Muhammad Tahir Rabbani is well-renowned teacher, trainer,parenting coach,writer, an inspirational speaker and leader, a success coach and a practical educationist of Pakistan.
Nature, Significance and Objectives of Secondary EducationR.A Duhdra
Secondary education (ix-xii)is an important subsector of the entire education system.
It provides middle level workers for economy of the country .
It acts as a feeder for further level of education .
Quality of higher education depends upon the quality of secondary education to produce high quality of professionals in different fields. So it should prepare the youth of the country for the pursuit of higher education.
Muhammad Tahir Rabbani is well-renowned teacher, trainer,parenting coach,writer, an inspirational speaker and leader, a success coach and a practical educationist of Pakistan.
Nature, Significance and Objectives of Secondary EducationR.A Duhdra
Secondary education (ix-xii)is an important subsector of the entire education system.
It provides middle level workers for economy of the country .
It acts as a feeder for further level of education .
Quality of higher education depends upon the quality of secondary education to produce high quality of professionals in different fields. So it should prepare the youth of the country for the pursuit of higher education.
Universalization of Secondary Education in Indiarajib saha
The issue of universalization of secondary education in India has been discussed mainly with the details of RMSA or Rasthriya Madhyamik Siksha Abhiyan. it is useful enough for the students of education discipline to know the history and present status of secondary education in India.
Nature, scope and functions of secondary and senior secondary education in In...Dr. Shilna V.
This ppt shows the introductory part of the module 'Introduction to secondary and senior secondary education in India' in the paper - MED 12.1 CONTEXT AND ISSUES OF SECONDARY EDUCATION comes in the 3rd semester of M.Ed course under University of Calicut.
Under the nature of management and educational management
Examine critically the principles of management and make efforts to implement these principles in education.
Analyze the management process, elements and functions of management
High light the importance of Islamic management
Management is an art as were science of
Getting the work done
With the help of other people
Within the given budget
With in the given deadlines
Universalization of Secondary Education in Indiarajib saha
The issue of universalization of secondary education in India has been discussed mainly with the details of RMSA or Rasthriya Madhyamik Siksha Abhiyan. it is useful enough for the students of education discipline to know the history and present status of secondary education in India.
Nature, scope and functions of secondary and senior secondary education in In...Dr. Shilna V.
This ppt shows the introductory part of the module 'Introduction to secondary and senior secondary education in India' in the paper - MED 12.1 CONTEXT AND ISSUES OF SECONDARY EDUCATION comes in the 3rd semester of M.Ed course under University of Calicut.
Under the nature of management and educational management
Examine critically the principles of management and make efforts to implement these principles in education.
Analyze the management process, elements and functions of management
High light the importance of Islamic management
Management is an art as were science of
Getting the work done
With the help of other people
Within the given budget
With in the given deadlines
Education Please respond to the following· Based on the Webte.docxjack60216
"Education" Please respond to the following:
· Based on the Webtext materials and article below, address the following
· Western models of education clearly are not working in the developing world.
· 1. Outline, then, the most significant obstacles to obtaining an education in these countries.
· 2. Secondly, aside from the obvious solution of building more schools, what can government do to help their people escape poverty through education?DUE 5-9-15Stanford Social Innovation Review
Stanford SOCIAL INNOVATION
Review
Redefining Education in the Developing World
By Mark J. Epstein & Kristi Yuthas | Winter 2012
In most developing countries, few children graduate from secondary school and many don’t even finish primary school. In Ghana, for example, only 50 percent of children complete grade 5, and of those, less than half can comprehend a simple paragraph. The UNESCO program Education for All, which as part of the Millennium Development Goals aims to provide free, universal access to primary schooling, has been successful in dramatically increasing enrollment. But, according to annual Education for All reports, many kids drop out before finishing school. Why don’t they stay?
There are numerous reasons, including the difficulty of getting to school and the cost of schooling. Even when tuition is free, there are often expenses for lunch, uniforms, and examination fees. And because the quality of education is often poor, parents are forced to pay for additional tutoring to enable their children to pass tests. Opportunity costs may be even larger — while they are in school, children forgo opportunities to produce income working on the family farm or selling in the marketplace. It is not surprising that when education investments do not result in adequate learning, or even basic literacy and numeracy, parents do not keep their children in school.
Even when learning outcomes are adequate, very few students continue on to secondary school. Job prospects for most people in the developing world are poor, and staying in school past grade 5, or even through grade 10, does not improve them significantly. In impoverished regions, the vast majority will not secure formal employment and will be supported primarily through subsistence level agriculture and trading. Health outcomes in these regions are also dire. Millions of children die every year from controllable diseases such as diarrhea, respiratory infections, and malaria.
Educational programs typically adopt traditional Western models of education, with an emphasis on math, science, language, and social studies. These programs allocate scarce resources to topics like Greek mythology, prime numbers, or tectonic plate movement — topics that may provide intellectual stimulation, but have little relevance in the lives of impoverished children. High performing students in less developed regions face a much different future from their counterparts’ in wealthier areas. There are no higher levels ...
DUE 5-13-15 NO plagiarismEducation Please respond to the fo.docxjacksnathalie
DUE 5-13-15 NO plagiarism
“Education" Please respond to the following:
Based on the Webtext materials and article below, address the following Western models of education clearly are not working in the developing world.
· 1. Outline, then, the most significant obstacles to obtaining an education in these countries.
· 2. Secondly, aside from the obvious solution of building more schools, what can government do to help their people escape poverty through education?Stanford Social Innovation Review
Stanford SOCIAL INNOVATION
Review
Redefining Education in the Developing World
By Mark J. Epstein & Kristi Yuthas | Winter 2012
In most developing countries, few children graduate from secondary school and many don’t even finish primary school. In Ghana, for example, only 50 percent of children complete grade 5, and of those, less than half can comprehend a simple paragraph. The UNESCO program Education for All, which as part of the Millennium Development Goals aims to provide free, universal access to primary schooling, has been successful in dramatically increasing enrollment. But, according to annual Education for All reports, many kids drop out before finishing school. Why don’t they stay?
There are numerous reasons, including the difficulty of getting to school and the cost of schooling. Even when tuition is free, there are often expenses for lunch, uniforms, and examination fees. And because the quality of education is often poor, parents are forced to pay for additional tutoring to enable their children to pass tests. Opportunity costs may be even larger — while they are in school, children forgo opportunities to produce income working on the family farm or selling in the marketplace. It is not surprising that when education investments do not result in adequate learning, or even basic literacy and numeracy, parents do not keep their children in school.
Even when learning outcomes are adequate, very few students continue on to secondary school. Job prospects for most people in the developing world are poor, and staying in school past grade 5, or even through grade 10, does not improve them significantly. In impoverished regions, the vast majority will not secure formal employment and will be supported primarily through subsistence level agriculture and trading. Health outcomes in these regions are also dire. Millions of children die every year from controllable diseases such as diarrhea, respiratory infections, and malaria.
Educational programs typically adopt traditional Western models of education, with an emphasis on math, science, language, and social studies. These programs allocate scarce resources to topics like Greek mythology, prime numbers, or tectonic plate movement — topics that may provide intellectual stimulation, but have little relevance in the lives of impoverished children. High performing students in less developed regions face a much different future from their counterparts’ in wealthier areas. There are no hig ...
Fostering Academic Growth and Personal Development: The Vital Role of Interme...mansurali2343
Intermediate school serves as a critical juncture in a student's educational journey, bridging the gap between the formative years of elementary school and the more specialized curriculum of high school. This transitional phase plays a vital role in fostering academic growth and personal development in adolescents.
A Framework to Achieve Quality and Excellence in Higher Education: A Literatu...Dr. Amarjeet Singh
Educating large numbers of people to a high
standard and disseminating knowledge can be considered as
the main objectives of today’s higher education sector. An
effective framework for delivery mechanism by enhancing
the functional responsibility and its effective execution will
help the nation in achieving quality and excellence in higher
education. Present paper tries to explore framework for
achieving quality and excellence in higher education by
analysing the various functional aspect of higher educational
system in the country. After extensive literature survey and
analysing the research work of eminent researchers and
thinkers, it is concluded that higher education has become
larger and more central to society and individuals; hence,
there a need to develop framework including different
functional components for performance indicator and
measurement. It is suggested that various enhancement
function should be executed primarily in systems of high
trust, whereas the accountability function has to be
developed to prevent bad quality of institutions and
programs, and thus to protect the beneficiaries i.e. students
and society. Universities need to be consciously and
explicitly managing the processes associated with the
creation of their knowledge assets and to recognise the value
of their intellectual capital to their continuing role in society
and in a wider global marketplace for higher education.
EDUCATIONAL REGULATIONS OF POST INDEPENDENCE PERIOD
Education Commission (1964-66)
Challenge of Education: A policy perspectives of Govt. of India (1985)
National Policy on Education (1986)
POA (Programme of Action)(1990)
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
4. Introduction:
Secondary education (ix-xii)is an important subsector of the entire
education system.
It provides middle level workers for economy of the country .
It acts as a feeder for further level of education .
Quality of higher education depends upon the quality of
secondary education to produce high quality of professionals in
different fields. So it should prepare the youth of the country for
the pursuit of higher education.
4
NATURE, SIGNIFICANCE AND OBJECTIVES
OF SECONDARY EDUCATION
5. Introduction
Secondary education is a stage where a student enters
adolescence - the most crucial stage of life.
Four years program of secondary education provides the
teachers and students with a chance to initiate such programs
and activities leading to the development of positive behaviors.
5
NATURE, SIGNIFICANCE AND OBJECTIVES
OF SECONDARY EDUCATION
6. Nature of Secondary Education
Fundamental stage
secondary education is universally recognized as a
fundamental stage in determining the effectiveness of a
national system of education.
• Developed countries for conducting research in exploring
better solution to the increasing problems faced by the
students at this level of education .
6
NATURE, SIGNIFICANCE AND OBJECTIVES
OF SECONDARY EDUCATION
7. NATURE, SIGNIFICANCE AND OBJECTIVES
OF SECONDARY EDUCATION
Nature of Secondary Education
Fundamental stage
• Preparation of skilled manpower for the country
• basis of quality of education at her higher education .
• Formation of character at this level of education .
• Foundations of future leadership.
7
8. NATURE, SIGNIFICANCE AND OBJECTIVES
OF SECONDARY EDUCATION
Nature of Secondary Education
Fundamental stage
• Profitable studies at secondary level if needs of society and the
child are fully assessed.
To evaluate education at this level social and cultural values
must be emphasized. Local and national culture should be
identified where the school is situated.
8
9. NATURE, SIGNIFICANCE AND OBJECTIVES
OF SECONDARY EDUCATION
Nature of Secondary Education
Fundamental stage
• Stress should be laid upon “Nature of learning process”.
• Success and effectiveness of secondary education should be
viewed in international perspectives.
• New / modern teaching methods, strategies and techniques
should be used to meet the challenges of the modern time.
9
10. Significance
Secondary education occupies the most critical position in
educational system.
Occupies a midway position .
a. Between a primary and heigher education
b. Between Childhood and adulthood as to its clientele.
Paradoxical position
10
NATURE, SIGNIFICANCE AND OBJECTIVES
OF SECONDARY EDUCATION
11. Significance
A transitional role (between basic and further education )
A terminal stage
A sensitive stage (teenagers)
(A trend to neglect traditional secondary education.
i.e agriculture etc tends to white collar jobs).
This trends causes unemployment and frustration.
11
NATURE, SIGNIFICANCE AND OBJECTIVES
OF SECONDARY EDUCATION
12. Significance
Diversified curricula
Need of guidance and counseling
(Comprehensive and pilot schools have suffered a lot due to
non availability of guidance and counseling.)
12
NATURE, SIGNIFICANCE AND OBJECTIVES
OF SECONDARY EDUCATION
13. Objectives of Secondary Education
General Objectives:
1. To provide opportunity for all young people to obtain secondary
education - The knowledge and skills appropriate to their
needs and abilities.
2. To be a means to achieve national unity and national
objectives of development.
13
NATURE, SIGNIFICANCE AND OBJECTIVES
OF SECONDARY EDUCATION
14. Objectives of secondary education
General objectives
3. To raise the quality of the life of the people.
4. To serve as a preparatory stage for higher education.
5. To improve learning through the use of both formal and non
formal approaches.
14
NATURE, SIGNIFICANCE AND OBJECTIVES
OF SECONDARY EDUCATION
15. Objectives of secondary education
General objectives
6. To establish close linkage with the community to make the
students aware of the real-life situations.
7. To establish close linkage with industry, agriculture and other
places of work for adequate preparation for employment.
15
NATURE, SIGNIFICANCE AND OBJECTIVES
OF SECONDARY EDUCATION
16. Objectives of Secondary Education
Specific objectives
1. To develop the ability to communicate .
2. To encourage the urge to inquire .
3. To gain personal satisfaction .
4. To develop an appreciation of problem-solving methods .
16
NATURE, SIGNIFICANCE AND OBJECTIVES
OF SECONDARY EDUCATION
17. Objectives of Secondary Education
Specific objectives
5. To develop a sense of responsibility .
6. To develop a sense of personal identity and self worth.
7. To enable the individuals to be meaningful and productive for
the society .
17
NATURE, SIGNIFICANCE AND OBJECTIVES
OF SECONDARY EDUCATION
18. Objectives of Secondary Education
Specific objectives
8. To provide experiences of arts and science appropriate to
community .
9. To develop an understanding of their nation , their culture,
history and way of life.
10. To cultivate a sound faith leading to the achievement of
pleasure of Allah almighty .
11. To understand social, moral and spiritual values and
strengthen them for the survival of Islamic Society. 18
NATURE, SIGNIFICANCE AND OBJECTIVES
OF SECONDARY EDUCATION