In these settings, learning is immediate and strong. Learning can be a structured discovery process, offering students varied learning outcomes – just as our situations and decisions later in life offering different outcomes.

For example, an NGO in Mumbai went to schools with an experiment to teach students about water conservation. The pupils measured the amount of water consumed while brushing their teeth with the tap open, and then again with the tap off. Imagine, if we all learn this type of lesson in school, how we can apply the principles to so many other aspects of our home and work later in life.

3. Learning to Learn:

The world is evolving too fast for schools and colleges to keep up. What is being taught is inadequate and outdated, or will be soon. It is important that children are encouraged to discover answers on their own – through the Internet, through experimenting and by having access to experts on the cutting edge of every field.

It is important that students learn the scientific method –

(a) creating a hypothesis based on observations,

(b) designing and conducting experiments to prove or disprove these hypotheses and

(c) arriving at conclusions while recognizing that the conclusions could change with additional information.

With the level of knowledge available in the world today, it is also important to exercise judgment what to learn, and how and when you need to learn it. We need to teach kids when to rely on their own judgments,, and when to rely on the expertise of others. Our children must learn that even when you outsource the effort, you retain responsibility over the result.

What do you think? Do you agree with these ideas about the critical capabilities that our children need? Is our educational system addressing this? Do share your thoughts and experiences with all of us.

Micro-Management: The Case of Education

There are three bases to an institutional effort; educational, commercial and welfare. An educational institution is formal arrangements of educators, children, and parents to create an effective learning environment for children. The educational environment aims to target all aspects of learning; knowledge dissemination, morale improvement, character building, and like. In this paper, we will discuss, briefly, the meaning, source and effects of micro-management on educational institutes. It is our hope that readers will be focused more towards quality way of teaching after perusing this humble effort.

Micro-management in teaching is managing or controlling learners with excessive attention to minor details and providing rapid criticism on mistakes, over and over. Micro-management kills intrinsic motivation of learners; consequently, self-motivated, self-regulated, and self-directed learners are a missing phenomenon of micro-driven setup, unfortunately. Micro-management disregards the significance of cooperation dimension during learning; as a result, the teamwork aspect is dilapidated, eventually. Micro-management fails to respect the self-esteem of every learner of the institute; subsequently, frustration becomes commonplace among students. Last but not the least, micro-management fails to recognize latent talents of learners and focuses on goals only, disregarding means; and so, it fails to address learners’ passion and discipline, properly.

Curiosity and creativity are essential elements of any excellence in human life. The two elements find their groundwork at the individual’s dominant area of thinking or intelligence, for example, some minds excel in logical reasoning, some in emotional/artistic depiction, etc. Generally, every individual is curious and creative by nature. Education is the name of providing knowledge, imparting wisdom and preparing students for practical life. Curiosity is inquisitiveness for knowledge and understanding while creativity is the birthplace of wisdom and innovation. Educational institutions play the role of motivating curiosity and encouraging creativity in students considering their respective intelligence. Presence of micro-management in the system overlooks curiosity of learners, gradually, and suppresses their creativity, ultimately.

The miscarriage in the outcome of expectations of a system can provoke micro-management in the administration or teachers. Failing to discover where the problem truly lies, the supervising bodies begin to reproach students for poor performance and, as a result, find refuge in rigid approach to teaching, such as micro-management. As far as the letdown is concerned, the issue might be in the scheme and structure, and not inside learners. Sometimes, teachers express micro-management, unknowingly, simply due to ignorance of quality education. Either way, it is noteworthy, micro-management can direct, slowly but surely, the system towards corrupt-management – the worst type of management. It is destructive for all; affiliated public, learners and economy.

It is a prerequisite for developing a fruitful environment in class that educators are aware of the true meaning of education and proper way of teaching. Assimilating the path of micro-management leads to alternative or conventional teaching methods. These methods or techniques are not productive, even unfavorable, in the long-run. For instance, knowledge of books is given excessive attention such that concomitant objectives of learning, such as capacity building, physical education, intelligence, and insight are overlooked or postponed. Consequently, students, who are adaptive of their elders’ way of discernment, can disregard the importance of such objectives and activities. Sometimes, rote learning is massively imparted to gain quick results. The incentive to teach in order to gain appreciation from management/parents on account of outstanding class result doesn’t entirely serve the purpose of education. A true teacher understands this and prepares the learners not only for the annual evaluation to come, but also for their practical life.

The disciplinary counselling of students may require, sometimes, timely and comprehensive consulting by teachers/parents, but other missions of an educational institute demand, without exception, absence of micro-management altogether and implementation of quality education. Quality education or teaching aims for the inner gusto of learners, so more and more self-motivated students emanate, undoubtedly. Quality teaching recognizes the importance of cooperation and pays special attention to synergistic learning, now and again. Quality teaching never fails to respect each and every knowledge-seeker and addresses their issues in a timely manner. Lastly, quality teaching approves of the cause-effect duality and focuses on both – goals and means – for proper coaching of learners’ discipline and ambitions. It is noteworthy, the self-regulated, self-directed learners, later on, are likely to become leaders/entrepreneurs of the next generation. Therefore, the success of educational institutes, which is possible by quality way of teaching, is precursor of emergence of innovation and good leadership in any society.

Why Is Hunter Education Important?

Hunter education began in the late 1950’s with a very narrow focus on basic safety. It concentrated on topics related to conservation, knowledge of firearms, safety, ethics, and responsibilities. Since its inception, over ¾ of a million youth and adults have completed the course. Initially, it was voluntary, but in 1979 it became a requirement that all first time hunters successfully complete the course in order to purchase a license. This requirement exists in 49 states and all provinces in Canada. Presentation of a valid Hunter Education Card from one state will allow the purchase of a license or permit in other states, however, there may be additional educational requirements for hunting with archery, a handgun, or muzzle-loading equipment.

This course and other conservation activities are paid for by sportsmen. The Pittman-Robertson Act, also called the Federal Aid in Wildlife Restoration Act, was signed into law in 1937. The act provided funds for states to acquire hunting land, conduct research, manage wildlife populations and pay for hunter education programs by placing an excise tax on firearms and ammunition.

The course curriculum includes firearm safety which includes shotguns, rifles and handguns. It emphasizes the four primary safety rules that apply to all arms: (1) Always keep the muzzle pointed in a safe direction, (2) Treat every gun as if it is loaded, (3) Always be sure of your target and beyond, and (4) Keep your finger off the trigger until you are ready to fire. The course also places a strong emphasis on being a responsible hunter and on wildlife conservation.

These educational programs have made hunting one of the safest of all the outdoor recreational activities. In Ohio, in a typical year, fewer than 7/100,000 of 1% of Ohio hunters are injured with a gun or bow while actively hunting. In fact, you are at greater risk while traveling in your vehicle to and from your hunting location.

There are several ways in which the sport of hunting benefits our society. First, the license fees, self-imposed taxes, and hunting permits and stamps finance many wildlife management activities. Second, wildlife has benefitted from regulated hunting and habitat protection, resulting in more species of wildlife than ever before. And finally, there are the benefits to the hunter himself. For some, it is the solitude or the appreciation of nature, while for others it may be time shared with family or friends. Others may enjoy the challenge presented in outwitting a particular species.

As shown in this article, the Hunter Education Course not only provides instruction leading to safe hunting practices, it also funds wildlife protection, habitat, and management. It provides new hunters with the knowledge to challenge the great outdoors and the skills to do it safely.

How to Get Financial Aid for College Education for Single Mothers

Single mothers and mothers in the US can provide their family and children with a better future by securing a higher paid job. Well, this is possible only with the right kind of degree in hand earned at colleges. However, the road to success through education is quite tough as the costs associated with the higher studies at colleges are quite high, forcing many single mothers in the US to drop their higher studies in midway. High expenses apart, the additional crises of debt burden are there too, making college education an out of reach substance for single moms and mothers. Yet, there is a hope as the Obama administration has revamped grant programs for women, especially for single mothers or moms. This initiative has been taken towards empowering women and single mothers in the US so as to find them a better opportunity and make their lives better, leaving past the adversities behind.

The Obama Single Mother Grant is one of the best ways to help with college bills to avoid financial crises. Single mothers or mothers from low-income or no-income households can receive up to $5,000 as an educational benefit through The Federal Pell Grant program, also known as the Single Mother Grant. The US Department of Education monitors the entire program and pays out the financial assistance for higher studies for mothers through state-run organizations, participating colleges, action community agencies, charitable organizations and non-profit organizations. Always remember that female participants can easily receive free financial assistance through Obama approved government grant compared to male participants.

Considering Pell Grant, it is a need-based program; hence, it always aims at favoring the needs of single mothers. The federal Pell Grant offers you a great opportunity to escape the higher repayment rates of loans. Besides, it does not have to be repaid like loans. Earlier known as Basic Education Opportunity Grants (BEOGs), Pell Grant offers around $5,500 to the eligible single mothers for college tuition fees, as well as study materials and housing expenses.

How to Apply for the Federal Pell Grant

Remember, you are not entitled to receiving the Pell Grant for more than one college you want to pursue your higher studies. In order to receive the financial assistance, it is essential to complete the Free Application for Federal Student Aid, or (FAFSA). A proper application process is not complete without the filing of FAFSA. Once the FAFSA is filed, your financial needs are evaluated based on the information provided on the FAFSA. After the FAFSA gets processed, you are likely to receive a Student Aid Report, containing your eligibility for the Federal Pell Grant.

If you are interested, you can contact your state agency to apply for the Pell Grant or visit https://fafsa.ed.gov/options.htm to apply online. Though it is a time-consuming process, benefits for college education earned through Pell grant is matchless.