The document provides statistics on the 2013 Kenyan Certificate of Primary Education (KCPE) examination candidature and results. It shows that in 2013, over 839,000 students sat for the KCPE exam, a 3.43% increase from 2012. Close to 427,000 were male candidates and over 413,000 were female candidates. The counties with the highest enrollment were Kiambu, Nairobi, Nakuru, and Kakamega. The document also provides a breakdown of candidature by county for 2013 and 2012.
This Slideshare presentation is a partial preview of the full business document. To view and download the full document, please go here:
http://flevy.com/browse/business-document/Excel-Model-for-Banking--119
This is a valuation model of Axis bank. This model covers the different valuation types to arrive at the fair value of a stock.
The document provides statistics on student admissions to Nazarbayev University Foundation Year Program (NUFYP) from 2010 to 2018. It shows that over this period the number of registered applicants ranged from around 2,200 to over 4,200, while the number of accepted students ranged from around 500 to over 700. The statistics also break down admissions data by NU school, entrance exam subjects, student regions, gender, and other criteria.
The document provides an overview of a presentation about global and African occupational health and safety strategies, trends, and the role of professionals. It discusses the International Commission on Occupational Health (ICOH), global estimates of work-related deaths and diseases, trends in exposures and attributable fractions in established market economies, major disease and injury groups and modifiable factors, and changes in the workplace.
The proposed budget presentation summarizes Colchester Public Schools' proposed budget for 2014-2015. It compares Colchester's per-pupil expenditures to other towns in Connecticut and surrounding towns, showing that Colchester spends less than average. The presentation identifies major areas where the budget is increasing, including capital projects, facilities/grounds, transportation, tuition, instruction, and salaries. It provides details on reductions made to initial requests and critical needs requiring increased funding.
The document discusses pedestrian fatalities in road traffic accidents in Europe from 2001 to 2010. It finds that:
1) The number of pedestrian fatalities in the EU decreased by 39% from 2001 to 2010, while decreasing more than 42% for total road fatalities.
2) The rate of pedestrian fatalities per million population varies widely across Europe, from 3.8 in the Netherlands to over 40 in Romania.
3) The proportion of fatalities that were pedestrians also differs significantly, from over 30% in several Eastern European countries to 10-12% in the Netherlands, France and Sweden.
The document provides admissions statistics for a university program from 2010 to 2014. It summarizes the number of applicants, exam takers meeting criteria, accepted students, and their academic honors. The statistics are also broken down by school/subject, gender, test scores, and region of applicants. Over the years reported, the number of applicants increased while the acceptance rate remained around 50%. The majority of accepted students studied mathematics/physics and were male, with average test scores rising each year. By region, most students came from Astana city and East Kazakhstan initially, becoming more distributed across regions over time.
Focus on the school turnaround methodology in order to fix up the operational, managerial and leadership processes in underperforming and high functioning schools. Intended to ensure that all learners are successful in schools, and that excellence become the target to strive towards.
This Slideshare presentation is a partial preview of the full business document. To view and download the full document, please go here:
http://flevy.com/browse/business-document/Excel-Model-for-Banking--119
This is a valuation model of Axis bank. This model covers the different valuation types to arrive at the fair value of a stock.
The document provides statistics on student admissions to Nazarbayev University Foundation Year Program (NUFYP) from 2010 to 2018. It shows that over this period the number of registered applicants ranged from around 2,200 to over 4,200, while the number of accepted students ranged from around 500 to over 700. The statistics also break down admissions data by NU school, entrance exam subjects, student regions, gender, and other criteria.
The document provides an overview of a presentation about global and African occupational health and safety strategies, trends, and the role of professionals. It discusses the International Commission on Occupational Health (ICOH), global estimates of work-related deaths and diseases, trends in exposures and attributable fractions in established market economies, major disease and injury groups and modifiable factors, and changes in the workplace.
The proposed budget presentation summarizes Colchester Public Schools' proposed budget for 2014-2015. It compares Colchester's per-pupil expenditures to other towns in Connecticut and surrounding towns, showing that Colchester spends less than average. The presentation identifies major areas where the budget is increasing, including capital projects, facilities/grounds, transportation, tuition, instruction, and salaries. It provides details on reductions made to initial requests and critical needs requiring increased funding.
The document discusses pedestrian fatalities in road traffic accidents in Europe from 2001 to 2010. It finds that:
1) The number of pedestrian fatalities in the EU decreased by 39% from 2001 to 2010, while decreasing more than 42% for total road fatalities.
2) The rate of pedestrian fatalities per million population varies widely across Europe, from 3.8 in the Netherlands to over 40 in Romania.
3) The proportion of fatalities that were pedestrians also differs significantly, from over 30% in several Eastern European countries to 10-12% in the Netherlands, France and Sweden.
The document provides admissions statistics for a university program from 2010 to 2014. It summarizes the number of applicants, exam takers meeting criteria, accepted students, and their academic honors. The statistics are also broken down by school/subject, gender, test scores, and region of applicants. Over the years reported, the number of applicants increased while the acceptance rate remained around 50%. The majority of accepted students studied mathematics/physics and were male, with average test scores rising each year. By region, most students came from Astana city and East Kazakhstan initially, becoming more distributed across regions over time.
Focus on the school turnaround methodology in order to fix up the operational, managerial and leadership processes in underperforming and high functioning schools. Intended to ensure that all learners are successful in schools, and that excellence become the target to strive towards.
The document provides admissions statistics for Nazarbayev University Foundation Year Programme (NUFYP) from 2010 to 2017. It summarizes the number of applicants, exam takers who met admission criteria, and students accepted each year. It also breaks down admission numbers and test scores by subject, region, gender, and NU school. The number of applicants and exam takers generally decreased from 2010 to 2017 while the number accepted fluctuated between 484 and 706. Engineering was the most popular school for admitted students throughout this period.
The document provides admissions statistics for Nazarbayev University Foundation Year Programme (NUFYP) from 2010 to 2017. It summarizes the number of applicants, exam takers who met admission criteria, and students accepted each year. It also breaks down admission numbers and test scores by gender, region of Kazakhstan, and NU school. The number of applicants and exam takers generally decreased from 2010 to 2017 while the number accepted fluctuated between 484 and 706.
This document contains enrollment and student data for a community college from fall 2009 to fall 2014. It summarizes key metrics including headcount, FTE, enrollment by campus, student demographics, academic programs, degrees conferred, transfer and retention rates, and online course enrollment. Overall, headcount remained relatively stable between 5,000-5,500 students while online enrollment increased significantly. The student body was majority female, with the largest ethnic groups being white and Hispanic. Top programs included liberal arts, business, and health-related certificates. Transfer and retention rates showed mixed trends over time.
This document provides revenue and expenditure projections for the Town of Brookfield, Connecticut for the 2015-2016 fiscal year through March 2016. It shows year-to-date revenue and expense figures compared to the annual budget and previous year. Overall, revenues are projected to be $426,198 over budget while expenses are projected to be $736,964 under budget, for a positive net of $1,163,162. The largest projected expense variances are in health, planning and zoning, and utilities.
This document provides data on Mongolia's official development assistance from 2002-2014. It includes 14 pictures showing trends in total net ODA as a percentage of GNI and per capita, sources of funding by donor country, sectors funded, and progress toward achieving Millennium Development Goals. Key points include ODA increasing to over 10% of GNI in recent years, top donors being Japan, US, and Germany, and sectors funded including economic infrastructure, education, and health.
Does medical travel pay? Measuring return on investmentKi Nam Jin
The objectives of this presentation are:
To describe the medical tourism trend by region
To review the government investment & outcomes by region
To analyze the ROI by region
The Deloitte Consumer Survey Consumer Review. Africa: A 21st century reviewKenyaSchoolReport.com
This document discusses opportunities for consumer businesses in Africa. It finds that Africa's economy is growing rapidly, driven by a rising middle class as wealth spreads beyond elites. The population is young and increasingly urban, and digital technologies are allowing Africans to adopt new services. A survey of youth in four African countries shows they are optimistic, brand-conscious, and engaged via mobile phones. While challenges remain, opportunities exist for companies willing to invest and innovate long-term in Africa's evolving consumer markets.
This document summarizes Africa's annual financial losses to the rest of the world compared to financial inflows. Key points:
- Africa loses $192 billion annually through outflows like multinational company profits ($46.3B), debt payments ($21B), and tax avoidance ($35.3B).
- Financial inflows to Africa total $134 billion, resulting in a net annual loss of $58 billion for the continent.
- The amounts lost far exceed international aid received, which is less than $30 billion per year. For every $100 in aid, $640 is lost through outflows.
- Continued losses at this rate will drain $580 billion from Africa in the next decade alone
The parliamentary delegation visited nutrition and education programs in Tanzania in November 2013. They found that 42% of children in Tanzania are stunted due to undernutrition, negatively impacting their ability to learn. While access to primary education is high at 94%, overcrowded classrooms and low teacher quality have led to poor education outcomes. The delegation recommends that Tanzania increase investments in direct nutrition programs rather than relying on economic growth alone to reduce undernutrition. They also call for addressing unofficial primary school fees and improving teacher training to enhance education quality.
An Early Learning Challenge fund could be structured as follows based on lessons from other funding schemes:
- The majority of funding should be through aligned rather than pooled programs to attract more donors, but a percentage should be pooled for management, technical assistance, and evaluation.
- A medium-sized central management staff is needed with strong technical knowledge and relationships to oversee programs effectively.
- Local input should be integrated through a partner organization on the ground to ensure responsiveness, while maintaining autonomy.
- Grantmaking should occur in discrete rounds with tiered funding to allow for learning and support both proven and innovative projects.
- Technical assistance is critical to make funding more efficient and allow investment in riskier models
Strong Foundations recommended four areas to better achieve ECCE: 1) move ECCE up agendas, 2) increase public funding and target interventions, 3) upgrade the ECCE workforce, and 4) improve monitoring. However, progress has been insufficient. Six challenges remain: 1) ECCE is neglected in frameworks, 2) policy frameworks are weak, 3) financing is insufficient, 4) benefits do not reach those most in need, 5) quality is variable, and 6) monitoring is inadequate. To make progress, advocacy must be improved to increase political commitment and financing issues must be resolved by examining innovative techniques to increase domestic and international funding for ECCE.
This document analyzes the economic cost of out of school children in 20 countries. It uses microeconomic and macroeconomic methods to estimate costs. The microeconomic approach looks at future earnings forgone by undereducated workers. The macroeconomic approach examines the relationship between education levels and GDP per capita. The estimated costs vary substantially by country, from 1% of GDP in Thailand to 10% of GDP in Gambia. For 9 countries with high out of school rates, the estimated economic benefit of universal primary education exceeds multiple years of average GDP growth. Overall, the findings suggest achieving universal primary education could boost economic convergence and reduce inequality between and within countries.
The document discusses students at Pader Girls Secondary School in Uganda, which is an institution supported by FAWE-U. Pader Girls Secondary School is located in Pader, Uganda and provides educational opportunities for girls with support from Forum for African Women Educationalists of Uganda (FAWE-U).
Exploring use of technology to promote teacher development for secondary educ...KenyaSchoolReport.com
Asante Africa and Khan Academy have partnered to provide free online education resources for students and teachers across Africa. Through this collaboration, Khan Academy's library of educational videos and exercises covering subjects like math, science, and humanities will be made available in local languages and customized for African curricula. The goal is to help improve learning outcomes for millions of students on the continent through accessible, high-quality educational content.
Entrepreneurship vocational training and life skills in east africa cssepaKenyaSchoolReport.com
Students at schools supported by Sazani Associates learn to prepare food for their school's Breakfast Club. These breakfast clubs are income-generating activities that provide support to the schools. The photo shows students preparing food and is the property of Sazani Associates.
This document is a school report card for 2013 that analyzes data from primary schools in Kenya. Some key findings include:
1. Parental participation in school activities increased significantly from an average of 42 parents attending initial meetings in the previous report to 62 parents. This correlates with small improvements in school ratings.
2. Overall school ratings across 10 categories improved by 4 points on average compared to the previous report. Ratings for water and sanitation infrastructure saw the largest gain.
3. Enrollment increased overall with the introduction of free primary education programs, especially for girls. Access to water and toilets in schools also increased substantially.
4. Educational outcomes showed exponential improvements over the last three years,
Are our children learning? Literacy and Numeracy Across East Africa - 2013 r...KenyaSchoolReport.com
The document provides an overview of the Uwezo learning assessment surveys conducted in East Africa between 2009-2012. It finds that:
1) Less than a third of children enrolled in Grade 3 have basic Grade 2 level literacy and numeracy skills, indicating a continued crisis in learning outcomes across East Africa.
2) There are large differences in learning achievement among countries and within countries, with Kenya performing best and disparities between rich and poor households.
3) Out of every ten teachers in East Africa, at least one is absent from school on any given day. Trend data shows little improvement in literacy and numeracy skills over the last three assessment rounds.
This document is the 2012 Education for All Global Monitoring Report which focuses on youth and skills. Some key points from the document include:
- There were 108 million out-of-school children globally in 2010, with the majority living in sub-Saharan Africa, South and West Asia.
- Gender disparities in education still exist in many countries, with girls facing barriers to education access. Adult illiteracy rates are also projected to remain above target levels in many countries by 2015.
- Poverty continues to impact education access and quality, with children from the poorest households having lower attendance and achievement rates compared to their wealthier peers.
This document summarizes the 2013/4 UNESCO Education for All Global Monitoring Report. It finds that while countries have made progress toward the six EFA goals since 2000, none of the goals will be achieved globally by the 2015 deadline. In particular, it notes that 57 million children remain out of school, over 250 million children are not learning basic skills, and adult literacy has hardly improved. The report calls on governments to strengthen policies to support teachers and improve education quality in order to address these issues. It argues education must be prioritized in the post-2015 development agenda to ensure all individuals have access to a good quality education.
1) Kenya has made progress towards achieving Education for All goals, but millions of children are still out of school. While primary enrollment has increased to 83%, one million children remain out of school.
2) Progress has not benefited all groups equally. Poor and girls, especially those from rural and pastoralist communities, have far less access to education. Over half of poor girls in North-East Kenya had never been to school in 2008.
3) Lack of education skills has long-term negative impacts. One in ten young people never finished primary school and lack work skills, particularly those from disadvantaged backgrounds in rural and urban slum areas.
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The document provides admissions statistics for Nazarbayev University Foundation Year Programme (NUFYP) from 2010 to 2017. It summarizes the number of applicants, exam takers who met admission criteria, and students accepted each year. It also breaks down admission numbers and test scores by subject, region, gender, and NU school. The number of applicants and exam takers generally decreased from 2010 to 2017 while the number accepted fluctuated between 484 and 706. Engineering was the most popular school for admitted students throughout this period.
The document provides admissions statistics for Nazarbayev University Foundation Year Programme (NUFYP) from 2010 to 2017. It summarizes the number of applicants, exam takers who met admission criteria, and students accepted each year. It also breaks down admission numbers and test scores by gender, region of Kazakhstan, and NU school. The number of applicants and exam takers generally decreased from 2010 to 2017 while the number accepted fluctuated between 484 and 706.
This document contains enrollment and student data for a community college from fall 2009 to fall 2014. It summarizes key metrics including headcount, FTE, enrollment by campus, student demographics, academic programs, degrees conferred, transfer and retention rates, and online course enrollment. Overall, headcount remained relatively stable between 5,000-5,500 students while online enrollment increased significantly. The student body was majority female, with the largest ethnic groups being white and Hispanic. Top programs included liberal arts, business, and health-related certificates. Transfer and retention rates showed mixed trends over time.
This document provides revenue and expenditure projections for the Town of Brookfield, Connecticut for the 2015-2016 fiscal year through March 2016. It shows year-to-date revenue and expense figures compared to the annual budget and previous year. Overall, revenues are projected to be $426,198 over budget while expenses are projected to be $736,964 under budget, for a positive net of $1,163,162. The largest projected expense variances are in health, planning and zoning, and utilities.
This document provides data on Mongolia's official development assistance from 2002-2014. It includes 14 pictures showing trends in total net ODA as a percentage of GNI and per capita, sources of funding by donor country, sectors funded, and progress toward achieving Millennium Development Goals. Key points include ODA increasing to over 10% of GNI in recent years, top donors being Japan, US, and Germany, and sectors funded including economic infrastructure, education, and health.
Does medical travel pay? Measuring return on investmentKi Nam Jin
The objectives of this presentation are:
To describe the medical tourism trend by region
To review the government investment & outcomes by region
To analyze the ROI by region
Similar to 2013 KCPE Examination Essential Statistics - Kenya (8)
The Deloitte Consumer Survey Consumer Review. Africa: A 21st century reviewKenyaSchoolReport.com
This document discusses opportunities for consumer businesses in Africa. It finds that Africa's economy is growing rapidly, driven by a rising middle class as wealth spreads beyond elites. The population is young and increasingly urban, and digital technologies are allowing Africans to adopt new services. A survey of youth in four African countries shows they are optimistic, brand-conscious, and engaged via mobile phones. While challenges remain, opportunities exist for companies willing to invest and innovate long-term in Africa's evolving consumer markets.
This document summarizes Africa's annual financial losses to the rest of the world compared to financial inflows. Key points:
- Africa loses $192 billion annually through outflows like multinational company profits ($46.3B), debt payments ($21B), and tax avoidance ($35.3B).
- Financial inflows to Africa total $134 billion, resulting in a net annual loss of $58 billion for the continent.
- The amounts lost far exceed international aid received, which is less than $30 billion per year. For every $100 in aid, $640 is lost through outflows.
- Continued losses at this rate will drain $580 billion from Africa in the next decade alone
The parliamentary delegation visited nutrition and education programs in Tanzania in November 2013. They found that 42% of children in Tanzania are stunted due to undernutrition, negatively impacting their ability to learn. While access to primary education is high at 94%, overcrowded classrooms and low teacher quality have led to poor education outcomes. The delegation recommends that Tanzania increase investments in direct nutrition programs rather than relying on economic growth alone to reduce undernutrition. They also call for addressing unofficial primary school fees and improving teacher training to enhance education quality.
An Early Learning Challenge fund could be structured as follows based on lessons from other funding schemes:
- The majority of funding should be through aligned rather than pooled programs to attract more donors, but a percentage should be pooled for management, technical assistance, and evaluation.
- A medium-sized central management staff is needed with strong technical knowledge and relationships to oversee programs effectively.
- Local input should be integrated through a partner organization on the ground to ensure responsiveness, while maintaining autonomy.
- Grantmaking should occur in discrete rounds with tiered funding to allow for learning and support both proven and innovative projects.
- Technical assistance is critical to make funding more efficient and allow investment in riskier models
Strong Foundations recommended four areas to better achieve ECCE: 1) move ECCE up agendas, 2) increase public funding and target interventions, 3) upgrade the ECCE workforce, and 4) improve monitoring. However, progress has been insufficient. Six challenges remain: 1) ECCE is neglected in frameworks, 2) policy frameworks are weak, 3) financing is insufficient, 4) benefits do not reach those most in need, 5) quality is variable, and 6) monitoring is inadequate. To make progress, advocacy must be improved to increase political commitment and financing issues must be resolved by examining innovative techniques to increase domestic and international funding for ECCE.
This document analyzes the economic cost of out of school children in 20 countries. It uses microeconomic and macroeconomic methods to estimate costs. The microeconomic approach looks at future earnings forgone by undereducated workers. The macroeconomic approach examines the relationship between education levels and GDP per capita. The estimated costs vary substantially by country, from 1% of GDP in Thailand to 10% of GDP in Gambia. For 9 countries with high out of school rates, the estimated economic benefit of universal primary education exceeds multiple years of average GDP growth. Overall, the findings suggest achieving universal primary education could boost economic convergence and reduce inequality between and within countries.
The document discusses students at Pader Girls Secondary School in Uganda, which is an institution supported by FAWE-U. Pader Girls Secondary School is located in Pader, Uganda and provides educational opportunities for girls with support from Forum for African Women Educationalists of Uganda (FAWE-U).
Exploring use of technology to promote teacher development for secondary educ...KenyaSchoolReport.com
Asante Africa and Khan Academy have partnered to provide free online education resources for students and teachers across Africa. Through this collaboration, Khan Academy's library of educational videos and exercises covering subjects like math, science, and humanities will be made available in local languages and customized for African curricula. The goal is to help improve learning outcomes for millions of students on the continent through accessible, high-quality educational content.
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Students at schools supported by Sazani Associates learn to prepare food for their school's Breakfast Club. These breakfast clubs are income-generating activities that provide support to the schools. The photo shows students preparing food and is the property of Sazani Associates.
This document is a school report card for 2013 that analyzes data from primary schools in Kenya. Some key findings include:
1. Parental participation in school activities increased significantly from an average of 42 parents attending initial meetings in the previous report to 62 parents. This correlates with small improvements in school ratings.
2. Overall school ratings across 10 categories improved by 4 points on average compared to the previous report. Ratings for water and sanitation infrastructure saw the largest gain.
3. Enrollment increased overall with the introduction of free primary education programs, especially for girls. Access to water and toilets in schools also increased substantially.
4. Educational outcomes showed exponential improvements over the last three years,
Are our children learning? Literacy and Numeracy Across East Africa - 2013 r...KenyaSchoolReport.com
The document provides an overview of the Uwezo learning assessment surveys conducted in East Africa between 2009-2012. It finds that:
1) Less than a third of children enrolled in Grade 3 have basic Grade 2 level literacy and numeracy skills, indicating a continued crisis in learning outcomes across East Africa.
2) There are large differences in learning achievement among countries and within countries, with Kenya performing best and disparities between rich and poor households.
3) Out of every ten teachers in East Africa, at least one is absent from school on any given day. Trend data shows little improvement in literacy and numeracy skills over the last three assessment rounds.
This document is the 2012 Education for All Global Monitoring Report which focuses on youth and skills. Some key points from the document include:
- There were 108 million out-of-school children globally in 2010, with the majority living in sub-Saharan Africa, South and West Asia.
- Gender disparities in education still exist in many countries, with girls facing barriers to education access. Adult illiteracy rates are also projected to remain above target levels in many countries by 2015.
- Poverty continues to impact education access and quality, with children from the poorest households having lower attendance and achievement rates compared to their wealthier peers.
This document summarizes the 2013/4 UNESCO Education for All Global Monitoring Report. It finds that while countries have made progress toward the six EFA goals since 2000, none of the goals will be achieved globally by the 2015 deadline. In particular, it notes that 57 million children remain out of school, over 250 million children are not learning basic skills, and adult literacy has hardly improved. The report calls on governments to strengthen policies to support teachers and improve education quality in order to address these issues. It argues education must be prioritized in the post-2015 development agenda to ensure all individuals have access to a good quality education.
1) Kenya has made progress towards achieving Education for All goals, but millions of children are still out of school. While primary enrollment has increased to 83%, one million children remain out of school.
2) Progress has not benefited all groups equally. Poor and girls, especially those from rural and pastoralist communities, have far less access to education. Over half of poor girls in North-East Kenya had never been to school in 2008.
3) Lack of education skills has long-term negative impacts. One in ten young people never finished primary school and lack work skills, particularly those from disadvantaged backgrounds in rural and urban slum areas.
This document presents findings from a pilot study of School Report Cards (SRCs) conducted in Kenya. Some key findings include:
1. Over 98% of sampled schools held meetings with parents to explain the SRC process and select committee members to participate.
2. Participation of parents in the initial SRC meetings was high, though record keeping of meeting minutes varied.
3. Turnout for subsequent SRC meetings to discuss ratings was also high across most schools.
4. SRC ratings revealed variation in school performance at the national, regional, and county levels, with some counties ranking highest and others lowest in different performance categories.
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Cramming for exams should only be done as a last resort since it is difficult to retain large amounts of information in a short time period. Some tips for effective cramming include eating food to stay energized but avoiding excess sugar, studying in a well-lit place with few distractions, keeping a positive attitude, focusing on the most important topics that will earn the most points, and taking short breaks every hour. It is also important to get at least 3 hours of sleep before the exam if time allows.
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The document lists the top 100 candidates in the 2013 Kenya Certificate of Secondary Education (KCSE) examination. It shows their rank, index number, name, gender, performance index, school, and county. Of the top 100 candidates, 84 were male and 17 were female. The top male candidate was King'ori Tom Wanderi from Alliance High School in Kiambu County with a performance index of 87.110.
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Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria