This paper reviewed the perceptions of principals’ responsibilities in-loco-parentis in Nigerian secondary schools, using the theoretical method, applied precedent cases and administrative examples. This work also suggested that possible modifications may be needed especially where past laws of operations have been revised. This approach could allow for more harmony among parents, students, teachers and principals, in assuming a peaceful teaching and learning atmosphere, thereby discouraging unnecessary litigations based on unreasonable rules and regulations.

Key words: Principals’ responsibilities, In-loco-parentis, and Nigerian secondary schools

INTRODUCTION

            The term “in-loco-parentis” is a Latin derivative, which means “in place of parents”. It is universally acknowledged that principals stand in-loco-parentis to students, with corresponding privileges and responsibilities which they carry out on behalf of parents. The doctrine of in-loco-parentis applies “in place of parents”, principals having some rights and duties of parents. It is recognized that in terms of expressed contract, teachers, tutors, principals or principals have responsibilities of parents within and outside the school. This obligation is that while children are in schools, principals are made to assume the full responsibility of caring for the students (Akiri, 1990). This full responsibility assumed by principals and teachers is known as ‘the doctrine of in-loco-parentis’. On this basis, principals have a full right to mould the childrens’ moral character, assist them in mental and physical development, and cater for the fostering of the spirit of national consciousness in the children, who are in daily attendance in primary and post primary schools (Bendel State Gazette, 1988).

However, the right of principals in-loco-parentis is not absolute when considering the control they have over students in the Nigerian school system. It should be realized that when teachers and principals are not absolute in considering the control they have over students in the Nigerian school system within the scope of their duties in terms of reasonable and executing possible rules and regulations, the courts may assist in promoting proper and effective teaching and learning atmosphere in the schools. This is because the courts in democratic societies as in case of Nigeria, as it is all over the world viewed school officials as standing in-loco-parentis, allowing them to regulate the students in any manner since parents agree to delegate school principals the parental authority to control their children’s conduct in a manner which will be of the best interest to the children in the schools. Every Nigerian school has a set of rules and regulations meant to guide students towards good conduct and behaviour in order to maintain general discipline, peace and order, necessary for effective teaching and learning.

 

The Doctrine of In-Loco-Parentis

            Principals have the power, authority and responsibility for administering a school’s disciplinary programme. This power to control and discipline students for infractions is traceable to the age-old doctrine of in-loco-parentis (in place of parents). This position of the principals with regards to disciplinary control of students is well explained in the Corpus Juris Secundum (79 C.J.S. 493).

            As a general rule, a principals, to a limited extent at least, stands in-loco-parentis to student under his charge, and my exercise such powers of control, restraint, and correction over them as may be reasonably necessary to enable him to properly perform his duties as teacher and to accomplish the purpose of education; he is subject to such limitations and prohibitions as may be defined by law. The courts in the Nigerian school system viewed school officials as standing in-loco-parentis, regulating the students in and manner – subject only to the standards and restraints that parents would use in supervising the welfare of the child. For example, in Gott V. Berea College in the U.S. (1913), the justice held that:

            Principals stand in-loco-parentis concerning the physical and moral welfare and mental training of the pupils, and we are unable to see why, to that end, they may not make any rule or regulation for the Government or betterment of their students that a parent could for the same purpose. 

The implication of this statement is that courts ordinarily will not interfere with the authority of a school to make rules governing students’ behaviour unless such rules are unlawful, unreasonable, and capricious or against public policy. 

            The doctrine of in-loco-parentis had been based on the assumption that by sending their children to school, parents agree to delegate to school officials the power or parental authority to control their children’s conduct in a manner that will be of the best interest to the child. Alexander (1980), however, points out that today, this situation is drastically changing. Parents now argue that when the concept originated, education was voluntary and personal, the parent voluntarily committed the child to the authority of the teacher who usually spent the entire day with the child in a small classroom or school, thereby developing something akin to a parent/child relationship with the pupil. Most teachers today instruct children for only part of the day and have fewer opportunities to form close relationship in large classes and schools. It is in the light of this latter point the Ohio Department of Education in the United States has come to reject the idea that schools may act in place of the parents. The Department was of the view that to stand in-loco-parentis, one must assume full duties, responsibilities and obligations of a natural parent to a pupil. Alexander stated thus:

That students’ relationship to School and to parents are entirely different. The School/Child relationship is intermittent with different adults involved at different times of the day and year; they often at superficial levels and for short periods of time stayed with the child. Parents’ relationship on the other hand ordinarily incorporates deep feelings of mutual love and affection. For this reason, corporal punishments inflicted by parents would have an entirely different effect than the same punishment meted out by School authority (1981), p. 4).

What this mean is that the doctrine of in-loco-parentis is on the wane not only in the United States but also in Europe and even in Nigeria.

 

Principals In–Loco–Parentis  

Principals are also teachers in the Nigerian school system, who in their positions in-loco-parentis to the children in their charge, act reasonably in this capacity provided their actions are in accordance with general and approved educational practice, and provided that they take such case of their children as careful fathers would take, and they have little to fear from mischance of school life.

In a case, some grammar school students were playing, contrary to the school rule, with a cricket-pitch roller which can cover one of them. The parents sued the principal and the master in charge, claiming damages for negligence. The case was headed at LEEDS Assizes in March 1998 under Mr. Justice Hilbery’s summing up, who has a mastery exposition of the doctrine of a careful father. He said “it was not suggested for the plaintiff that anybody could reasonably say that a master must watch boys not merely in classes, but throughout every moment of their school lives”. Thus, a teacher has the right in-loco-parentis to control the child during and after school premises. A teacher is not only known and called that professional name “teacher” as it is with “doctors”. “Engineers”, “Pastors” etc within the system only but also outside the organizations. Hence, teachers as professionals should not be involved in any professional misconduct but to abide to the various codes of ethics of the teaching profession.

 

Freedom of Expression

            It is considered that in a democratic society, principals like other citizens should possess the freedom of expression. Principals’ freedom is curtailed that whatever is said may not lead to any disorder on the art of students and does not disrupt effective administration of the school.

Principals’ freedom of expression can be categorized into three areas:

-         Outside school environment

-         On school grounds, and

-         Within classrooms

 

Outside School Environments

            It is stated in Article 38 of the 1999 Nigerian Constitution (Nigeian Constitution, 1989) that every person is entitled to freedom of expression which includes that to hold possible opinions, receive and import ideas as well as, information without interruption from any person or group of persons. Principals are restricted by virtue of the fact that they are not as free as the ordinary citizen. An employee such as an educator who is in service undertake making reckless and false statements that can be of damage to a school system especially, where such interest of the school takes priority over the teacher’s freedom of expression.

On School Ground outside Classroom

            It is very clear that one’s utterances on the job is restricted to the disadvantage of the employee with such restriction makes it possible for principals to have more protection and control over educators. This allows teachers to be guided on the following:

-         Staffs are not expected to have labour meetings during school hours unlike meeting having to do with school.

-         Civic and charitable organizations could be given access during school period.

-         Meetings allowed for teachers after school hours are normally censored.

 

Within Classroom

            The fundamental human right of expression though guarantees freedom of expression but principals are still limited within reasonableness of the prescribed curriculum provided. The possibility of this surround the fact that the state provides a prescribed guideline through the Teaching Service Board called the curriculum which specified on what, who and how it’s to be taught. This is a public employee, and educator needs to be careful about the type of doctrine that is propagated especially when it has to do with biology, politics, sex, education and religion. This restriction is encouraged to allow the teacher focus on the curriculum directed on the audience so required. Consequently, if a teacher gets into a controversial and sensitive area, such a principal should be able to direct discussion by showing maturity and expertise so as not to loose sight of the goal.

 

Freedom of Association

            Freedom of association is very necessary for principal and it is likened to the freedom of expression which makes it possible for people who share the same values, norms and profession come together to examine issues affecting such organization. Article 39 of the 1999 Nigerian Constitution states that people shall be accorded the right to assemble freely and associate with each other. Thereby in particular the person may form or belong to any political party, union or other associations for both personal protection and interest. By virtues of being a public servant, principal cannot belong to secret cults, political parties or organizations that promote subversive activities. They are encouraged to collectively belong and promote their interests demands.

 

Search and Seizure of Students in Schools

            A principal acts in the capacity of in-loco-parentis in the absence of the national parents. School authorities are privileged to oversee the activities of student and in the process of performing such functions; some principals arrogate so much power to themselves by acting outside the reasonable scope of their duties. The doctrine of in loco-parentis does not cover a principal who misuses power by unnecessary confiscating the belonging of students where these have violated school rules by either wearing on active regarded as unconventional and shoes with heel plates that can disrupt the learning atmosphere of an institution. Article 35 of the 1989 Nigerian constitution, specify the right to fair hearing before one’s private property and liberty (Nigerian constitution, 1989), can be taken away. The relevance of this to educators and principals is to allow for all exhaustive remedies which enable teachers demonstrate their maturity and skills in dealing with criminal situations.

            Principal should be properly exposed to article 12 of the 1989 Nigerian constitution in the process of carrying out administrative duties either on school premises or off school premises. Both educators and proper provision of information in school property since their intentions are that of providing safety, conducive, learning and peaceful atmosphere, while the doctrine of in loco-parentis and sovereign community, are properly applied.

            The contrary is the case when off school property search is carried principal and educators can take the laws into their hands because the lack of the constitutionality by boldly going to search a property off school premises. There are normal channels that such principal must follow: Establish the issue with the police since it is a criminal offence and a search warrant is obtained.

            The police and the school authorities could go but the duty is strictly that of the police who can carry out the search. The principal’s control cannot be extended beyond school grounds, since it is not within the jurisdiction as specified in the scope of duties.

 

Corporal Punishment in Schools

            It is by definition subjecting an individual to torture, in human or degrading treatment or punishment. It is simply seen as mere inflicting of physical punishment on another person. The duty of the teacher is explicitly mentioned when the teacher is standing in proxy for the nation through his obligation to the state.

            It is also assumed that the limitation of how far teachers can go with students, especially when disciplining them within the scope of duties. It is not all teachers that carryout discipline except the one authorized by the principal. Therefore, either discipline masters or marshals are authorized to enforce discipline on the pupils. The possible reason that can be advanced for such are:

            The person carrying out the punishment is normally biased if the offence was committed against him / her.

-         There is vested interest and

-         Punishment could be regarded as malicious, arbitrary and capricious.

This assumption can be dangerous and when there is an unusual injury in the process of administering the punishment, it is difficult to convince others of non-biased punishment. This is why it is advisable to pass the punishment role to some neutral persons who cannot be accused of bias. This is established in a case on “teacher has authority to parents, students for acts / offences committed off school premises between O’Rourke V. Walker in Supreme Court of Errors of Connecticut, 1925, 102 com. 130, 128 A.25.

            Article 33 of the 1989 Nigerian constitution and5 of the United Nations charter specify that people’s right to be free from torture and attain personal liberty indicate that persons who have attained the adult suffrage may not be unnecessarily denied personal liberty based on educative and welfare purposes. (Nigerian constitution, 1999; United Nations Charter, 1948) The only reason to have pupils’ punishment is the reformative and corrective measure necessary to the offence committed. The courts have accepted unreasonable punishments, administered and unprescribed paddle that have been utilized maliciously, especially when the offence is not commensurate to the punishment. Several instances which include Nwakwo vs. Ajaegbu (Nigerian Constitution Law Report, 1978) Kukoyi vs. Ikhure and Board of Education, all involve bodily injuries and permanent damages of which, huge compensations were awarded to the plaintiffs based on the trespass of their personal right.

            The suggestions from possible court rulings can include that children’s age, sex, physical fitness, mental alertness and emotional balance of the child can determine such punishment. The validity of such punishment can only stand when such element which include the following are available.

-         Documentation is needed and punishment cannot be first means to deter mis-behaviour.

-         The child must be well informed of the punishment before hand.

-         A witness is required and

-         A well documented report is necessary to be made available to the parents (Nwagwu, 1987).

The Alaboh vs. Boyes and Ajaha (Nigerian Constitution Law reports, 1984) can advance the principle described above and obviously the features were violated. Based on this, the decision of a lower court was upheld and the court declared that the constitutional right of the student was violated. Generally, the burden of proof is normally on the student especially when teachers are acting within scope of their duties. The only reason the courts may rule against educators is when there is evidence of abuse of power.

 

Enforcing Released Time

            The idea of educators enforcing released time includes the constitutionality of the student having the freedom of thought, conscience and religion, as specified in article 37 of the Nigerian constitution of 1999. Released time per se, is granting time off to the student based on religious constitutional right to worship on / off school premises.

            In situations of this type, an educator must be acquired with students’ access to space where worship can take place. In case space is a problem, there is need to schedule each religious denomination on how long space could be utilized as to equally allow each individual the opportunity to worship. The constitutional right of an individual is infringed upon where one is denied access to such a space. On the other hand, educator ought to be in firm control when students worship outside environment especially during Lent and the Rahmadan feast period for Christians and Muslims respectively. This relates to the role of in loco-parentis which principals assume based on the fact that, the to and fro of the students point to safety which is the responsibility of an educator. Normally, school principals who may entrust such supervisory role to more matured students, still need to oversee from time to time what the situation on safety of the students so as to avoid problems and obligations resulting from neglect.

Finally, it would be unconstitutional to enforce religious doctrine on an individual student instead of letting alone the student to practice his religious belief. In past, student who attended post primary schools, fell victim of such circumstances. It was such that they were either converted to the seat other than theirs or they held until schools were on holidays before practicing their faith. Consequently, these made it mandatory for students to only attend secondary schools in Nigeria not only of their choice but based on their religious lines as to ensure that their consciences were not mortgaged.

 

Loyalty

            The principal has to be loyal to the nation in which they serve. It is very crucial and vital. A principal can be terminated if the duties carried out by such educator are not in compliance with the oath of office. This could be in form of when students are indoctrinated with information which have a national ethics and civic duties of the citizens in the process of educating such students, then, such a principal could be dismissed. This is because such information could be bordering on subversive preaching which is against the constitution of the land.

            This is why principals need to be well acquainted with articles 23 and 24 of the 1999 constitution in Nigeria which can promote national ethnic and civil duties of the citizen. This situation today was unlike in the past, when foreigners came into Nigeria and picked jobs in the school system without necessary exposure to National values but concentrated on personal gains through teachings. Educators’ loyalty to the nation is significant since they are to be involved in promoting socialization at the school level which is invariably in the grass root. Therefore, loyalty by principal will include;

-         assure public trust and willingness to assist the constitution

-         discouraging falsehood, perjury and admitting guilt and

-         upholding the constitution by discouraging violence, overthrow of governments and illegal activities. It is no doubt the responsibilities of principals by implication, include indicate to student that loyalty to the nation comes before self and ethnicity.

 

Self Incrimination

            Principals, by virtue of the office held, may as anyone else commit crime through self incrimination. Principals may do this virtue of providing necessary assisting information to the government through law enforcing agency. The information is one that may not incriminate one but can be interpreted as an admission guilt. Articles 32 and 34 of the constitution of the Federal Republic of Nigeria relate to personal liberty but not when it has to do with constitutional matters involving the state. It is understood that one constitutional right is secondary when one considers matters affecting the state, meaning that the state takes precedence over one’s constitutional rights.

            It is important to note that there can be presumptions made coming out of the information provided by individuals. In a situation where one refuses to answer questions posed by a jury or committee such silence is not seen as a constitutional right instead it is unconstitutional and attempting deliberately to block government from promoting peace and providing safety. Principals by their virtue of the doctrine of in – loco – parentis in Nigerian Secondary Schools should constantly help in school settings to discourage crimes and promote conducive learning atmosphere.

 

Discrimination

            Article 4 of the 1999 Nigerian constitution forbids an individual from being discriminated against so long as, one is either by birth or by naturalization, a citizen of Nigeria. This relates to the school system that anybody who is qualified, trained and certified in the teaching field with the basic Nigerian Certificate of Education can enable to move any where within the country not minding either the state of origin or ethnic background, that person can be employed. This provided that the person has met the states certification required; and that there is evidence of vacancy and need for personnel skill in the subject area required. Labour is mobile and fluid so principals who are marketable should not be restricted only to their state of origin. The implication of this is to be able to integrate and learn the different cultures and promote National consciousness in the school system. Among secondary school students in the country.

 

Contract

            A contract is usually a mutual agreement between two or more parties and in this case, the individual trained principals and the Teaching Service Board which is the employer. It is recognized that for a proper contract to be in existence, five possible basic elements prevail. These include;

            In terms of offer and acceptance, a value must be attached to them and both parties must be legally competent. A contract cannot be signed on a subject prohibited by law and lastly the contract must be agreed upon to the partners in the form as required by law (Reutter and Hamilton, 1976). The features normally prevail in an appointment made available to a teacher.

            A principal is normally made aware of the assigned duties as spelt in the civil handbook and through indicative on the job. Thereby in terms of law, the principal cannot be excused for inadequate performance based on ignorance of the rules and regulations. As spelt out in a Latin matein “Ignorantia Iuris Non Excusat” that is, legis est lata culpa, which means it is a gross neglect to be ignorant of the law is quite apt.

 

Confirmed Appointment

            The principal should have a confirmation of appointment after he has met the requirements within periods which may be one to two years. There is need for such principal to understand certain right accorded to him/her in the employment within local government in which the employee serves, except such a principal resigns, retires or dies. It could be noted that where the principal violates or commits a sensitive offence, such a teacher can be dismissed.

 

Principals’ Responsibilities In-Loco-Parentis

            The principal is responsible for the right to inflict corporal punishment on students. Any authorized teacher who contravenes this stipulation, certainly act outside his powers and in case any litigation arises from there, he might be found guilty of committing assault and battery.

Principals In-Loco-Parentis and Students’ Personnel

            One of the major responsibilities of the principal in-loco-parentis in the secondary school is that of students’ personnel services. Activities included within the operational area of student personnel, embrace those services to students’ that supplement regular classroom instructions. Except in schools with very small enrolment, the chief role of the principal in the student personnel area is one of integrating the personnel functions with instruction and of co-ordinating the various kinds of personnel services. The developments, such as special programs for the talented and the growth of external existing have placed even more emphasis on student personnel services. Some of the major tasks in student personnel are as follows:

a.      Students’ inventory and organization

b.      Students accounting

c.      Students personnel services and

d.      Control of students’ behaviour in schools

 

Students’ Inventory and Organization          

            In most of the secondary schools in Nigeria, principals determine how many pungsters there are of school age in the community. It does so by means of a school census, by keeping enrolment and attendance data of the children. It is usually necessary that the number of students be determined by grade level, which is an important responsibility of the principal in-loco-parentis.

            With this information in hand, the principal is in a position to determine to what  extent school rooms in the existing building will house the students of the community. If certain buildings appear to be overcrowded and others have capacity to spare, the principal may find that attendance boundaries need to be altered. In recent years, with charges of de facto segregation in many areas in the country, the establishment of attendance area has taken on new significance. The social and racial composition of the attendance area is important as the consideration of number of students to be enrolled in the schools.  

 

Students’ Accounting

            A school census system is established to help school students with this responsibility of in-loco-parentis. There is a compulsory education law in nearly every state in Nigeria, and a school census is a necessary step in the enforcement of such laws through principals. However, procedures may be followed in the accounting process.

            Another responsibility facing principals in-loco-parentis in every school system is the development and the operation of students’ accounting system. A plan for dealing with students’ absence and tidiness must be developed. If such a plan is to be followed by teachers and principals on the principal’s role as part of their regular duties, it needs to be relatively simple, if specialized attendance personnel are to be employee, the plan may be somewhat more ambitious. In any case, teachers should have some invoice in deciding upon the plan, and their own part in the operation will need to be clearly understood.

            It seems appropriate to say at this point that the “hook cop” approach to attendance leaves much to be desired. There is usually substantial cause back of non-attendance of school pupils. The school needs personnel who can both determine these basic causes and work toward their alleviation. Such cause often decide in the family, or the culture of which the family is a part and thus non-attendance may actually be a social symptom towards which school workers, social agencies, ad society itself ought to be directing their efforts.

            Another duty common in student accounting is the issue of work permits in most states, student may be excused at age fourteen or sixteen if they are needed to help support a family, or if they can benefit no further from school attendance. These are important decisions in the life of a child, and should be made only after facts are ascertained and appropriate counseling has been given to the student and the family. Small School Communities, Principals and Vice Principals ordinarily perform these functions in larger communities specialized personnel are usually employed. 

 

Students’ Personnel Services

            A very important aspect of the student personnel area of principals’ responsibilities in-loco-parentis in the Nigerian school system is the provision of appropriate student personnel services. Large school community may have services such as the followings:

Child study Guidance and counseling advertisement Testing Visiting teachers and social workers Speech and hearing therapy Medical and nursing Special education

Recently, another consideration has been injected into students’ personnel services like mounting concern about the kinds of data appearing in students’ record, such as test results and teachers’ judgments on students’ behaviours. If pupil personnel services are to supplement regular classroom instruction, it seems quite clear that some specialized personnel would be necessary.

 

Control of Students’ Behaviour in Schools

            Schools attempt to determine the cause of misbehaviour of students through the efforts of principals, and they also treat the cause and not the symptom of such actions. However, there are times when students must be corrected or disciplined. Policies governing these matters are clear. For instance, the responsibilities of teachers and other staff members in this area are understood. Principals exercise appropriate controls over their students. Actually, and contrary to the views of some beginning principals, students prefer those principals who are seen as fair, helpful, setting high standards and allowing no ‘monkey business’.

            Even with the best of principals in Nigerian schools, however, there are times when the principal, guidance counselor, or some other non teaching staff member is placed in the role of disciplinarian. Many contend that guidance counselors and other student personnel workers should have no disciplinary function. The logic behind such an argument is that the guidance counselor should be individual and not group oriented or, perhaps better-stated, student centered in place of school centered.

            In general, this position is accepted but when carried to its extreme, it would mean that both guidance counselors and principals would become less effective than they should be. When it is necessary for a principal to take part in a discipline problem, he should ascertain, if possible, the circumstance surrounding the misbehaviour prior to arrive at a plan of action. Some of this information he may get from the students, some from those workers who have specialized knowledge and the competence to place such knowledge in its appropriate context. The best diagnosis possible is needed if the principal is to be effective in helping youngsters towards the ultimate goal of self – discipline through the doctrine of in-loco-parentis.

 

Conclusion

            Principals in-loco-parentis are bound by law, rules and regulations in the process of carrying out school operations. In order to avoid unnecessary litigations, enlightenment of teachers, educators, principals, student parents and the society in general become very necessary, since the totality of the system must work together. It is not unusual to say that such principals who cannot meet up the required standards should be allowed to seek for more knowledge from other professionals, in order to improve the image of the teaching profession.

 

REFERENCES

Akiri, A. A. (1990)”Nigerian Primary and Secondary Schools Institutional Perception of the Sensitive Areas of Examination and Law” In: Journal of Educational Leadership, Vol. 5 No. 1, Lagos: Lagos State University.

Alexander, K. (1980) School Law, St. Paul Min. West Publishing Co.

Bendel State of Nigeria, Gazette, Edict No. 4 (1988) Bendel State, Post Primary Education Edict, Benin City: Government Printer.

Bendel State Education Law (1980) and Unified Teaching Service Staff Regulations, 1973.

Eribi vs. Tunbo Boyes and Celestine Ajalia (1984), Nigerian Constitutional Law Reports 5, NCLR.

Federal Republic of Nigeria (1999), The Handbook on the Federal Republic of Nigeria, Lagos: Federal Ministry of Information.

Kemerer, R. (1986), The Educators’ Guide to Texas School Law Austin, Texas: University of Texas Press.

Major, W.T. (1978) The Law of contract 5th ed. Estover, Plymouth; Macdonald and Evans Ltd.

Nakpodia, ED (2007), Education Law, Warri: Jonakase Nig. Co.

Nwagwu, N.A. (1987) “Education and the Law in Nigeria”, The Rights of Teachers and Students, Owerri: Kay Beecee Publications Ltd.

Nwankwo vs. Ajaegbu, Lagos: The Law Reports of Nigeria, 2LRN.

Reutter, E.E. (Jr) and R.R. Hamilton (1976), The Law of Public Education, 2nd ed. Mineola, New York: The Foundation Press, Inc.

The Constitution of the Federal Republic of Nigeria (1999), Lagos: NERDC Press.

The United Nations Charter, 1948

Olu-Aderounmu, W.O. and R. A. Adeboyeje (2005), The Law of Public Education in Nigeria, Ado Ekiti: Sof – Way Publishers.

Peretomode, V.F. (1992), Education Law–Principles, Cases and Materials on Schools, Owerri: International Universities Press Ltd.

FHA Loan Guidelines For Florida homebuyers

What is a FHA home Loan you ask? Is an FHA home loan the right option for me? At www.FHAmortgageFHALoan.com we are  here to answer your FHA mortgage questions. We specialize 100% in government-backed FHA home loan programs.

There are certain FHA loan guidelines you must adhere to in order to be FHA approved for an FHA home Loan. You must collect all the necessary information and put it together in a file, and send it to the FHA mortgage underwriter. The FHA home loan  underwriter is the rep for the FHA Lender who reviews your FHA loan request and determines if you are approved, denied, or suspended in  FHA Home loan. You will also want to verify the FHA mortgage limits in your area. FHA Loan limits are updated by the HUD on various occasions.

Many homebuyers looking to home purchase a Florida home  or refinance their current Florida home through the FHA have questions about what information Florida FHA Specialists will need. The information which may be required to process your FHA home loan request to help you find the best solution for your needs:

Names, addresses, and account numbers with balances on all checking and savings accounts Addresses and loan information of any other real estate you owned Estimated value of your furniture and personal property W2’s for the past two years and current paycheck stubs Certificate of Eligibility and DD-214 (Veterans only) Self-employed individuals will need to provide personal tax returns for the past two years and a current income statement and balance sheet for the business Students will need to provide evidence of enrollment. If you have student loans, you need to provide verification information The addresses of all your residences over the past two years Your Social Security Number. The names of your employers over the past two years Your current gross monthly salary

Please remember that this is only a short list of common items required to obtain an FHA mortgage  Loan. To Start the FHA applicants process fill out an FHA application on our website, and one of our FHA mortgage Specialists will walk you through each step. If you are just looking for more information about FHA  mortgage loans no problem. We are happy to answer your questions you have and provide you with all the FHA mortgage options available.

 

 

Today I am excited to have the opportunity to interview Dr. Richard Harte, who is famous for putting together the National Guild of Hypnotists’ Train the Trainer program. But most do not know that he is one of THE most successful corporate trainers and consultants in the profession of hypnotism.

I have known Dr. Harte for many years and actually went through his course to become a National Guild of Hypnotists Certified Instructor back in 1999. He has influenced the development of the 5-PATH® System of Hypnotherapy by convincing me that quality hypnotism comes from doing depth testing, and as a result I am a staunch advocate of this and have integrated testing, both covert and overt (in the form of convincers) into that process. 5-PATHers around the world can thank him for making a substantial contribution to the success we have with our clients.

Dr. Harte has probably trained more people on how to train others to become hypnotists and hypnotherapists than anyone else on Earth. However, few know about the nature of his private practice, which is probably one of the most successful in the profession. And, what makes his practice different from most is his approach to working with corporations. I’m going to ask him about this unique component to his professional practice that I think you will find of interest.

Cal Banyan: So, Dr. Harte thanks for doing this interview. I think we are all going to learn a lot. Now I want to tell the readers that you and I have talked many times in the past, and you have contributed to the Banyan Hypnosis Mall website in so many ways, including doing a couple of live Meet the Pros Audio Program mini-seminars and writing for the Banyan E-Zine. I appreciate your willingness to share so much of what you know.

By the way, I want to recommend that everyone go and listen to Dr. Harte’s mini-seminars and check out his articles as well. And, the best part is they are all packed with information that you can use right now, and it is all there free for you to access at your convenience. You’ll also see several other contributors as well.

Ok, now let me get right into this interview; I know that you have been very successful by working with corporations, and you call the kind of work that you do with these companies “consulting.” What exactly is a corporate consultant in the context of what you do and teach?

Dr. Richard Harte: A corporate consultant works with small to medium size companies offering training programs in sales persistence training, executive coaching, stress management, establishing accountability and organizational consulting.

Cal: I can really see how a business can benefit from having a hypnotist as a consultant, especially when it comes to stress management, accountability, and persistence. And, you say that you recommend that hypnotist consultants focus on small to medium sized companies. Can you tell us more about this, because it seems to me that knowing which companies to work with is a great place to start?

Harte: Start off by identifying the company by name and industry and by the number of employees and the nature of their business. For example, a manufacturing company with 10 employees would not be as good a client as a service organization such as an Advertising or Public Relations agency would.

Cal: So, it is best if the company has enough employees to be able to afford and utilize your services but not so large that they are unapproachable. That makes perfect sense.

This all makes me curious about your background and how you developed this idea and eventually became a corporate consultant.

Harte: Before founding Harte Associates in 1982, I was President of Automated Labels and Forms (ALFI) a mid-sized manufacturing company; served as VP of sales for a division of W.R Grace and Co. and Reply-Q-Letter Company, a direct marketing agency. After selling ALFI in the late seventies I earned my Ph.D. with a specialty in organizational psychology. In the following years I designed and implemented sales and management training programs for a number of America’s largest and most successful companies including Motorola, Estee Lauder, Paxar, CMP Publications, Mutual Benefit Life, Thomas Register, Sanofi Beaute and Peppercom Public Relations. I was placed on retainer for many of these companies. My years of hypnosis training enables me to teach these skills in all my training and consulting programs.

Cal: I see now that it was important that you had experience in business yourself. Then by going to school and studying psychology you were able to bring something to small, medium and large sized companies that they needed. That was a great fit. And, then when you add hypnosis to the mix it makes you very different than most of the corporate consultants out there. I can see how hypnotists and hypnotherapists have an advantage over most consultants when it comes to training and consulting.

So when you brought your programs to these different companies; what did you hope to accomplish for your corporate clients?

Harte: My initial years as a trainer and consultant were geared toward increasing corporate sales. My doctorate dissertation, which measured persistence, made me an expert in enabling salespeople to enhance their sales abilities using psychological techniques to grow their business. A stress management component existed in all my work and I used this to my advantage with senior management who were all stressed out. In summary, my goals for my clients were to increase sales and reduce stress levels in the workforce at all levels. I find this is what corporations want now more than ever. Hypnosis training created added value to the programs I designed.

Cal: So you started off with a psychological approach and the hypnosis was a bonus that others didn’t offer and still can’t, unless they are like most of our readers, hypnotists and hypnotherapists! That is great, how has the demand for corporate consultants changed since you started and is there a great deal of competition?

Harte: I’m glad you asked that because it is an important question. The demand for corporate trainers and consultants is enormous at this time. Corporate consulting is currently one of the fastest growing industries in the U.S. today. Total consultant billings have grown by more than 20% for each of the past 5 years. The projection for the next 3 years is an annual growth rate of 22-25%. Naturally, with this growth comes good competition, which I view as a healthy sign. This is especially true when independent consultants compete with larger consulting firms, because we can be very competitive due to greater flexibility and very low overhead. Clients seem to respond to this.

Cal: That is really exciting news! That is a lot of growth, and it is also great news to hear that independent consultants can compete successfully with “The Big Guys” so to speak.

Now, I know that you have been doing this for a long time and that you have trained others to be successful as well. Because I have interviewed you before on our Meet the Pros Audio Programs I have heard about your systematic approach and that you have taught others how to get into corporate training and consulting. Please explain to the readers what exactly The Harte System is and how you came to develop it.

Harte: The Harte System is a concept I developed while training Motorola salespeople in the 1980’s. It is a system that emphasizes the utilization of your imagination to sustain your ability to persist toward agreed upon goals. In a corporate setting, all The Harte System programs, whether they stress sales training, stress management or accountability, concentrate on teaching management and employees how to develop their imaginations, and in turn, the importance of persistence. The process requires learning the skills of assessment and goal setting, as well as reinforcement and encouragement, as tools to become successful. These skills, in addition to working with imagery, create a vivid goal image for most organizations and their employees to focus on for success.

Cal: That is very comprehensive. I believe that the readers are generally familiar with assessment and goal setting. Could you tell us what you mean by reinforcement and encouragement?

Harte: Many people talk about goal setting but don’t get the entire picture of how it can be done in the most effective way. The goal setting plan should include a specific action plan. It’s important to learn certain skills that will reinforce one’s behavior to stick to the plan. Self encouragement techniques are taught in The Harte System as a means to insure success in reaching goals. By the way, self-hypnosis works as reinforcement and encouragement with our clients in the same way.

Cal: I think that is key. So many people just don’t know how to go from deciding what they want to accomplish, to actually taking an appropriate action that will head them in the right direction, and then continue to do so in a successful manner.

You said that there are other consultants out there, and I suppose that they also have their “how-to-be-a-consultant” programs. How is The Harte System different from the others?

Harte: The Harte System differs from other programs in that it gives participants specific field-tested training programs that have been designed, implemented and proven by me for the past 25 years at small, medium and large corporations in the U.S., Canada and Europe. Other programs teach people to be generalists. The Harte System teaches you to be a specialist in areas that have proven to be what corporations want help with. Becoming an expert in these areas gives my apprentices a significant advantage over other consultants trying to get in the door. In other words, they receive a “turn key” system together with testimonials from the companies themselves.

Cal: So, one of the big things is that it is not a program that is based on theory. It is about learning what really works in the “field” which you have done successfully. However you go beyond the classroom because The Harte System offers an apprentice program for those who want to learn this from you. I think that is unique.

Tell us more about how you and the graduates of your program work so effectively with corporations. I think that everyone here is going to benefit from knowing more about that.

Harte: Based on my 25 years of experience, I’ve found that although corporate decision-makers know they need help, they are often unable to identify the precise areas they need help with. The Harte System shows you how to identify a corporation’s “pain points” quickly.

Then, you learn how to attach a bottom-line significance to those pain points so you can monetize your solutions to those problems. This monetization-getting prospects to realize how much the problem is costing them and how much value your solutions can have for them-is the key to getting high fees. This is where most consultants fall short and where my program excels.

A second advantage The Harte System offers is that I mentor all participants personally for one year after the training. This mentoring includes phone discussions, email responses, accountability reports, assistance with designing proposals, and if the assignment is large enough, personal assistance with closing if required. Participants are never left to fend for themselves after the training.

Cal: I like that a lot. That is just the kind of training that this profession needs. I know that so many people out there would be so much more successful with that continued ongoing supervision, and if I understand you right, you work one-to-one with your apprentices to make sure they succeed. That has to be reassuring. I’m not aware of any other program where you actually get hands-on mentoring like that. In a way, I guess it’s like you’re partnering with your apprentices and since you have a vested interest in their progress, you do everything in your power to help them be successful. The better they do, the better you do.

I really like the way that you have arranged things. I’m also curious if you think that this is something that everyone should do, or if it is a better “fit” for some people than others? Does a person need any special talent, education or experience to profit from The Harte System?

Harte: I’d say there are three key success ingredients. The first is having a good imagination. If you’re the kind of person who’s always looking for better ways to do things; if you have an open mind when it comes to problem solving; if you view life’s challenges as opportunities for improvement instead of roadblocks, then you have the right mindset to be a good trainer and corporate consultant.

The second is having a burning desire to make a better life for you. Being a corporate consultant means being a self-starter. Although I’ll be there with you during your first year, I can’t do it for you. I will guide you and advise you, but you will have to actually do the work. Fortunately, my system has an accountability component that makes success much more likely than just going it alone.

It also helps if you are intelligent, and have some meaningful business experience. By that I mean, either you’ve worked in a corporate or professional setting for at least five years, or you’ve been an independent consultant, business or interpersonal coach, or freelance problem solver for at least five years.

Learning the skills of assessment, goal setting and reinforcement and encouragement, and learning how to become a good listener are taught during the training. This gives people the confidence they need to profit from a corporate training and consulting career.

Cal: I know that at least one of our graduates has gone through your course and she rated it very highly. I also mention your program in my NGH Approved Hypnotherapy Certification courses, as well as my Week of Power Advanced Hypnotherapy courses. It seems to me that now is a great time to become a corporate consultant. Is that right?

Harte: You are right, Cal. Today’s business environment is a godsend for consultants. Many companies have downsized and don’t want to rehire employees because they realize they can get qualified consultants to do a better job without having to pay salaries, medical care, pension benefits and other overhead expenses associated with maintaining employees.

Companies are discovering that hiring a retainer-based consultant can be a lot more productive than hiring an employee even though the per-hour rate for consultants is much higher than it would be for an employee. This is because consultants usually bring more specialized skills to the table and can often get better results, faster, because they are much more focused and yes, even more motivated to get the job done.

This outsourcing trend is here to stay, which makes now the best time in history to get into corporate consulting.

Cal: I hadn’t thought of that. I’m getting pretty excited about this and I’m going to convince you to come to our center and bring this information to us out here on the west coast! Sometimes I think that people like yourself, and those in the New York business environment are a substantially “ahead of the curve” so to speak, compared to most places. So getting you out here to conduct a training at our center here in California is especially exciting. I think that when the word gets out, hypnotists and hypnotherapists who can come to our center will be excited as well. And, now that we can offer our classes live, hands-on training over the Internet we are able to get this information out there even more efficiently than ever before.

Harte: Some would say that you are “ahead of the curve” as well, Cal.

Cal: Thanks! I’m always trying to think of ways to do things better.

But back to you and consulting; so you have this successful system. Can you tell us all how a corporate consultant like yourself finds clients?

Harte: There are a number of field-tested programs that gives consultants a strong “foot in the door.” These programs and techniques have been implemented in industries such as finance, real estate, cosmetics, public relations, publishing, telecommunications and mortgage banking, to name a few. The size of the companies varies from 10 employees to several thousand.

Cal: Super, can you describe examples of the types of projects you’ve done.

Harte: The projects and retainers vary from sales training at Motorola to stress management at Estee Lauder to setting up accountability at Thomas Register and executive coaching at Peppercom to phone sales training at Greater Atlantic Mortgage. Each of these projects resulted in my eventually becoming a management consultant to those companies.

Cal: I want to let the reader know that you go into much more detail about some of the specific techniques and how to get started in your Meet the Pros Audio Programs that you have done with me. So, I won’t ask you to go into too many specific techniques here.

Now I’m wondering how this will affect a hypnotist’s income. How do you know how much to charge and how do you motivate potential clients to retain you monthly? I really like the idea of being on a retainer, and I don’t hear anyone else talking about that.

Harte: Initially each project stands on its own. For example, I might charge anywhere from $1800 for a 6 hour stress management program to $40,000 for a customized sales persistence training program depending upon the number of participants and logistics. My minimum consulting fee is $7500 per month (for one day per week or 4 days per month). This works out to be $90,000 annually for one company. I usually sign a one-year agreement and renegotiate after the year.

Cal: Hmmm, I see. Then after you have established a relationship by doing shorter programs for the company, you move into doing longer programs that provide you with a continuous income. It sounds like it works out great all the way around.

So, when someone is new at this, and they go to a company that they want to work with, how should they handle requests for references and such?

Harte: The beauty of The Harte System is that it comes with ready-made client references. These are from executives who’ve worked with the System and I encourage all my apprentices to offer these published testimonials. If a potential client wants to speak with a user of the System I will arrange a phone discussion. To my knowledge, no other consultant training program offers ready-made client references. This is a huge advantage.

Cal: That is great, so they can talk about the fact that they are using a demonstrably successful system that comes with testimonials. That is a very original way of overcoming what would be for some folks a problem. I can see that you have really worked things out, but then that would not be surprising to anyone who really knew you very well.

So, you have found a way to overcome that challenge, what do you think is the biggest challenge a new consultant will face and how can you help your apprentices and our readers to overcome all obstacles?

Harte: One challenge a new consultant may have is developing enough confidence to be a good advisor at all levels in the corporation. Fortunately, building confidence is a process that feeds on itself. The more experience you have the more confident you will be. The key is to take the time to really learn what you are doing. My students study the materials in the training manual until they make sense and it becomes second nature to them.

It is amazing that by completing the initial 4 day training in The Harte System, for example, you’ll have more knowledge about solving corporate problems than most of the people you’ll encounter. This alone will give you more confidence than most people have.

Cal: I want to tell you and the readers that I have a lot of people coming to me and asking me to promote their products or courses and unfortunately I have to turn many of them down. I have also done many different interviews with hypnotists and hypnotherapists since I became involved in this profession, and I have to say that if I had not come to know you personally I would have found this all difficult to believe. And, I have to say that I am very careful about my reputation and so I am careful about who I am associated with in this profession, but I am very happy to have had this time to learn more about your program because I know that if you say it works, then it does.

I could go on and on, and this interview was a bit longer than I anticipated, but I suppose I just got caught up in the topic. I really think that for some hypnotists and hypnotherapists, this can be a great way to substantially expand what they do and make their practice of hypnosis even more financially secure. I know that there are many full time hypnotists who work exclusively with client on a one-to-one manner, which is really great. But there are also some people who would like to go full time in the profession but have not found a way to do it yet, and this looks like a good way to do just that. Also there are those who are full time, and would just like to tackle a new challenge and add some variety to what they are doing now.

Let’s wrap this up for now. Is there anything else you would like to expand on?

Harte: Thank you, Cal. I also appreciate our relationship as well. You are doing a lot for the profession and yourself.

I would like to add that the 4 day training is just a beginning for The Harte System Apprentices. The Harte System stresses “imagination and persistence” as a working concept and holds all apprentices accountable. The one-year mentoring that is part of the training program is geared toward building confidence and self-esteem and teaching in a “train the trainer” environment. Participants are expected not only learn the material but to be able to teach it to others in the corporate setting.

Cal: Well, that is it! Thank you so much for doing this interview. I’m sure that we have created some interest in your program, and got some really useful information about becoming a consultant out to our readers as well.

It’s like Dr. Harte said, his course is not for everyone. However, if you are a self-starter and you have some business experience, then training in The Harte System may be just what you have been looking for.

If you would like to learn more about Dr. Richard Harte’s program he will talk to you personally about it so that you will have all of the information that you need so that you can better determine if becoming a corporate consultant is the best career move for you!

Dr. Harte’s next course on The Harte System and how to become a corporate consultant will be held at the Banyan Hypnosis Center for Training & Services, Inc. here in Tustin, California on May 10 -13, 2007.Here is a link directly to the course and enrollment information.

You can also learn more about becoming a corporate consultant by listening to some of Dr. Harte’s recent Meet the Pros Audio Programs. These are mini seminars on the topic.

How to Approach Corporations, Hospitals and Government Agencies Using Your Hypnosis and NLP Skills

 

How Hypnotists Can Become Successful Corporate Trainers and Consultants

 

If you would like to learn more about this or any upcoming training programs scheduled through the Banyan Hypnosis Center for Training & Services, Inc., just go to www.hypnosis.ORG or call our office at (800) 965-3390 or (714) 258-8380, and we will get you all the information that you need or get you in contact with Dr. Harte and he can talk to you more about it.

Find more hypnosis information and hypnosis videos on Hypnosis.ORG and CalBanyan.com 

 

The Certificate in Mortgage Advice and Practice (CeMAP) is an aptitude provided by the school known as Institute of Financial Services (IFS). The CeMAP qualification is the condition for anybody that offers mortgage advice. CeMAP is a countrywide familiar NVQ level 3 qualifications. The CeMAP has been grown with the well-known co-operation of the Council of Mortgage Lenders. The CeMAP qualification has been planned to fulfill the requirements of those that follows the standards of superior practice defined in Code of Mortgage Lending Practice. Do you what it contains? CeMAP – the Mortgage Advisors Qualification contains mainly 3 papers – Multiple choice 100 questions for CeMAP 1 & 2 60 subjects for CeMAP 3.

CeMAP contains of three modules: Modules 1 and 2 both have set learning results planned to offer applicants the information and skill they need to work as mortgage advisors. Module 3 comprises of objectivity-based questions and is also planned to test applicant’s aptitude to apply the understanding received from 1 and 2 Module. If you search online, you can actually come across some expert CeMAP training courses run by qualified companies, who would also assist you in learning and getting through the exam. They would offer you with a concentrated CeMAP program focusing on vital points of the huge related syllabus. These training also teach you all the key issues and moves through many improved mock exams with full appraisal and assessments.

Many CeMAP training courses around are intended both for individuals that are new to the Mortgage advising industry and also for those that by now carry knowledge in Mortgages / Finance but require sustain to assist them becoming CeMAP certified. When you appreciate it and share it, you would pass!  However, ensure that any training course you plan to join should come with the assurance of passing the exam or, unless, at least, re-training must be offered free of charge. There are loads of companies, which would help place you in full time in a job/self-employed placement on getting your CeMAP qualification successful! Many people desire to have some expert training when they take on to a specific action to further their job and monetary prospects.

It is hence pretty natural that you may make a decision to have some CeMAP training course so as to further your qualified and business forecast. One question of million dollar is however the affordability of the training course. A flourishing mortgage broker can get anything in the choice of thirty thousand to one hundred fifty thousand pounds each annum on average. That is precisely why CeMAP training courses in process to day and very attractive to people. Ordinarily the CeMAP training company you choose for would offer you the training, which could be any between five to ten days at a rational price and you might not have any doubts on the affordability regarding course.

VA Loans

VA stands for Veterans Administration. It is an acronym that everyone in the United States should be familiar with. All those citizens who have served in the United States Armed Forces are called veterans. There is an administrative and governing body of all veterans known as the Veterans Administration under the ownership of Unites States Department of Veterans Affairs.

VA Loans is a loan program initiated by the Veterans administration to help veterans and their families buy a home under the mortgage arrangement. Hence it is a mortgage loan designed specifically for veterans. The Veterans Administration was set up with the following objectives in mind:

Provide administrative support to all the veterans. The body helps the veterans in terms of organizing and completing all the paperwork associated to a VA loan.   Establish the qualification criteria and check the eligibility of people who would meet the criteria. Negotiate with all the banks and financial institutions in terms of providing favorable terms and conditions compared to ordinary mortgages. VA maintains a profile of each of the veteran. This information is then shared by VA to the bank or the financial institution who process the mortgage application of the veteran.

 There is a fee charged by the Veterans Administration for all the activities that is does ranging from 0-3.3% of the total value of the loan. The borrower however has the option of get this fee amount financed as well.  The VA loans come with a lot of advantages over and above the normal mortgage loan. To begin with, these loans are free from penalty towards pre payment and pre closure of the loan. A veteran who has been allowed a VA loan does not have to incur any expenses towards a private mortgage insurance against this loan. VA loans are cheaper compared to ordinary mortgage loans offered to non veterans. In term of similarity, VA loans like ordinary mortgages are subject to necessary due diligence by the lender.

The veteran should be in possession of two key documents namely, veteran’s certificate of eligibility and the VA-assigned appraisal in order to apply for a VA loan. However, the mere possession of these two documents does not guarantee a successful processing of the VA loan, it is only an eligibility criteria to apply for the loan. The loan approval process is as rigorous as a conventional mortgage loan.

One of the important regulations of the VA loans is that the property for which the VA loan has been approved is for self consumption of the veteran. It cannot be leased out by the veteran to generate additional income. Within a period of sixty days from the date on the disbursal of the loan, the possession of the property should be taken by the veteran. At the time of applying for a VA loan, the veteran has to certify the fact that this property is being purchased for his family’s stay. VA loans help US veterans realize their dream of purchasing a home.

 

Any financial advisor worth his onions knows the answer to this question: the Certificate in Mortgage Advice and Practice (CeMAP) is a qualification offered by the Institute of Financial Services (IFS). The CeMAP qualification is the prerequisite for anybody providing mortgage advice. CeMAP is a nationally recognized NVQ level 3 qualification.

The CeMAP qualification has been developed with the co-operation of the Council of Mortgage Lenders. The CeMAP qualification has been designed to meet the needs of those who are following the standards of good practice defined in the CML’s Code of Mortgage Lending Practice.

Now let’s take a deeper look. So what does CeMAP contain?

CeMAP – the Mortgage Advisors Qualification

3 papers – Multiple choice

100 questions for CeMAP 1 & 2

60 questions for CeMAP 3

CeMAP comprises of three modules: Modules 1 and 2 both have defined learning outcomes designed to give candidates the knowledge and understanding they require to operate as mortgage advisors. Module 3 consists of objectivity-tested questions and is designed to test candidates’ ability to apply the knowledge gained from Modules 1 and 2.

OK. Are you interested in obtaining this qualification and becoming a mortgage advisor? Well, now you have a great opportunity to have it all!! There are some specialised CeMAP training courses run by professional companies, who will assist you in learning and passing the exam. They will provide you with an intensive programme focusing on essential points of the wide CeMAP syllabus. They will teach you all the key subjects and go through many mock exams with full review and assessments.

Most of the CeMAP training courses around are designed both for individuals who are new to the Mortgage Industry, as well as for those that have a background in Mortgages / Finance but need support to help them become CeMAP certified.

When you understand it and apply it, you will pass!

A few tips: make sure that any training course you join comes with the guarantee of passing your exam or, if not, at least, re-training should be free of charge. Always try and find out how many people will be on the course with you. If this exceeds 12 then you can be sure that this type of training company may have a lot of “repeaters”. This won’t help you much as it is better to go with a company where you stand a chance of passing first time. This is achieved easier in a small interactive group. Groups of 8 – 10 are the most ideal. There are also companies that will help place you in full time employed/self-employed positions on achieving your CeMAP qualification! It sounds great, right?

Now that you know the ABC of CeMAP, you might be wondering why CeMAP now? Under FSA rules it is compulsory to have a full CeMAP qualification if you wish to give advice on mortgages! In 2004, the FSA regulated the Mortgage Market. No one is allowed to give advice if he / she is not suitably qualified.

The amount of CeMAP qualified people are only a QUARTER of the actual demand! Would you like to change the statistics? The door to a rewarding career as a mortgage advisor is here. You just need to “turn the key”.

As long as the world runs on oil, prospects for oil rig employment will remain bright. Whether for use as energy or in the chemical industry, there is still no replacement for oil despite billions of dollars of research. With the International Energy Agency projecting that oil companies worldwide will spend $20 trillion in the next 25 years on oil exploration, there will be plenty of oil rig jobs. Even if one company lets go of its workers, another will take up the slack. Keep your eyes and ears open and you will have no trouble finding offshore oil rig jobs.

1. Get Yourself Trained For Offshore Oil Rig Jobs

When you don’t have actual working experience, getting yourself trained is a good way to get ahead of all the other job seekers without experience. Too many people are reluctant to spend money on their own self-development, education and training. Instead, they expect handouts from the government and their employers. So this is a good way to stand out from the crowd.

Training can be expensive, but when you consider that the oil industry pays double the average salary of nearly every other industry, it is clearly a good investment. So how do you get this training?

Nowadays, community colleges and vocational colleges are partnering with companies in the oil industry to provide relevant training. In the USA, the Department of Labor has a program called JobCorps which subsidizes the vocational training for disadvantaged youths. In the UK, servicemen leaving active service also have subsidized training for the oil industry.

2. Clear All The Paperwork And Red Tape

Unfortunately, offshore oil rigs are subject to a lot of government red tape. Some of this is due to international treaties, and some due to the usual federal government interference. Then the state governments, the unions, lawyers and lobbyists also want a piece of the pie.

If you have previous offshore oil rig job experience, you probably already have some of the paperwork and certifications needed. If not, you may want to get your offshore survival certificate, helicopter underwater escape training certificate, first aid certification, firefighting certification, passport, vaccinations, medical fitness certificate, union membership, trade certifications (e.g. welding, mechanic, electrician, etc.).

Are all these pieces of paper really necessary? That depends on where you want to work.

3. Settle Your Personal Affairs

Once you get hired, you’ll want to start work immediately. So you should get all your personal affairs settled ahead of time. Arrange for your home mortgage, property taxes, utilities bills, phone bills, personal insurance and any other payments to be automatically deducted from your bank account. Check with an accountant or tax lawyer if there are any special claims you can make for your income tax. At one time, US citizens working overseas were tax-exempt. And remember to pack your bags ahead of time. It’s a hell of a thing to remember that you forgot your spare underwear when you are in the middle of the ocean.

If you are serious about looking for oil rig employment, then you’ll do whatever it takes to get hired. Settle your training requirements, legal paperwork and personal affairs ahead of time.

As the stock market has been causing many investors to cringe over their losses on a regular basis, people start looking for safer options for their retirement funds. Fixed rate IRA Certificates of Deposit is an option that attracts many investors for building their retirement nest eggs, but there are four reasons why IRA CDs (even those with the best IRA rates) can limit the amount of money you have when you retire. All investors are faced with this decision – put your money in a safe retirement option, so you know you won’t lose what you’re saving; or look for other options with higher returns (but with higher risk!). Here are the four reasons why your IRA Certificate of Deposit will limit the amount of money you have when you retire:

1)Low Fixed Rate of Return on Your Investment. When compared to other investment options, an IRA CD has zero risk, but the rate of return you’ll earn on the money you park at the bank is low. Banks know you’re going to deposit the money into your IRA CD and forget about it until it’s time to make your yearly contribution so they’re happy to pay you a fixed interest on that money.

2)Your Money Earns the Financial Institution an Equal (or better) Rate of Return. While your fixed rate IRA CD guarantees you have a fixed rate (although low) on your retirement contributions, your money is also making the financial institution that same rate (or more). Other investment options allow you to earn much more of the total rate of return that you may want to consider rather than sharing the earnings of your money with the bank.

3)You’re Not In Control of Your Investments. When you get an IRA CD through a bank, broker or financial institutions, you don’t get to manage your own investments. The financial institution is in control, which allows them to profit from your contributions, as well.

4)Most IRA CD’s Invest in Common Securities. Stocks and mutual funds experience the ups and downs of the market shifts every day, which is why you may shy away from the stock market. But common securities are what most IRA Certificates of Deposits invest in, too.

Many investors see the benefits of an IRA Certificate of Deposit to be a guaranteed rate of return, year after year. They know the money they contribute will be there, plus a little more, when they retire. There are other investors who consider IRA CD’s, even those with the best IRA rates, to be a complete waste of investment dollars that would be better off earning you higher returns somewhere else.

One way to diversify would be to set up your fixed rate, guaranteed and FDIC insured deposit accounts, and then contribute a portion of your retirement savings into another option that may earn you a higher return. One possibility that interests many investors is the self directed IRA. Self directed IRAs allow you to choose where to invest your money and how to invest it, and you have a wider range of investments from which to choose from. In addition to common securities, your investments might include mortgages, businesses, real estate, or alternative fuels and green technology.

Despite the “self-directed” name, you still have a custodian to hold the funds and file required paperworks, and ensure you are within governmental regulations. Self-directed IRA’s can experience returns between 12 and 30%

Loan against property is cheaper than personal loans.

Banks have aggressively beefed up their loan against property portfolio, in the last one year. but in October 2008 the credit crunch, bankers looked for products that were secured and Loan against property (Lap) was a clear choice.

Loan against property was basically a domain of multi-national and private banks. They offered the product to fund their self-employed customers’ business-related needs. Lately, all banks are offering this product including the public sector banks.

This has come as a boon for borrowers who need large sum of money to fund their urgent situation financial needs. Bankers said that mostly salaried customers take Lap when they need money for marriage or foreign education of kids, when they are buying a new property and are renovating their house. Self-employed seek this loan to fund their business needs and to pay off debt.

In Lap, customers can avail up to 50 % loan of the existing property value. The interest rate in Lap is around 200-300 basis point higher than bank home loan. This is a floating rate loan. “Lenders see more risk in this product and so price it higher,” said a banker. The current rate can range between 12-14 %.

The minimum loan that banks disburse in this product is around Rs 2 lac – example -HDFC Bank. Foreign banks, have higher limits, some look for minimum loan size of Rs 20 lac.

“The amount of loan disbursed depends on the end use. For instance, if the property is Rs 2 crore, obviously we will not sanction a loan of Rs 1 crore for renovation of the house,” said head of retail assets with a foreign bank. Before taking the loan, the borrower needs to sign a declaration stating the end-use of fund.

If the property is currently not under any mortgage, the process to avail a Lap is simpler as compared to a mortgaged one. In the former, the process is similar to taking a housing loan. The customer needs to give evidence for being able to pay the instalments. For this, the borrower needs to submit a salary proof and income tax certificates. The bank, then, comes down to evaluate the property. A no-objection certificate, is also required, from the society.

In case of a mortgaged property, the person can go for a top-up loan with the bank he has an ongoing loan with. In this case, the bank will fund the difference between the outstanding and the original loan taken. For example: A person has taken a Rs 30 lac loan for the property that was worth Rs 40 lac at the time of purchase. He has an outstanding is Rs 20 lac. The same bank will give him a top-up loan equal to the difference between the outstanding and the original loan, even if the property cost has risen. Here, it would be Rs 10 lac.

On the other hand, if fund requirement is higher the borrower can approach another bank and opt for a product called ‘balance transfer plus top-up’. This is part of Loan against property. The other bank will take fresh look at the property value, take over the loan and lend up to 50 % of the existing value. In the above example, if the house price is now Rs 70 lac, the bank will take over the Rs 20 lac outstanding. The customer can avail funds up to Rs 15 lac (50 per cent of the property value, which is Rs 35 lac, minus the existing loan of Rs 20 lac).

Certification in Mortgage advice and practice is vital for a person to practice as a recognized mortgage advisor. If you decide to shift your career to or start your career in Mortgage field then CeMAP is your launch pad. It is like obtaining a driving license in order to drive in public. There are a number of courses that are offered to suit the needs of individuals. Here, the four most common CeMAP courses options will be discussed;

Traditional Classroom Programs Seminars Online Courses Home Study Plans

Traditional Classroom Programs

This training type suits people who have enough time to spend long hours to get trained for the exams. Part time job holders also choose this learning method. The method spoon feeds students with all knowledge required to pass the exams and get certified with CeMAP.

Seminars

Seminars which extend up to 3 days are intensive in nature. They suit working professionals who find little time to spend. This type of training is well sought after by people who wish to obtain the certification as quickly as possible. It also serves as a platform to socialize with your peers. There is scope for more learning and knowledge by interacting with them. There is also higher motivation and zeal to perform better. There is exchange of ideas and growth thereby. This training course is best for a person who cannot allocate the long hours needed to obtain the certification.

Socializing leads to larger network of colleagues which is important for your growth in the industry. Therefore the seminars aid you in your career from day one. Also the training is very affordable. If you are a type of person who thinks twice to spend then you can rest assured that your money spent for the seminar will grow multifold through your earnings after receiving the certification.

Learning through seminar is the best way to start your career in mortgage industry. It aids you in launching a lucrative career in the field.

Online Courses

These courses are another option and you can find an online tutor too. They save you time and energy. By taking up this type of training you can obtain the certification as and when you like and at the same time earn uninterrupted. If you can spend an hour a day on learning which is just required then you can easily pass the exams.

Home Study Plans

This training method is most useful for people who are not in a position to spend time to attend regular course due to work, or for those who wish to take it slow. Most of CeMAP courses are home study plans. The courses come with ;

12 month exam registration 120 to 180 hours of study

This gives room for everyone to student at their own pace. Do not just jump into anything without any goal or self interest. Whatever method you choose to learn, give it a 100% hard work. You will succeed.