Akshara foundation charity organizations in india
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Akshara Foundation is charity organization/ NGO in India. Our aim is to provide quality education for underprivileged children in Bangalore, India.
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BASIC RIGHTS LEARNING
Hello, welcome to the library. How can I help you?
Student: Hi, my name is Juan. I'm looking for a book about animals for my science project. Do you have any suggestions?
Assistant: Sure, we have a great selection of books about animals. What kind of animals are you interested in?
Student: I like jungle animals. Do you have any books about monkeys, snakes or jaguars?
Assistant: Yes, we have a few books that might work for your project. Follow me and I'll show you where we keep the books about jungle animals.
2
Asks and answers simple questions related to familiar topics
such as family, school, free time activities, likes and dislikes.
Akshara foundation underprivileged children education in bangalore
Akshara Foundation is charity organization/ NGO in India. Our aim is to provide quality education for underprivileged children in Bangalore
SEQAEP 5 Year Success Story 2014
This document summarizes the Secondary Education Quality and Access Enhancement Project (SEQAEP) in Bangladesh. It discusses how the project has provided stipends to disadvantaged students, additional classes in English and math taught by trained teachers, and improved school facilities. The World Bank has agreed to provide an additional $265 million in funding to continue the project for three more years. Key officials from the Ministry of Education and the World Bank praise the project for improving education quality and access, especially for poor and rural students.
The English Language's Function and Significance in India
This article explores the significance of English in Indian languages and highlights the importance of a language for a country's survival. Languages are crucial for communication, social activities, public handling, business and industry support, and higher learning.
Kotak Education Foudation - N.G.O Project
A PROJECT REPORT ON
NGO INTERNSHIP IN KOTAK EDUCATION FOUNDATION, MUMBAI,
FROM 10TH NOVEMBER TO 22ND NOVEMBER
SUBMITTED BY:
UTKARSH VERMA
MARKETING-I, ROLL NO: 114
APP ID: PGDM-1332
BATCH-2014-16
FACULTY GUIDE: PROF VENI NAIR
ITM NAVI MUMBAI
SUMMARY
This report is an account of my association with Kotak Education Foundation, along with
other students of ITM, for two weeks (from 10th November to 22nd November, 2014). It
chronicles all our activities as a team of volunteer interns for Kotak Education Foundation during
the aforementioned period.
Kotak Education Foundation (KEF), an NGO formed in 2007 by Mr.Uday Kotak ( Vice
Chairman and Managing Director, Kotak Mahindra Bank Ltd), Mrs.Pallavi Kotak and
Mr.Shivaji Dam (Former Director , Kotak Mahindra Bank Ltd) , caters to the education and
livelihood needs of the underprivileged section of the society.
In the areas of education KEF has partnered with 30 schools catering to underprivileged students.
In the schools, the foundation teaches spoken English to students of class 6th, 7th, 8th and 9th.
The spoken English program is supported by other programs such as Health, Parenting, School
Teacher's and Principal Development and Scholarship.
2 0 hip introduction 29 jan
This document provides an overview of the Highly Immersive Programme (HIP) Toolkit. The toolkit was designed to support the creation of a highly immersive English language environment in schools. It includes an overview of HIP, the four fundamental factors for its success, a self-assessment tool, and a guidebook of activity ideas. The goal of HIP is to improve students' English proficiency through increased exposure to the language both in and out of the classroom.
2 0 hip primary introduction 9 june
This document provides an overview of the Highly Immersive Programme (HIP) Toolkit version 2.0 created by the English Language Teaching Centre, Ministry of Education, Malaysia. The toolkit aims to support schools in creating a highly immersive English learning environment. It includes an overview of HIP and its relation to education policies, describes 4 factors important for HIP success, a self-assessment tool to evaluate progress, and a guidebook with sample activities. The self-assessment tool involves scoring different groups (head, teachers, students, parents) to determine the school's overall level of English immersion.
HIP_TOOLKIT.pdf
The document provides an overview of the Highly Immersive Programme (HIP) Toolkit which aims to support the creation of a highly immersive English language environment in Malaysian schools. The toolkit includes: (1) An overview of HIP and its relation to Malaysia's education policies; (2) Descriptions of the four fundamental factors for HIP's success; (3) A self-assessment tool to help schools evaluate their progress; (4) A guidebook with a menu of in-class, out-of-class, extra-curricular and outreach English language activities. The toolkit is intended to help schools customize activities to create an immersive environment and continuously improve their English proficiency levels.
Recommended
BASIC RIGHTS LEARNING
Hello, welcome to the library. How can I help you?
Student: Hi, my name is Juan. I'm looking for a book about animals for my science project. Do you have any suggestions?
Assistant: Sure, we have a great selection of books about animals. What kind of animals are you interested in?
Student: I like jungle animals. Do you have any books about monkeys, snakes or jaguars?
Assistant: Yes, we have a few books that might work for your project. Follow me and I'll show you where we keep the books about jungle animals.
2
Asks and answers simple questions related to familiar topics
such as family, school, free time activities, likes and dislikes.
Akshara foundation underprivileged children education in bangalore
Akshara Foundation is charity organization/ NGO in India. Our aim is to provide quality education for underprivileged children in Bangalore
SEQAEP 5 Year Success Story 2014
This document summarizes the Secondary Education Quality and Access Enhancement Project (SEQAEP) in Bangladesh. It discusses how the project has provided stipends to disadvantaged students, additional classes in English and math taught by trained teachers, and improved school facilities. The World Bank has agreed to provide an additional $265 million in funding to continue the project for three more years. Key officials from the Ministry of Education and the World Bank praise the project for improving education quality and access, especially for poor and rural students.
The English Language's Function and Significance in India
This article explores the significance of English in Indian languages and highlights the importance of a language for a country's survival. Languages are crucial for communication, social activities, public handling, business and industry support, and higher learning.
Kotak Education Foudation - N.G.O Project
A PROJECT REPORT ON
NGO INTERNSHIP IN KOTAK EDUCATION FOUNDATION, MUMBAI,
FROM 10TH NOVEMBER TO 22ND NOVEMBER
SUBMITTED BY:
UTKARSH VERMA
MARKETING-I, ROLL NO: 114
APP ID: PGDM-1332
BATCH-2014-16
FACULTY GUIDE: PROF VENI NAIR
ITM NAVI MUMBAI
SUMMARY
This report is an account of my association with Kotak Education Foundation, along with
other students of ITM, for two weeks (from 10th November to 22nd November, 2014). It
chronicles all our activities as a team of volunteer interns for Kotak Education Foundation during
the aforementioned period.
Kotak Education Foundation (KEF), an NGO formed in 2007 by Mr.Uday Kotak ( Vice
Chairman and Managing Director, Kotak Mahindra Bank Ltd), Mrs.Pallavi Kotak and
Mr.Shivaji Dam (Former Director , Kotak Mahindra Bank Ltd) , caters to the education and
livelihood needs of the underprivileged section of the society.
In the areas of education KEF has partnered with 30 schools catering to underprivileged students.
In the schools, the foundation teaches spoken English to students of class 6th, 7th, 8th and 9th.
The spoken English program is supported by other programs such as Health, Parenting, School
Teacher's and Principal Development and Scholarship.
2 0 hip introduction 29 jan
This document provides an overview of the Highly Immersive Programme (HIP) Toolkit. The toolkit was designed to support the creation of a highly immersive English language environment in schools. It includes an overview of HIP, the four fundamental factors for its success, a self-assessment tool, and a guidebook of activity ideas. The goal of HIP is to improve students' English proficiency through increased exposure to the language both in and out of the classroom.
2 0 hip primary introduction 9 june
This document provides an overview of the Highly Immersive Programme (HIP) Toolkit version 2.0 created by the English Language Teaching Centre, Ministry of Education, Malaysia. The toolkit aims to support schools in creating a highly immersive English learning environment. It includes an overview of HIP and its relation to education policies, describes 4 factors important for HIP success, a self-assessment tool to evaluate progress, and a guidebook with sample activities. The self-assessment tool involves scoring different groups (head, teachers, students, parents) to determine the school's overall level of English immersion.
HIP_TOOLKIT.pdf
The document provides an overview of the Highly Immersive Programme (HIP) Toolkit which aims to support the creation of a highly immersive English language environment in Malaysian schools. The toolkit includes: (1) An overview of HIP and its relation to Malaysia's education policies; (2) Descriptions of the four fundamental factors for HIP's success; (3) A self-assessment tool to help schools evaluate their progress; (4) A guidebook with a menu of in-class, out-of-class, extra-curricular and outreach English language activities. The toolkit is intended to help schools customize activities to create an immersive environment and continuously improve their English proficiency levels.
SEQAEP 5 Years Success Story
The Secondary Education Quality and Access Enhancement Project (SEQAEP) is a large World Bank-funded project by the Bangladeshi Ministry of Education aimed at improving secondary education. Over the past 5 years, the project has provided stipends to over 1 million disadvantaged students, trained 0.5 million teachers, and increased secondary school pass rates to nearly 100% in partner schools. The project focuses on improving education quality, access, and reducing disparities between urban and rural areas. It has been successful in improving learning outcomes and encouraging reading habits through additional tutoring, teacher training, school grants, and other initiatives. The World Bank has now provided an additional $265 million to expand the project for 3 more years.
2 0 hip introduction 29 jan
This document provides an overview of the Toolkit for the Highly Immersive Programme (HIP) in Malaysia. The toolkit was designed to support the creation of a highly immersive English language environment in schools. It includes an overview of HIP and its relation to education policies in Malaysia. It also describes four fundamental factors for the success of HIP: the school head, teachers, students, and parents/community. The toolkit includes a self-assessment tool to help schools evaluate their progress in creating an immersive English environment, and a guidebook with examples of in-class, out-of-class, extra-curricular, and outreach activities.
Portfolio of mierza miranti
Mierza Miranti has over 15 years of experience in education. She holds a Bachelor's degree in English Literature and teaching certificates from Cambridge. Currently, she teaches English, history, and economics at Al Taqwa College in Indonesia and assists the deputy principal. Previously, she held teaching and leadership roles at several schools in Indonesia and led professional development programs. She has published papers on education and won awards for her work integrating character education and global issues into the classroom.
REACTION PAPER ON TRENDS BRIGADA ESKWELA.docx
Brigada Eskwela is an annual nationwide campaign in the Philippines organized by the Department of Education to prepare public school facilities for the opening of each school year. It mobilizes sectors like parents, teachers, local governments, NGOs, private companies and individuals to support education. The program demonstrates the Filipino people's commitment to quality education for all children and has helped improve public schools since the late 1990s by bringing together stakeholders, increasing funding and resources, and building a sense of community in the education sector. Brigada Eskwela helps ensure schools are ready each year and that all students can access quality education through collective action.
Reconsidering english language teaching in vernacular medium schools of india...
Although there have been recurring reforms in the policy of Indian government towards the teaching and learning of English and currently English is taught as a compulsory subject in all schools, students from vernacular-medium schools suffer as apart from total unfamiliarity with the language, the pedagogies used to teach English do not enable them to speak the language fluently. Albeit, the demands in India for better teaching and learning of English are not being met meaningfully in vernacular-medium schools. Vernacular-medium students in India mostly leave school speaking a language that would not be recognised in the job market. This paper is a review of related literature to suggest a reconsideration of English language teaching in vernacular-medium schools of India with an emphasis on employability.
Ingles Colombia aprende (1)
The document is an introduction to the textbook "English, please! 2" which was designed under cooperation agreements between the Colombian Ministry of Education, the British Council, and the Foundation of Businesspeople for Education. It provides information about the textbook's purpose of strengthening students' English language competencies and developing their intercultural awareness through topics. It also lists the organizations and individuals involved in the development and production of the textbook.
Emancipatory English in India
From the blog TOETOE (ˈtɔɪtɔɪ): Technology for Open English - Toying with Open E-resources http://www.alannahfitzgerald.org/emancipatory-english-in-india/
Ingles
The document presents the Basic Learning Rights (BLRs) in English for grades 6-11 in Colombia. It introduces the BLRs as a tool to ensure educational quality and equity for all students in the country. The BLRs describe the key knowledge and skills students should learn and develop in English at each grade level. They are structured coherently with the Curriculum Guidelines and Basic Competency Standards. The examples provided illustrate the communication skills students can demonstrate at each grade. The BLRs are intended as a reference for classroom planning and curriculum development to help students achieve the competency level goals.
Dba ingles
Please turn off the lights and close the door when you leave.
Student: Ok, I will turn off the lights and close the door when I leave.
Comprende instrucciones
relacionadas con actividades
de clase, colegio y comunidad
y las expresa de forma oral y
escrita para evidenciar su
comprensión. Por ejemplo:
5
Identifies the main idea and
specific details in short oral
and written texts about
familiar topics.
For example:
The text is about Angela Poole. She is a doctor and works in a hospital. In her free time she likes to play soccer with her children and listen to music.
Dba inglés
Here are the basic steps to turn on a computer:
1. Press the power button on the computer tower or laptop.
2. Wait for the operating system to load. This may take a few minutes.
3. You will see the desktop background or login screen.
4. You can now start using programs and applications.
Comprende instrucciones
relacionadas con actividades
de clase, colegio y comunidad
y las expresa de forma oral y
escrita para evidenciar su
comprensión. Por ejemplo:
5
Identifies the main idea and
specific details in short oral
and written texts related to
familiar topics.
For example
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IIRM CONFERENCE CHIRALA REGARDING TECHNOLOGY NOTES IIRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute IRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute is promoted by IRDAI and the Government of Telangana with the sole aim of developing an employable workforce. IRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute is promoted by IRDAI and the Government of Telangana with the sole aim of developing an employable workforce.IRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute is promoted by IRDAI and the Government of Telangana with the sole aim of developing an employable workforce. The Course is spread over four semesters / two Years
During the First year the focus is on general management subjects
In the second year students can opt from an array of specializations to further their knowledge in areas of their interest
The Institute facilitates internships which provides opportunity for practical Industry insights
Academic Governing Council consists of Industry Experts and CEOs
The curriculum is regularly updated to meet dynamic needs of the industry and academic world
It encourages creativity, inquisitiveness and responsibility for continuous development
Integration of courseware with strong IT platform IIRM CONFERENCE CHIRALA REGARDING TECHNOLOGY NOTES IIRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute IRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute is promoted by IRDAI and the Government of Telangana with the sole aim of developing an employable workforce. IRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute is promoted by IRDAI and the Government of Telangana with the sole aim of developing an employable workforce.IRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute is promoted by IRDAI and the Government of Telangana with the sole aim of developing an employable workforce. The Course is spread over four semesters / two Years
During the First year the focus is on general management subjects
In the.
Alternative learning system (ALS)
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Alternative learning-system (1)
The Alternative Learning System (ALS) is a non-formal education program implemented by the Department of Education in the Philippines. It provides free education to out-of-school youth, adults, and other groups who cannot attend formal schooling. ALS uses modular courses and "mobile teachers" who teach in communities. It aims to give equivalency certificates upon passing accreditation exams to allow graduates to pursue further education or jobs. The document describes the various ALS programs that target different groups, how ALS works, comparisons to formal education, and changes being made to ALS under the K to 12 program.
Alternativelearningsystem 140207013548-phpapp02
The Alternative Learning System (ALS) is a non-formal education program implemented by the Department of Education in the Philippines. It provides free education to out-of-school youth, adults, and other groups who cannot attend formal schooling. ALS uses modular learning materials and mobile teachers who provide flexible scheduling. It aims to give equivalency certificates to completers equivalent to elementary and high school diplomas to improve learners' opportunities. The document outlines several ALS programs that target different groups, such as literacy programs, vocational training, and education for indigenous communities.
8English Language Teachers
This document summarizes a study about English language teachers and teacher training in Pakistan. It discusses the standards for language teacher training in Europe and contrasts that with the realities in Pakistan. It finds that Pakistani teachers generally do not meet the standards set by the Ministry of Education and lack the necessary capabilities for teaching English. The document recommends investing more in teacher training programs to improve English language teaching and learning in Pakistan.
Als
The document discusses the Alternative Learning System (ALS) implemented by the Department of Education in the Philippines. ALS provides free education to out-of-school youth and adults through non-formal and informal programs. It uses modular learning materials and "mobile teachers" who teach in communities. The document outlines the vision, target learners, programs and assessment processes of ALS. It compares ALS to formal education and notes changes made to align ALS with the K-12 curriculum.
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The document outlines Connecting Classrooms' programme areas from 2010-2011 onwards, including collaborative curriculum projects, professional development opportunities, and policy-level initiatives to promote international education. Core programmes include the International School Award and opportunities for teachers, leaders, and students. Flexible options allow for customization. Projects aim to give students global experiences through online collaboration on subjects like citizenship, the arts, and climate change. Leadership programmes and international coordinators' training further these goals in countries across East Asia and the UK.
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This presentation discusses the basic educational system of Singapore and how the small country became one of the top country's when it comes to standards in education.
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SEQAEP 5 Years Success Story
The Secondary Education Quality and Access Enhancement Project (SEQAEP) is a large World Bank-funded project by the Bangladeshi Ministry of Education aimed at improving secondary education. Over the past 5 years, the project has provided stipends to over 1 million disadvantaged students, trained 0.5 million teachers, and increased secondary school pass rates to nearly 100% in partner schools. The project focuses on improving education quality, access, and reducing disparities between urban and rural areas. It has been successful in improving learning outcomes and encouraging reading habits through additional tutoring, teacher training, school grants, and other initiatives. The World Bank has now provided an additional $265 million to expand the project for 3 more years.
2 0 hip introduction 29 jan
This document provides an overview of the Toolkit for the Highly Immersive Programme (HIP) in Malaysia. The toolkit was designed to support the creation of a highly immersive English language environment in schools. It includes an overview of HIP and its relation to education policies in Malaysia. It also describes four fundamental factors for the success of HIP: the school head, teachers, students, and parents/community. The toolkit includes a self-assessment tool to help schools evaluate their progress in creating an immersive English environment, and a guidebook with examples of in-class, out-of-class, extra-curricular, and outreach activities.
Portfolio of mierza miranti
Mierza Miranti has over 15 years of experience in education. She holds a Bachelor's degree in English Literature and teaching certificates from Cambridge. Currently, she teaches English, history, and economics at Al Taqwa College in Indonesia and assists the deputy principal. Previously, she held teaching and leadership roles at several schools in Indonesia and led professional development programs. She has published papers on education and won awards for her work integrating character education and global issues into the classroom.
REACTION PAPER ON TRENDS BRIGADA ESKWELA.docx
Brigada Eskwela is an annual nationwide campaign in the Philippines organized by the Department of Education to prepare public school facilities for the opening of each school year. It mobilizes sectors like parents, teachers, local governments, NGOs, private companies and individuals to support education. The program demonstrates the Filipino people's commitment to quality education for all children and has helped improve public schools since the late 1990s by bringing together stakeholders, increasing funding and resources, and building a sense of community in the education sector. Brigada Eskwela helps ensure schools are ready each year and that all students can access quality education through collective action.
Reconsidering english language teaching in vernacular medium schools of india...
Although there have been recurring reforms in the policy of Indian government towards the teaching and learning of English and currently English is taught as a compulsory subject in all schools, students from vernacular-medium schools suffer as apart from total unfamiliarity with the language, the pedagogies used to teach English do not enable them to speak the language fluently. Albeit, the demands in India for better teaching and learning of English are not being met meaningfully in vernacular-medium schools. Vernacular-medium students in India mostly leave school speaking a language that would not be recognised in the job market. This paper is a review of related literature to suggest a reconsideration of English language teaching in vernacular-medium schools of India with an emphasis on employability.
Ingles Colombia aprende (1)
The document is an introduction to the textbook "English, please! 2" which was designed under cooperation agreements between the Colombian Ministry of Education, the British Council, and the Foundation of Businesspeople for Education. It provides information about the textbook's purpose of strengthening students' English language competencies and developing their intercultural awareness through topics. It also lists the organizations and individuals involved in the development and production of the textbook.
Emancipatory English in India
From the blog TOETOE (ˈtɔɪtɔɪ): Technology for Open English - Toying with Open E-resources http://www.alannahfitzgerald.org/emancipatory-english-in-india/
Ingles
The document presents the Basic Learning Rights (BLRs) in English for grades 6-11 in Colombia. It introduces the BLRs as a tool to ensure educational quality and equity for all students in the country. The BLRs describe the key knowledge and skills students should learn and develop in English at each grade level. They are structured coherently with the Curriculum Guidelines and Basic Competency Standards. The examples provided illustrate the communication skills students can demonstrate at each grade. The BLRs are intended as a reference for classroom planning and curriculum development to help students achieve the competency level goals.
Dba ingles
Please turn off the lights and close the door when you leave.
Student: Ok, I will turn off the lights and close the door when I leave.
Comprende instrucciones
relacionadas con actividades
de clase, colegio y comunidad
y las expresa de forma oral y
escrita para evidenciar su
comprensión. Por ejemplo:
5
Identifies the main idea and
specific details in short oral
and written texts about
familiar topics.
For example:
The text is about Angela Poole. She is a doctor and works in a hospital. In her free time she likes to play soccer with her children and listen to music.
Dba inglés
Here are the basic steps to turn on a computer:
1. Press the power button on the computer tower or laptop.
2. Wait for the operating system to load. This may take a few minutes.
3. You will see the desktop background or login screen.
4. You can now start using programs and applications.
Comprende instrucciones
relacionadas con actividades
de clase, colegio y comunidad
y las expresa de forma oral y
escrita para evidenciar su
comprensión. Por ejemplo:
5
Identifies the main idea and
specific details in short oral
and written texts related to
familiar topics.
For example
IIRM Conference - Chirala.pptx
IIRM CONFERENCE CHIRALA REGARDING TECHNOLOGY NOTES IIRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute IRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute is promoted by IRDAI and the Government of Telangana with the sole aim of developing an employable workforce. IRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute is promoted by IRDAI and the Government of Telangana with the sole aim of developing an employable workforce.IRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute is promoted by IRDAI and the Government of Telangana with the sole aim of developing an employable workforce. The Course is spread over four semesters / two Years
During the First year the focus is on general management subjects
In the second year students can opt from an array of specializations to further their knowledge in areas of their interest
The Institute facilitates internships which provides opportunity for practical Industry insights
Academic Governing Council consists of Industry Experts and CEOs
The curriculum is regularly updated to meet dynamic needs of the industry and academic world
It encourages creativity, inquisitiveness and responsibility for continuous development
Integration of courseware with strong IT platform IIRM CONFERENCE CHIRALA REGARDING TECHNOLOGY NOTES IIRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute IRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute is promoted by IRDAI and the Government of Telangana with the sole aim of developing an employable workforce. IRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute is promoted by IRDAI and the Government of Telangana with the sole aim of developing an employable workforce.IRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute is promoted by IRDAI and the Government of Telangana with the sole aim of developing an employable workforce. The Course is spread over four semesters / two Years
During the First year the focus is on general management subjects
In the.
Alternative learning system (ALS)
Alternative Learning System in the Philippines. Education for all. The changes of Alternative Learning System (ALS) under the K to 12 curriculum.
Alternative learning-system (1)
The Alternative Learning System (ALS) is a non-formal education program implemented by the Department of Education in the Philippines. It provides free education to out-of-school youth, adults, and other groups who cannot attend formal schooling. ALS uses modular courses and "mobile teachers" who teach in communities. It aims to give equivalency certificates upon passing accreditation exams to allow graduates to pursue further education or jobs. The document describes the various ALS programs that target different groups, how ALS works, comparisons to formal education, and changes being made to ALS under the K to 12 program.
Alternativelearningsystem 140207013548-phpapp02
The Alternative Learning System (ALS) is a non-formal education program implemented by the Department of Education in the Philippines. It provides free education to out-of-school youth, adults, and other groups who cannot attend formal schooling. ALS uses modular learning materials and mobile teachers who provide flexible scheduling. It aims to give equivalency certificates to completers equivalent to elementary and high school diplomas to improve learners' opportunities. The document outlines several ALS programs that target different groups, such as literacy programs, vocational training, and education for indigenous communities.
8English Language Teachers
This document summarizes a study about English language teachers and teacher training in Pakistan. It discusses the standards for language teacher training in Europe and contrasts that with the realities in Pakistan. It finds that Pakistani teachers generally do not meet the standards set by the Ministry of Education and lack the necessary capabilities for teaching English. The document recommends investing more in teacher training programs to improve English language teaching and learning in Pakistan.
Als
The document discusses the Alternative Learning System (ALS) implemented by the Department of Education in the Philippines. ALS provides free education to out-of-school youth and adults through non-formal and informal programs. It uses modular learning materials and "mobile teachers" who teach in communities. The document outlines the vision, target learners, programs and assessment processes of ALS. It compares ALS to formal education and notes changes made to align ALS with the K-12 curriculum.
Connecting Classrooms Programme Area 2010 11
The document outlines Connecting Classrooms' programme areas from 2010-2011 onwards, including collaborative curriculum projects, professional development opportunities, and policy-level initiatives to promote international education. Core programmes include the International School Award and opportunities for teachers, leaders, and students. Flexible options allow for customization. Projects aim to give students global experiences through online collaboration on subjects like citizenship, the arts, and climate change. Leadership programmes and international coordinators' training further these goals in countries across East Asia and the UK.
SINGAPORE.pptx
This presentation discusses the basic educational system of Singapore and how the small country became one of the top country's when it comes to standards in education.
ڕوانگە.pdf
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ENGLISH INSTRUCTIONAL MODULE FOR STE 7
This document discusses the development of an English instructional module for Grade 7 STE learners in La Union National High School. It notes the importance of English competence for education, careers, and global competitiveness. The school's English performance on mastery tests and the national achievement test is moderate, indicating room for improvement. The document reviews literature showing that appropriate instructional materials can positively impact student performance. It then proposes developing an English instructional module to enhance the learners' English skills through content-based instruction.
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Akshara foundation charity organizations in india
- 1. http://akshara.org.in/ Over the last fifteen years, Akshara has run multiple programmes that have all been designed to be comprehensive, scalable, replicable and cost-effective. All Akshara’s programmes are child-centric and are designed to ensure that enrolment in schools increase, drop-outs from schools decrease and that childrens' learning outcomes and overall development improve. In particular, Akshara works in close partnership with the Education Department and the Department of Women and Child Welfare of the Government of Charity Organizations in Indi
- 2. http://akshara.org.in/ The National Curriculum Framework – (NCF 2005) states that English is a “symbol of people’s aspirations.....for a fuller participation in national and international life.” It is easy to sense the compelling desire that people in urban India hold to “speak” English. The situation in rural India is not very different, as we at Akshara found out from our experience of working in rural pockets of Gadag District, Koppal District and Bangalore Rural District in Karnataka. The Government of Karnataka introduced English in Std I in 2007-08 under imperfect conditions. Government teachers themselves have come from a system where English was a ‘tough subject’ that lacked any real
- 5. http://akshara.org.in/ Our partners are the cornerstone of Akshara Foundation. Without them we can’t ensure Every Child in School and Learning Well. They are foundations, organisations, individuals, local communities, parents, government officials, teachers, non-profits, photographers, bloggers and everyday people just like you. In our mission to universalise quality primary education, they share their talents and resources. Together they share our vision and help make it a reality. We apologise if you are not listed by name and want each of you to know that everything we receive is truly appreciated.