Education Policy

The national policy of education (1986) and program of action (1992) lay down the objectives and features of Indian education policy. It includes:

• Development of International cooperation and peaceful coexistence through education.
• Promotion of equality. It could be achieved by providing equal access and equal condition of success to children.
• A common educational structure (10+2+3) for the whole of India.
• Education for women's equality. The Indian education should be used as a tool to change the status of women in the society.
• Equalization of SC population with others in the matter of education. This is ensured by giving incentives to parents who send their children to schools, providing scholarship to SC students for higher studies, reservation of seats in institution of higher studies in India, recruitment of SC teachers.
• Opening of primary schools in tribal area for promotion of education in ST people.
• Development of curriculum and study material in the language of tribal people.
• Emphasis on the education of minorities.
• Adult education - Initiation of National Literacy Mission, for teaching illiterate people of age group 15-35. And making them aware of the day-to-day realities of their surroundings.
• Special emphasis on early childhood care and education by opening up of day care centers, promotion of child focused programs.
• Increasing the scope of Operation Blackboard for upliftment of standard of primary education in India.
• Secondary education curriculum should expose the students to differentiated roles of science, the humanities, and social science.
• Redesigning of courses of higher education to meet the increasing demand of professionalism.
• Providing enhanced support to the research work in Universities. Efforts to relate ancient Indian knowledge with the contemporary reality.
• Setting up of Open Universities and Distance Learning centers to promote the goal of education as a life long process.
• A combined perspective of technical and management education.
• Minimum exposure to computers and training in their use to be the part of professional education.
• The All India Council for Technical Education will be responsible for maintenance of norms and standards, accreditation, funding, and monitoring of technical and management education in India.
• Multiple task performance for teachers such as teaching, research, development of learning resource material, extension and management of the institution.
• Providing teachers a better deal to make education system in India work in proper way, as teachers are the backbone of the system. Providing better facilities to institutions and improved services to students.
• Development of languages in great deal.
• Measures to be taken for easy accessibility of books at minimum costs to all sections of students.
• Strengthening of science education for the development of spirit of inquiry and objectivity in the minds of students.
• The purpose of examination to be to bring about qualitative improvement in education. It should discourage memorization.
• Methods of teacher recruitment to be recognized one to ensure merit and objectivity in the system.
• Overhauling of the system of teacher education and establishment of District Institutes of Education and Training (DIET) to organize courses for elementary school teachers.
• Reviewing of educational developments by the Central Advisory Board of Education (CABE)
• Involvement of local communities for school improvement programmes.
• Review of the implementation of the parameters of the policy every five years,
• Strengthening the base of pyramid of Indian population for proper development of education system in India.

National Policy of Education (1992) laid down many objectives for the development of education system in India but it has not been successful in achieving all of them. It has specified that the examination system should discourage the memorizing but it is what is going on. The education in India seems to encourage rote learning instead of experimentation and questioning. There is some disparity in assessment as all the State Boards have different standards of evaluation.

The reservation on the basis of caste and religion is also a negative point in Indian education. Corruption is visible in the allocation of seats of institutions of higher studies and student politics is another sore point. These are some of the issues, which need to be worked upon.

Though there are disparities between the objectives and their implementation in education but still education system in India has come a long way and will continue to improve in the future.

Some important facts about Indian education:

• Ayurveda is the earliest school of medicine known to the world and 'charaka' is known as the father of Ayurveda. He developed this system some 2500 years back.
• Takshila was the first university of world established in 700 B.C.
• Nalanda University, built in 4 AD, was considered to be the honor of ancient Indian system of education as it was one of the best Universities of its time in the subcontinent.
• Indian language Sanskrit is considered to be the mother of many modern languages of world.
• Place value system was developed in India in 100 B.C.
• India was the country, which invented number system.
• Aryabhatta, the Indian scientist, invented digit zero.
• Trigonometry, algebra and calculus studies were originated in India.

Distance Education in India

 

 

Indian Education system offers distance education to those who cannot join regular schools or colleges. National Institute of Open Schooling offers school education through distance learning.

University Education is also offered thorough distance learning. Many college courses like in arts (history, economics, literature, Islamic studies), commerce (finance, banking, accounting) are offered by Indian universities. Apart from these, professional courses in management, mass media, para medical, engineering, law, travel and tourism are also part of distance education in India.

Information of Management Course

     In India education in management is one of the most sort out courses. The institutes, which impart education in management, are known as "Business Schools". In India management education is given at two levels, undergraduate and post-graduate. Undergraduate degree courses include BBA, BBS, BBM. Postgraduate degree course is known as MBA (Masters of Business Administration). Some of the important Business schools of India are:

• Indian Institute of Management, Ahmedabad
• Indian Institute of Management, Bangalore
• Indian Institute of Management, Kolkata
• Indian Institute of Management, Lucknow
• Indian Institute of Management, Indore
• Faculty of Management Studies, Delhi
• Indian Institute of Foreign Trade, Delhi
• Symbiosis, Pune
• JBIMS, Mumbai
• XLRI, Jamshedpur

The other professional courses offered by Indian universities include, Architecture, Dental, Fashion Designing, Travel and Tourism.

Education Information in India

University Education

This massive system of higher education in India constitutes of 342 universities (211 State, 18 Central, 95 deemed universities) 13 institutes of national importance, 17,000 colleges and 887 polytechnics. University Grant Commission (UGC), a national body, coordinates and looks after the maintenance of standard of university education in India. The university education in India starts with undergraduate courses. Depending upon the nature of course pursued its duration may vary from three to five and a half years.


Academic Degree Course

This undergraduate course in India is of three years' duration. After completing this course student get a Bachelor's degree in the subject studied such as Bachelor of Arts, Bachelor of Commerce or Bachelor of Science.

Professional Course

There are large numbers of professional courses at the undergraduate level. Student may opt for any of it depending upon their interest and condition of eligibility.


Medical Courses

This course at undergraduate level is known as MBBS (Bachelor of Medicine Bachelor of Surgery). It is of four and a half year's duration plus one year of obligatory internship. Various medical colleges conduct entrance examination for admission to this course. An all India level examination is also conducted by CBSE for admission to colleges all over India based over 15% reserved seats. The important medical colleges of India are:

• All India Institute of Medical Science (AIIMS), New Delhi
• Air Force Medical College (AFMC), Pune
• Christian Medical College (CMC), Ludhiana
• Christian Medical College (CMC), Vellore
• Grants Medical College, Mumbai
• Institute of Medical Science (BHU), Varanasi
• Jawaharlal Institute of Post Graduate Medical Education and Research (JIPMER), Pondicherry
• Maulan Azad Medical College (MAMC), Delhi
• Lady Harding Medical College (LHMC), Delhi (for girls only)
• Mahatma Gandhi Institute of Medical Science , Wardha

Engineering Course
The bachelor of Engineering (BE) or bachelor of Technology (B Tech) is a four-year course. It has wide range of options. Some of them are:

• Aeronautical and Aerospace engineering
• Agriculture engineering
• Computer engineering
• Electronic and electrical engineering
• Industrial engineering
• Marine engineering
• Mining engineering

Operation Blackboard

It was started in 1987-88. The aim of this program is to improve human and physical resource availability in primary schools of India. According to this program every primary school should have at least two rooms, two teachers and essential teaching aids like blackboard, chalk, duster etc.

National Bal Bhavan

The National Bal Bhavan was opened with the aim of developing overall personalities of children of all strata of society irrespective of their caste, creed, religion and gender. It supplements school education by helping children to learn in play way and natural environment.

Other important endeavors taken up by Indian government for the development of education in India includes:

• Navodaya Vidyalaya Samiti
• Kendriya Vidyalaya Sangathan
• Integrated Education for disabled children
• National Council of Educational Research and Training

Secondary Education

The enrollment at secondary school throughout the country was close to 28 million in 1998-99. Efforts are being made to increase this figure through the implementation of proposed new educational strategies.

District Primary Education Program

District Primary Education Program

     This program was launched in 1994 with the objective of universalization of primary education. Its main features are Universal Access, Universal Retention and Universal Achievement. It aims that the primary education should be accessible to each and every child of school going age, once a child is enrolled in school he/ she should be retained there. The final step is achievement of the goal of education. The main components of this program are:

• Construction of classrooms and new schools
• Opening of non-formal schooling centers
• Setting up early childhood education centers.
• Appointment of teachers.
• Providing education to disabled children.

The program has been successful to the large extent as 1,60,000 schools and 84,000 alternative schools have been opened under this program. And work is going on for the construction of new buildings of 52,758 schools. 4,20,203 disabled students have been successfully enrolled into the schools.

Elementary Education

Elementary Education

        According to the Constitution of India, elementary education is a fundamental right of children in the age group of 6-14 years. India has about 688,000 primary schools and 110,000 secondary schools. According to statistics two third of school going age children of India are enrolled in schools but the figures are deceptive as many don't attend schools regularly. At least half of all students from rural area drop out before completing school. The government has rolled out many plans to increase the percentage of elementary education. The plans such as 'Sarva Siksha Abhiyan (SSA), District Primary Education Program (DPEP), Operation Blackboard, Mid Day Meal have been successful to great extent.


Sarva Siksha Abhiyan (SSA)
The main goal of this program is that all children of 6-11 years of age should complete primary education by the year 2007 and all children of 6-14 years of age should complete eight years of schooling by 2010. This plan covers the whole country with special emphasis on girl education and education of Schedule Caste (SC) and Schedule Tribe (ST) children and children with special needs. The SSA centers are mainly opened in those areas, which do not have any school or where schools are very far off. Special girl oriented programs include:

• Girl education at elementary level.
• National Program for Education of Girls at Elementary Level (NPEGEL)
• Kasturba Gandhi Balika Vidyalaya (KGBV)
• Mahila Samakhya Scheme

Education Governing Bodies

Education Governing Bodies

• The Central Board of Secondary Education (CBSE): This is the main governing body of education system in India. It has control over the central education system. It conducts exam and looks after the functioning of schools accredited to central education system.
• The Council of Indian School Certificate Examination (CISCE): It is a board for Anglo Indian Studies in India. It conducts two examinations 'Indian Certificate of Secondary Education' and 'Indian School Certificate'. Indian Certificate of secondary education is a k-10 examination for those Indian students who have just completed class 10th and Indian school certificate is a k-12 public examination conducted for those studying in class 12th.
• The State Government Boards: Apart from CBSE and CISCE each state in India has its own State Board of education, which looks after the educational issues.
• The National Open School: It is also known as National Institute of Open Schooling. It was established by the Government Of India in 1989. It is a ray of hope for those students who cannot attend formal schools.
• The International School: It controls the schools, which are accredited to curriculum of international standard.

Education System of India

Today education system in India can be divided into many stages.

• Pre- Primary - It consists of children of 3-5 years of age studying in nursery, lower kindergarten and upper kindergarten. At this stage student is given knowledge about school life and is taught to read and write some basic words.
• Primary - It includes the age group of children of 6-11 years studying in classes from first to fifth.
• Middle - It consists of children studying in classes from sixth to eighth.
• Secondary - it includes students studying in classes ninth and tenth.
• Higher Secondary - Includes students studying in eleventh and twelfth classes.
• Undergraduate - Here, a student goes through higher education, which is completed in college. This course may vary according to the subject pursued by the student. For medical student this stage is of four and a half years plus one year of compulsory internship, while a simple graduate degree can be attained in three years.
• Postgraduate - After completing graduation a student may opt for post graduation to further add to his qualifications.

India Education

The present educational system of India is an implantation of British rulers. Wood's Dispatch of 1854 laid the foundation of present system of education in India. Before the advent of British in India, education system was private one. With the introduction of Wood's Dispatch known as Magna Carta of Indian education, the whole scenario changed. The main purpose of it was to prepare Indian Clerks for running local administration. Under it the means of school educations were the vernacular languages while the higher education was granted in English only. British government started giving funds to indigenous schools in need of help and thus slowly some of the schools became government-aided.

Contemplating on the new system which was introduced Mahatma Gandhi expressed his anguish in following words, "I say without fear of my figures being challenged successfully, that today India is more illiterate than it was fifty or a hundred years ago, and so is Burma, because the British administrators, when they came to India, instead of taking hold of things as they were, began to root them out. They scratched the soil and began to look at the root, and left the root like that, and the beautiful tree perished. The village schools were not good enough for the British administrator, so he came out with his program. Every school must have so much paraphernalia, building, and so forth. Well, there were no such schools at all. There are statistics left by a British administrator which show that, in places where they have carried out a survey, ancient schools have gone by the board, because there was no recognition for these schools, and the schools established after the European pattern were too expensive for the people, and therefore they could not possibly overtake the thing. I defy anybody to fulfill a program of compulsory primary education of these masses inside of a century. This very poor country of mine is ill able to sustain such an expensive method of education. Our state would revive the old village schoolmaster and dot every village with a school both for boys and girls. "

Education System of India

Education System of India: Its Functions, Drawbacks and Its Contribution

  Why India is still a developing country and what is stopping it from being a developed country? This particular question strikes me every time when I read something about India’s education system. I see India’s education system as a stumbling block towards its objectives of achieving inclusive growth.

Let me inform you about certain startling facts. India is going to experience a paradox of nearly 90 million people joining the workforce but most of them will lack requite skills and the mindset for productive employment according to a report in DNA. India has about 550 million people under the age of 25 years out of which only 11% are enrolled in tertiary institutions compared to the world average of 23%.

   I wouldn’t be laying too much emphasis on the drawbacks of India’s public education system because it has been an issue well debated over in the past and the main flaws have already been pointed out before. I will be focusing on how the education system’s failure is leading to another social issue of income inequality and hence, suggest certain policies to improve India’s education system and reduce inequality.

The really critical aspect of Indian public education system is its low quality. The actual quantity of schooling that children experience and the quality of teaching they receive are extremely insufficient in government schools. A common feature in all government schools is the poor quality of education, with weak infrastructure and inadequate pedagogic attention.

  What the government is not realizing right now is that education which is a source of human capital can create wide income inequalities. It will be surprising to see how income inequalities are created within the same group of educated people. Let me illustrate this with the help of an example:

  Let us take P be an individual who has had no primary or higher education. His human capital is zero and hence it bears no returns. Let Q be an individual who completed his MBA from S.P Jain college and let R be an individual who completed his MBA from IIM Ahmadabad. The average rate of return for an MBA student is 7.5% (hypothetical). Q gets a rate of return of 5% and R gets a rate of return of 10% due to the difference in the reputation and quality of the management school. Let the income of P, Q and R be 1.In a period of 10 years, P will be having the same income as he does not possess human capital. For the same time period Q will earn an income of (1+0.05)^10=1.63 and R will earn an income of (1+0.10)^10=2.59. Now lets see what happens when the rate of return on human capital doubles. Earnings of P will not change since he does not have any human capital. Now Q is going to earn (1+0.10) ^10=1.63 and R is going to earn (1+0.20)^10=6.19. Flabbergasting! As soon as return on human capital increases proportionately income inequality increases. With return on human capital doubling, Q’S income increases by 59% and R’s income increases by 139%.

  The above example just shows the effect of the quality of human capital n income inequality. So if the government does not improve education system particularly in rural areas the rich will become richer and the poor will get poorer.

  Hence, it is imperative for the government to correct the blemishes in India’s education system which will also be a step towards reducing income inequality.

  Certain policy measures need to be taken by the government. The basic thrust of government education spending today must surely be to ensure that all children have access to government schools and to raise the quality of education in those schools. One of the ways in which the problem of poor quality of education can be tackled is through common schooling. This essentially means sharing of resources between private and public schools. Shift system is one of the ways through which common schooling can be achieved. The private school can use the resources during the first half of the day and the government school can use it during the second half. It is important to remember that the quality of education is directly linked to the resources available and it is important for the government to improve resource allocation to bring about qualitative changes in the field of education. Common schooling is one of the ways in which government can use limited resources in an efficient way and thus improve resource allocation.

  Another reason for poor quality of education is the poor quality of teachers in government schools .Government schools are unable to attract good quality teachers due to inadequate teaching facilities and low salaries. The government currently spends only 3% of its GDP on education which is inadequate and insufficient. To improve the quality of education, the government needs to spend more money from its coffers on education.

  Most economists feel that the only panacea to the ills of the public schooling system is the voucher scheme. Under the voucher system, parents are allowed to choose a school for their children and they get full or partial reimbursement for the expenses from the government. But however, the voucher system will further aggravate the problem of poor quality of education in government schools. Such a system will shift resources from government schools to private schools. This will worsen the situation of government schools which are already under-funded. Moreover, if the same amount given as vouchers can be used to build infrastructure in schools then the government can realize economies of scale. For example- The centre for civil society is providing vouchers worth Rs 4000 per annual to 308 girls. This means that the total amount of money given as vouchers is Rs 1232000. If the same amount can be used to construct a school and employ high quality teachers who are paid well then a larger section of the society will enjoy the benefit of education. A school can definitely accommodate a minimum of 1000 students.

  I hope government takes certain appropriate policy measures to improve the education system otherwise inequalities are going to be widespread and India’s basic capabilities will remain stunted. Let us strengthen the case for a stronger education system.

Education articles

Doorway to the Dreams of Gen-next

          Today’s youth are far more focused and selective in seeking the right education that leads to a successful and satisfying career. One that not only makes them rich and famous but is also fun. They are constantly looking for newer avenues to explore, which would nurture their natural talent, instead of the dull and drab - degrees and diplomas. An exhibition like “The Times Education Expo 2010” gives generation-next a great opportunity to look at the various options available to them in India and abroad which meets their needs and ambitions - all under one roof.

           When today’s generation looks at successful individuals like Vikram Pandit - the Citigroup CEO or Indra Nooyi - the CEO of PepsiCo or so many Indians worldwide who are at the top of their career, they know it is because they chose the right education. They know that to emulate them they need guidance in the career education they pick and “The Times Education Expo 2010” is the doorway to their dreams.

Education Goals

Education for All Goals 

Six internationally agreed education goals aim to meet the learning needs of all children, youth and adults by 2015.

 

Goal 1

      Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.

Goal 2

     Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to, and complete, free and compulsory primary education of good quality. 

Goal 3

      Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programmes.

Goal 4

     Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults. 

Goal 5

      Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality. 

Goal 6

      Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeric and essential life skills.

Community Governance In Higher Education Institutions

Community Governance In Higher Education Institutions   

          Ronald Barnett in his book the Idea of Higher Education says that governance of institutions of higher education which includes policy making and strategic planning should be an expression of the will of the entire academic community. He states that boards of directors and vice chancellors are primarily interested in financial status, the essentials for operating, and that over endorsing the use of performance indicators and systems of appraisals is likely to diminish the feeling of community throughout an institution. When Barnett uses the term “community of scholars” he means a group of academicians/scholars having an internal culture of sharing and a common set of interests.  Developing this “community” in universities can be realized, but can be hampered by managers whose primary focus is the cost and essentials of operating.

          As I reflect on Barnett’s book and statements, I realist that a participatory approach manifested in a collaborative form of internal government is generally an excellent principle to guide the management of higher education institutions. Indeed there are benefits to employing a participatory approach to higher education governance. Doing so aids in establishing a balance between administrative and scholastic interests and also maintains the feeling of “community” in an institution.  Additionally, if the faculty is allowed to participate in the development of policies and the governing body implements these policies harmony will be the result.  

 

          What I am advocating is a process of amalgamation of faculty and staff involvement, faculty resources and managerial techniques in the governance of an institution.  Specifically, this requires four things: firstly, staff and faculty commenting on areas such as the use and distribution of funds and the effective use of resources; secondly, the development of a process of soliciting their opinions and comments; thirdly, ensuring that opinions and comments are taken into account when implementing policies and making decisions which affect the entire academic community; fourthly, if a collaborative form of internal government is to be truly successful, it requires the use of appraisal schemes aimed at balancing managerial techniques with faculty and staff involvement in governance.  This appraisal scheme will also serve the purpose of determining the extent to which the views of the academic community are being considered.

          Globally, there are many issues facing those who lead higher education institutions. These include the need to receive government and research funding in order to operate effectively and to show that the institution is not an ivory tower but is relevant and responsive to the needs of the local community. The need to provide training and expertise in developing a knowledgeable labor force that is equipped to participate in the development of local and national goals is also important. Another issue that is real to any institution of higher education, especially in the developing world, is that of resources and the growing demands placed on those institutions to be self-sufficient, accountable and produce more with less.

           These and other issues faced by institutions of higher education might encourage boards of governors to focus on the financial status and essentials of operating. However, to successfully navigate these issues requires a tempering of the control exhibited by boards with staff involvement. In other words, there is a need for a collaborative form of internal government in higher education institutions. For indeed, more wisdom can be garnered from a group of people than from a single individual armed only with managerial techniques.

Educational Management Information System in India

Educational Management Information System in India

INTRODUCTION

     There are various agencies involved in the collection and dissemination of statistics on school education. At the national level, there are three main agencies that collect statistics on education on regular basis. They are (a) Planning, Monitoring and Statistics Division, Department of Education, MHRD on annual basis for all sectors of school education; (b) University Grants Commission on higher education; and (c) National Council of Educational Research and Training (NCERT) on school education through occasional surveys. In addition, there are agencies, which collect information from households. The Census of India publications provides information on levels of educational attainment of population and age-education classification of children in the age-group 5-14 years. In addition, the National Sample Survey Organization (NSSO), International Institute for Population Sciences (IIPS) and National Council of Applied Economic Research (NCAER) also collect statistics on educational variables occasionally through household sample surveys.

     Barring Census of India, most of the other agencies generate data with State/UT as a basic unit of consolidation but hardly any data is disseminated at the district level. Only in case of the MHRD, selected district level information was also disseminated on quinquennial basis for a short period. The UGC compiles data according to university area, whereas NCERT collects data at the district level but releases only state-specific information. The latest sixth survey was conducted in 1993 with September 30 as its date of reference. The dissemination of district-specific survey data is left to the discretion of the states. All the states do not bring out publications that contain district-specific data. The Directorate of Education, Bureau of Economics and Statistics, Directorate of Economics etc. in a State/UT also brings out statistical abstracts and other publications but the data that they disseminate is not uniform and the year also varies from state to state. Thus, it can safely be concluded that proper mechanism for dissemination of district-specific information is not in existence in most part of the country.

     Sporadic attempts have been made to develop computerized educational management information system with an aim to collect and disseminate district-specific information among which the District Primary Education Programme (DPEP) is the most prominent one. One of the important aims of the recently launched SSA is  to develop educational management information system for which data capture formats have been evolved and infrastructure created at the district level in the office of the District Project Coordinator. All the project districts have been provided with adequate hardwares and MIS softwares. The data capture format is divided into nine parts. Through the first part, school location particulars are envisaged to collect which includes village name and ward number, distance from block headquarters, number of non-formal education centres in a village and whether the school is governed by a voluntary organization or it is a Government school. This part also includes information relating to Total Literacy Campaigns and Post Literacy Facilities and whether a Village Education Committee is constituted in the village. The other important items included in the format are school particulars, teachers in position, equipments and facilities in terms of adequacy. So far as the information relating to enrolment and repeaters is concerned, all that required for planning at district level including the age-grade matrix is envisaged to collect. However, rural/urban distribution will not be made available.

     By the end of 2003, the coverage of DISE has extended to about 460 of the 593 districts of the country. these districts are spread over 18 DPEP states. It is expected that all the districts of the country would adopt DISE in a year or two. The Government of India decided that the manual collection of information system will gradually be replaced by the DISE and the statistics generated by it will be accorded the status of the Official Statistics. Recently ELEMENTARY EDUCATION IN INDIA: WHERE DO WE STAND, ANALYTICAL REPORT 2006 was also launched. Barring a few numeric indicators, most of the indicators required for efficient planning at the district level is now available through the DISE. The number of schools, enrolment, teachers, pupil-teacher ratio, literacy rates etc. is available over a period of time. however, district-wise information is not available from the MHRD sources. But information on school education is available from the All-India Educational Surveys but the same is not properly disseminated and it is latest available for 2002-03.. 

     The computation of many of the identified indicators need age-specific population which is generally not readily available at the district level and for that propose population projection exercises would have to be initiated. Even though the raw data is available, it is not an easy task to compute indicators especially when the number of districts is more than 600. Because of DPEP and SSA interventions, awareness about indicators and its use in planning elementary education has significantly improved in the recent past. It is happy to note that all the districts across the country now develop annual elementary education plans which are primarily based on the DISE data.

Education artical wise 4

:::- Parenting tips for special needs kids with math disabilities -:::

How often has your child said, “I don’t like math!” “I just don’t get math!” I can’t learn math!”

Compared to reading, parents are more tolerant of problems in math. But math is very important in children’s lives and future careers. Many of the fastest growing occupations require math through algebra and even calculus.

Math is the most cumulative subject in school. Therefore, if your special needs child falls behind, he is particularly prone to developing “gaps” in knowledge that will haunt him in future years.

:::- Back to school routines for special needs parents -:::

Children with ADD, ADHD, autism, learning disabilities and other special needs often have difficulty with the social or academic aspects of school and they can be reluctant to return to the demands of the educational environment. Parents who build in support with routines established and maintained during the summer help their child feel safe and secure as they venture back to the world of school and friendships.

::Back to school - A motivational investment that cannot be afford to be ignored -:::

This article is about 'back to school' pangs experienced by various stakeholders involved in a child's learning process including the child. This acts as a trigger to share and kindle the enlightened ideas of all the stakeholders. On its journey, it unravels the need to stand by the kid duing such hardships and reassure the confidence in them

:::- Teacher's Characteristics that Promote Positive Classroom Behavior in Emotionally Troubled and Acting-Out Students -:::

Psycho-educational teachers believe that there are multiple options for every problem behavior, and the more child guidance theories, methods, and interventions teachers know, the broader our understanding of the problem behavior, and the more effective we can be. Psycho-educational teachers perceive students' disruptive behaviors as challenges, not threats, and they analyze problem behaviors using problem solving techniques.

:::- Shield Theory -:::

This article presents a conceptual model of a neurological process called the shield, which provides a bracing mechanism against input and facilitates efficient energy distribution in the brain. The concept is applied to developmental disorders and general intelligence.

:::- Kids Need Geography. So Why Won't Public Schools Teach It? -:::

As part of a broad campaign against foundational knowledge and basic facts, the Education Establishment particularly targeted geography, which is the starting point for the study of so many other subjects. We need to bring back geography ASAP.

Education artical wise 3

:::- Faith, Fears & Attitude -:::

It’s a matter of choice, not circumstances, how we deal with a particular situation. Our attitude can influence our faith. It’s up to us to influence our decisions today, to make a future we’re dreaming about. Our attitude can change everything. You don’t necessarily have to be the best, but we can make our thinking run in a positive way, to make negative thoughts disappear. You can face anything in this world, if you have a will, strong enough to make you go ahead. We all live in a vicious cycle, but what matters the most is to be able to manage daily something that will add perspectives to our future. You can now take your personal road possible for your dream achieving, or if you are not ready yet to make this step, you have to go through some points, that I will count in a few steps.

::: - Gardening the Minefield: A Survival Guide for School Administrators - A Book Review -:::
This review discusses one of the most valuable books to date in regards to educational decision making. Laurel Schmidt offers excellent insight into the world of school administration. Gardening in the Minefield is a must read for both rookie and veteran school leaders.

:::- ESL Classroom Activity for Forming Sentences with Target Grammar -:::

ESl activity to get students working together to form sentences using target vocabulary words.

:::- Teaching Your ADHD Child How Much Attention Academic Tasks Require -:::

Most students with ADHD do not think about how much attention it takes to complete a task, but recognizing how much concentration is required to complete an activity is invaluable to obtaining good results!

The goal of this activity is to show students how to pay attention and also how to sustain concentration until a task is successfully completed.

:::- WARNING: Math Instruction In US Can Harm Children -:::

Math teaching in US in hindered by bad ideas and, most likely, bad faith. In any case, current practice is mind-numbing. We need reform in math instruction at all levels, but especially in the early grades.

:::- Children with ADHD Need to Learn How It Looks and Fees to Pay Attention -:::

How do people know you are paying attention? What do you look like when paying attention? How do you feel when you pay attention? All too often, students with ADD and ADHD can’t answer these questions.

In order to really get control of their ability to devote the right amount of attention to a task at the right time, students must understand how their body looks and feels when they pay attention.
The following role playing activity can encourage students’ insights by drawing their attention to the body language that illustrates strong listening.

Education artical wise 2

:::- Manifesto from the Trenches, not the Perch -:::

This is a response to a manifesto written by many school superintendents, including Michelle Rhee of Washington, DC, that appeared in the Washington Post on Sunday, October 10, 2010

:::- Florida Education: Community Involvement -:::

Steve Edmonds is running for Florida State Senate District 24. This is a series of his views on how he perceives that government should work.

:::- Technology in the Classroom -:::
--------------------Anstract-----------------

The ISTE Classroom Observation Tool (ICOT) is a fantastic instrument for administrators to use to evaluate the effectiveness of the use of technology in the classroom. Teachers and administrators will benefit from the use of this tool. Teacher will be able to engage in educated conversations about the use of technology in the classroom. School and district level administrators will know where to spend money earmarked for technology and what professional development activities to provide for the teachers. The instrument is provided by the International Society for Technology in Education (ISTE) and is free online. The goal of this paper is to introduce ICOT to educators, discuss some of the benefits of using the tool, and to provide an example of how the tool can be used to improve instruction using technology.

:::- 5 Reasons To Home School Your Child -:::

This article provides the benefits of home schooling. Parents often wonder why should I home school my child? Understanding how home schooling will benefit your child and your family is the first step to home schooling.

:::- Interactive Reading Activity for ESL Classroom -:::

This is an ESL classroom activity for reading passages in English as a class out loud.

:::- A Clinical/Education Approach to Remediation with Learning Disabled Students -:::

This article offers a neuro functional definition of a learning disability and discusses the use of an adaptive version of assertive training as a means of remediating students with learning problems.

:::- ESL Grammar Activity for the Classroom -:::

ESL interactive group activity to practice grammatical concepts through correcting errors in reading passages.

Education artical wise 1

:::- Are You An Education Activist? What Is An Education Activist? -:::

What does education activist mean? You want to use the schools to socially-engineer kids and transform society? Or you want to make schools as intelligent as possible so that kids will learn a lot?

:::- Mathematical Modeling for Kids -:::

Mathematical Modeling has been lately realized as most important tool for handling complex issues related to any physical or biological system. Its strongly preferred to have our students thinking on these lines, from the beginning stage itself. We just need to focus on some, unconventional methods that spark the ideas of modeling in kids.

:::- First and Foremost, Teach Facts -:::

Foundational knowledge is essential for the academic progress of any student. Bad schools say, "They can look it up," as an all-purpose excuse for teaching nothing. (Author has created several tests consisting of very easy questions to dramatize how little some people know.)

:::- Are you worried about medicating your child with ADD or ADHD? -:::

Many of the students I work with have ADD or ADHD (often referred to simply as ADHD), and I often hear from parents that they are concerned about making the decision to give their child medication. A parent recently asked me for my opinion of medicating kids with ADD and ADHD.

Children with ADHD are suffering; some suffer quite a lot. One way of looking at ADHD is that it is difficulty with managing the multiple aspects of “paying attention.” Attention is not a simple, easily defined matter of focusing on one thing. Attention is the management or orchestration of the information being received by the senses, interpreting this information, and responding to this information.

:::- The Most Essential Factor in Parenting Students with ADD and ADHD? -:::

Some people would answer something such as “the ability to stay calm,” or “providing the right kind of structure,” or “keeping yourself healthy and well-rested.”
Although these are crucial for long-term success in raising a child with ADD or ADHD, the most essential parenting trait is trust. 

:::- Reading comprehension strategies that work: Anchoring visualizations -:::

Some kids have trouble with reading comprehension. There can be many reasons they have difficulty, but one of the main causes of reading comprehension problems is that students do not create vivid images as they read.

In my educational therapy practice, I often listen to students read. Some students have difficulty with word recognition, but many do not. When your child has little or no difficulty sounding out the words in the passage, but still has comprehension difficulty, the problem may be that he or she is not skillful with visual imagery. And even if your child does have trouble sounding out words, he may still have difficulty with comprehension as well.

:::- Teachers' Victory in Baltimore, Sort of -:::

The Baltimore Teachers' Union contract was overwhelmingly defeated by its members. If there's to be any change before a re-vote on October 28, 2010, it needs to be a radical overhaul and not simple clarification of existing provisions.

:::- Alternative Teaching Techniques for Low Achieving Students: Repeated Reading Exercises for the Student with Limited Reading Fluency -:::

Low reading fluency is one of the most common problems in low achieving students. A student in fourth grade should be able to read 120-to-150 words per minute to be considered a fluent reader. A repeated reading of passages and sentences is an effective method to help children with weak reading fluency.

:::- When Children do not get it: Helping Low Archieving  Students Understand Concepts -:::

Understanding abstract concepts is a source of frustration and difficulty for students who struggle in the classroom. With low achieving students, teachers need to use a high support approach that aims at helping these students comprehend and interpret what they hear, see, and read in the classroom.

:::- Alternative Teaching Techniques for Low Achieving Students: Helping the Struggling Speller -:::

A problem in visual-auditory integration often leads to poor spelling ability. Traditional spelling activities and remediation rarely help struggling spellers. Children become spellers that are more efficient when they understand that there is a variety of approaches to spell different kinds of words.

:::- What Are Your Favorite Ideas For Improving Public Schools??? -:::

Political changes may lead to education changes. People ought to discuss what new directions they'd like to see. Education is much too important to leave to the so-called experts.

EducationDubai

       Education in Dubai boasts high level of education.In UAE there is a real awareness about the education system, which is constantly updating the policy. The Ministry of Education of UAE has comes up with a policy which shows the strategy for educational development in UAE.

There is continuous investment in education infrastructure which helps for the development of the country.

In the field of education UAE has advanced in many areas within the past few decades.English is a medium of instruction in most of the educational institutions. 
   The educational system of UAE was established in 1970, which covers 14 years of education.  Visa or residence permit is required for the international students, which is not difficult because it is issued by the university itself. Dubai's universities have authority to issue student visa for education. Student should check with the university about the requirements for getting the student visa.

Admission eligibilties for graduation and postgraduation may vary form one institution to the other, as each has its own admission standards, hence it preferable to check with the institution prior to admission.

Top Universities and Colleges in Dubai:

Dubai University College

Dubl in Business School

• European University College Brussels
• Al Ghurair University
• Dubai School of Government
• MAHE-Manipal
• SZABIST
• American University in Dubai
• Birla Institute of Technology and Science.
• British University in Dubai