- TCF’s vision is to remove barriers of class and privilege to make the citizens of Pakistan agents of positive change.
- Starting with 5 volunteer-run schools in 1995, grown to 1,000 schools in 100+ towns and cities
- Over 145,000 students nationwide, aged 4 to 17 years
- Focus on Woman empowerment, with close to 50% female students
This document discusses revitalizing undergraduate education in India. It argues that undergraduate education is an important link between school and higher education, yet does not receive enough attention. Most discussions on higher education give only lip service to undergraduate issues. It notes that while access to higher education needs to expand, the current system's quality is poor, with only 25% of graduates considered employable. It suggests reforms like improving guidance for students on course options, using teaching methods that encourage thinking over memorization, and improving incentives and qualifications for undergraduate teachers.
Review of the online learning and artificial intelligence education market A ...eraser Juan José Calderón
Review of the online learning and artificial intelligence education market.
A report for the Department of Education
July 2018 .
Ali Zaidi, Shane Beadle and Arthur
Hannah, ICF Consulting Services Ltd
The Andhra Pradesh Academy of Rural Development (APARD) has been working relentlessly for over 54 years in building capacities for sustainable development of the rural poor. APARD is an apex training institute in AP for capacity building of rural development officers and panchayat raj officials. We also consistently focus on research that helps us offer high quality consulting services in rural development.
The document outlines Sultan Qaboos University's 2006 strategy for implementing e-learning across the university. The strategy involved creating e-learning courses supported by faculty training, developing collaborative projects with other Gulf universities, and providing students with lifelong learning skills through student-centered e-courses in each college. It also addressed supporting faculty and staff, infrastructure development, implementation methods, monitoring and evaluation to take place every two years, and the required human, infrastructure, and financial resources. However, the strategy ultimately failed because the university was not yet prepared to transition fully to e-learning and needed to increase student enrollment and resources.
This document outlines a research proposal on quality eLearning in distance learning and implications for national eLearning policy in Pakistan. The proposal discusses: 1) A review of literature showing the importance of government leadership in establishing quality standards and policies for eLearning, 2) The purpose is to analyze accreditation concerns of universities to inform national policy debates, 3) The objectives are to assess eLearning trends, quality issues, and policy gaps in Pakistan.
Effect of a Blended e-Learning Environment on Students' Achievement and Attit...Ibrahim Al-badi
The document discusses a study that investigated the effect of a blended e-learning environment on students' achievement and attitudes toward e-learning at the university level. A sample of 43 female students were randomly assigned to either a blended e-learning approach or a traditional face-to-face teaching approach for a photography course. Results showed no significant difference in achievement between the two groups, but students in the blended e-learning approach had significantly more positive attitudes toward e-learning. The introduction provides background on the increasing use of technology and e-learning in education.
This document discusses the use of multimedia applications in teaching visual art education among school and university students. It aims to identify the causes of lack of preparation among teachers in using multimedia, examine student reaction to multimedia applications in art education, and determine the effectiveness of multimedia applications in teaching visual art. The document provides background on the importance of visual art education and multimedia learning. It also outlines the research objectives, questions, hypotheses, operational definitions, limitations, and significance of the study.
This document discusses the use of mobile learning (m-learning) in undergraduate education. It begins by introducing m-learning and how it allows students to access educational materials anywhere through mobile devices. It then states the purpose is to study the effects of m-learning tools on student academic achievement. Finally, it reviews literature that has found m-learning can enhance the learning process and student performance when used as a supplement to traditional classroom learning.
This document discusses revitalizing undergraduate education in India. It argues that undergraduate education is an important link between school and higher education, yet does not receive enough attention. Most discussions on higher education give only lip service to undergraduate issues. It notes that while access to higher education needs to expand, the current system's quality is poor, with only 25% of graduates considered employable. It suggests reforms like improving guidance for students on course options, using teaching methods that encourage thinking over memorization, and improving incentives and qualifications for undergraduate teachers.
Review of the online learning and artificial intelligence education market A ...eraser Juan José Calderón
Review of the online learning and artificial intelligence education market.
A report for the Department of Education
July 2018 .
Ali Zaidi, Shane Beadle and Arthur
Hannah, ICF Consulting Services Ltd
The Andhra Pradesh Academy of Rural Development (APARD) has been working relentlessly for over 54 years in building capacities for sustainable development of the rural poor. APARD is an apex training institute in AP for capacity building of rural development officers and panchayat raj officials. We also consistently focus on research that helps us offer high quality consulting services in rural development.
The document outlines Sultan Qaboos University's 2006 strategy for implementing e-learning across the university. The strategy involved creating e-learning courses supported by faculty training, developing collaborative projects with other Gulf universities, and providing students with lifelong learning skills through student-centered e-courses in each college. It also addressed supporting faculty and staff, infrastructure development, implementation methods, monitoring and evaluation to take place every two years, and the required human, infrastructure, and financial resources. However, the strategy ultimately failed because the university was not yet prepared to transition fully to e-learning and needed to increase student enrollment and resources.
This document outlines a research proposal on quality eLearning in distance learning and implications for national eLearning policy in Pakistan. The proposal discusses: 1) A review of literature showing the importance of government leadership in establishing quality standards and policies for eLearning, 2) The purpose is to analyze accreditation concerns of universities to inform national policy debates, 3) The objectives are to assess eLearning trends, quality issues, and policy gaps in Pakistan.
Effect of a Blended e-Learning Environment on Students' Achievement and Attit...Ibrahim Al-badi
The document discusses a study that investigated the effect of a blended e-learning environment on students' achievement and attitudes toward e-learning at the university level. A sample of 43 female students were randomly assigned to either a blended e-learning approach or a traditional face-to-face teaching approach for a photography course. Results showed no significant difference in achievement between the two groups, but students in the blended e-learning approach had significantly more positive attitudes toward e-learning. The introduction provides background on the increasing use of technology and e-learning in education.
This document discusses the use of multimedia applications in teaching visual art education among school and university students. It aims to identify the causes of lack of preparation among teachers in using multimedia, examine student reaction to multimedia applications in art education, and determine the effectiveness of multimedia applications in teaching visual art. The document provides background on the importance of visual art education and multimedia learning. It also outlines the research objectives, questions, hypotheses, operational definitions, limitations, and significance of the study.
This document discusses the use of mobile learning (m-learning) in undergraduate education. It begins by introducing m-learning and how it allows students to access educational materials anywhere through mobile devices. It then states the purpose is to study the effects of m-learning tools on student academic achievement. Finally, it reviews literature that has found m-learning can enhance the learning process and student performance when used as a supplement to traditional classroom learning.
empirical study on education system in India Ilyas Ahmed
This document is a project report submitted by Zahida Shaikh to Rajeev Gandhi College of Management Studies in partial fulfillment of a Master's degree. The project empirically studies India's education system. It includes an introduction, literature review, methodology, results, objectives, significance, discussion, classification of the Indian education system, government schemes for school education, the role of NGOs in promoting elementary education, NGOs working for education improvement, and a conclusion. The project was conducted under the guidance of Dr. Dinesh Gabhane during the 2016-2018 academic years.
Higher Education in Pakistan: An ICT Integration ViewpointZaffar Ahmed Shaikh
1) The study surveyed 30 higher education experts in Pakistan using a modified Delphi method to understand their views on the role of information and communication technologies (ICTs) in shaping the future of Pakistan's higher education system.
2) Results showed significant gaps in current ICT demand and supply, usage, and ICT-related problems in higher education. Participants saw great potential for ICT to play a crucial role in developing Pakistan's higher education system but noted obstacles like poor infrastructure and lack of resources.
3) Participants suggested that developing an effective and robust ICT policy, increasing funding, providing training and high-tech facilities, and setting clear targets and guidelines could help integrate ICT successfully and improve higher education in
THE RATIONALE AND FRAMEWORK FOR EVALUATING THE ICT USE IN TEACHER EDUCATION D...DrGavisiddappa Angadi
The document presents a framework for evaluating the use of information and communication technology (ICT) in teacher education. It identifies four themes - context and culture, leadership and vision, lifelong learning, and planning and management of change - that should guide ICT integration. It also outlines four core competencies for teachers: pedagogy, collaboration and networking, social issues, and technical issues. The framework was designed to help institutions plan and implement effective ICT use across their teacher education programs by considering relevant factors. The goal is to prepare teachers to incorporate technology in their own teaching and lifelong learning.
The document discusses digital initiatives in higher education in India undertaken by the Ministry of Human Resource Development. It describes the National Mission on Education through ICT which aims to improve access to quality education through digital technologies. Major ongoing initiatives under NMEICT include SWAYAM, SWAYAM Prabha, National Digital Library, e-Yantra, and Virtual Labs. SWAYAM is India's online courses platform offering over 2,200 courses across all disciplines for anyone to access freely. It has over 50 lakh registered students and 1 crore course enrollments. Regulations allow students to transfer up to 20% of credits earned through SWAYAM courses.
1) Adoption of e-pedagogy is inevitable for modernizing education systems and preparing students for the 21st century. Traditional education is not adequately equipping students with digital skills needed in today's world.
2) E-pedagogy allows for enhanced teaching methods like blended learning, collaborative learning, and digital assessment. It provides more opportunities for student-teacher interaction and access to open educational resources.
3) For education systems and teachers to fully realize the benefits of e-pedagogy, restructuring is needed including updating infrastructure, training teachers, and modifying curricula to incorporate more technology-based learning.
Thailand Wanted A Quality Education for All Report 2016Peerasak C.
Key Findings
Over the past two and a half decades, Thailand has made great progress in expanding basic education, closing the gap in attendance between socio-economic groups through sustained efforts to expand school coverage and compulsory education.
All children in Thailand receive 12 years of free basic education, plus 3 years of pre-primary schooling.
Secondary school net enrollment rose impressively from 31% in 1990 to 78% in 2011.
82% of girls are enrolled in secondary education, 8% higher than boys.
However, a greater emphasis on the quality of education is needed to further equip students with the skills and knowledge they need to get good jobs.
One-third of 15-year-old Thai students are “functionally illiterate” or they read so poorly that they struggle to understand the meaning of what they have just read.
The problem is particularly acute for students enrolled in village schools in rural areas, where 47% of 15-year-old students are functionally illiterate.
On average, a 15-year-old student in Vietnam is around 1.5 years ahead of the 15-year-old Thai student academically.
Small schools, especially, face their own set of challenges. These schools are much more expensive to operate and do not generally deliver high quality education.
The number of primary school students fell from 7.45 million in 1982 to 5 million in 2012 due to falling birth rates.
The number of small schools with less than 20 students per grade increased dramatically from 15,000 in 1993 to 19,800 in 2010.
Small schools are hindered by a severe lack of teachers, teaching materials and physical infrastructure
How to improve the quality of small schools and ensure quality education for all?
Reducing the number of small, costly and poorly performing schools to create bigger and better resourced ones by re-organizing the school network.
Providing bigger budgets to the remaining small schools which are isolated.
Providing training and stronger incentives to attract quality teachers to the re-organized school networks and the isolated small schools.
Increasing school autonomy over staff management. Principals know best who to hire for their schools.
Strengthening evaluations of teachers and schools based on student outcomes can lead to improved student performance.
Presentation by Dr. S.S. Jena, Chairman, NIOS at the National Consultative Workshop on Virtual Open Schooling in India organized by NIOS and CEMCA on 16 October 2012.
E learning at the University of Mauritius - Case of the VCILTM I Santally
This document summarizes the history of e-learning at the University of Mauritius, from the initial establishment of a distance learning center in 1993 to the current Virtual Centre for Innovative Learning Technologies (VCILT). It describes how VCILT has shifted the university's focus from traditional distance education to innovative teaching and learning through educational technologies. Key projects of VCILT include developing open educational resources, online courses, and customizing the Moodle learning management system to better support student learning and pedagogy.
Possible Solutions to the Crisis in Higher Education in KenyaMuthuri Kinyamu
The Africa Learning barometer shows us that there is a deeper learning crisis that needs to be addressed to raise standards and improve learning outcomes. Teaching is at the heart of the learning crisis and epidemic levels of teacher absenteeism.
None of the public universities meet the internationally recommended teacher-student ration so what’s the solution? No funds to hire more scholars or pay them better!
119,000 pupils to miss Form One slots in 2013 in Kenya. Only 16,125 pupils including 600 with special needs to join national schools.
27000 papers published annually in Africa however Open Access is still a challenge.
Scientists & researchers don’t publish much online, Google Scholar doesn’t have much content on Africa; discovery happens faster when we digitize material and share knowledge.
No much class interaction=Lecturer-student due to increasing teacher to student ratios. There’s need to enhance that for effective learning & offer quality education.
There’s need to democratize education by offering access to high quality content for students and giving experts a platform to build an audience outside the class, allowing them to have 10,000 students instead of 50.
The Dropout Reduction Program (DORP) aims to reduce high dropout rates and improve learning outcomes in public and private schools using formal, non-formal and informal approaches. It seeks to provide every Filipino with quality basic education to equip them with literacy and knowledge for growth. DORP has specific objectives like reducing and eliminating school dropout, increasing retention and achievement rates, and increasing schools' capacity to establish, implement, monitor and improve the program. It is underpinned by assumptions about addressing the causes of dropout, involving stakeholders, and satisfying student needs.
The document discusses the teacher education system in Sri Lanka. It provides a history of teacher education in the country dating back to the first teacher training college established in 1903. It outlines the various pathways for pre-service and in-service teacher training available through universities, national colleges of education, the national institute of education, and teacher training centers. These include qualifications like the National Diploma in Teaching, Bachelor of Education, and Postgraduate Diploma in Education. The document also discusses recent proposals to standardize and improve teacher development in Sri Lanka.
Presentation: Higher Education in Pakistan: An ICT Integration ViewpointZaffar Ahmed Shaikh
This document summarizes a study examining challenges in integrating information and communication technology (ICT) into Pakistan's higher education system. A literature review found that ICT can improve education but its use faces barriers like lack of infrastructure and policy. The study used a Delphi method survey of 30 experts to evaluate ICT issues. Findings showed current ICT use is around 50% of potential and barriers include uneven ICT distribution and lack of funding. Recommendations include improving ICT skills, generating financial support, and developing a robust long-term ICT policy and implementation plan.
The document discusses the importance of integrating information and communication technologies (ICT) into teacher education and training in India. It notes that both pre-service and in-service teacher training are currently inadequate. ICT can help make teaching more engaging and dynamic, as well as help teachers develop new skills. However, effectively integrating ICT requires sufficient access to technology, high-quality digital content, and training teachers to use digital tools. The document provides examples of how ICT can be integrated into different subjects and outlines essential ICT skills and approaches for teachers.
The study examined the basic ICT facilities available for teaching and learning in Ekwusigo LGA of Anambra State, Nigeria. A survey research design was adopted for the study. Three research questions guided the study while the population of the study was three hundred and twenty five (325) teachers in secondary schools in the area. Using simple random sampling technique, two hundred (200) teachers were drawn and used for the study. A structured questionnaire with 15 items was the instrument for data collection that was duly validated by 3 experts and its reliability determined using Cronbach Alpha Procedure. An index value of 0.73 was obtained showing that the instrument was reliable for the study.Mean statistic and standard deviation were used to analyze the data collected. The findings showed that there were basic ICT facilitated in the schools and that the interest and performance of the students were enhanced using these facilities to teach and learn. The study also revealed obvious challenges in the application of these facilities. Implications of the study were drawn and recommendations made to enhance proper utilization of the facilities to boost learners’ interest.
ICT in the Teaching Learning Process in Higher Education- Dr J D Singhjd singh
ICT plays an important role in higher education. It provides new opportunities for teaching and learning by making information easily accessible. Some key ways ICT impacts education include enabling e-learning, blended learning approaches, use of interactive whiteboards, mobile learning, and flipped classroom models. However, integrating technology also presents challenges around access, quality, infrastructure, faculty capacity, and financing. Overall, ICT has the potential to enhance learning when used appropriately in the teaching process.
The document discusses emerging trends in education, including learning management systems (LMS), massive open online courses (MOOCs), and mobile learning. It provides details on LMS features and free LMS platforms like Moodle. MOOCs are defined as online courses with unlimited participation available through the web. Examples of MOOC participation and global MOOC initiatives are described. Mobile learning is rising due to proliferation of mobile devices and its ability to support informal, contextual "anywhere, anytime" learning.
The document discusses various digital initiatives of the Ministry of Human Resource Development (MHRD) in India, including the National Mission on Education Through Information and Communication Technology (NMEICT). Some of the major ongoing initiatives under NMEICT aimed at improving access to quality education include SWAYAM, SWAYAM Prabha, National Digital Library, e-Yantra, FOSSE, Spoken Tutorials, and Virtual Labs. These initiatives are being implemented by various higher educational institutions in India to infuse digital education solutions and improve learning outcomes. The document also provides links to additional resources on the digital initiatives of MHRD and the Government of India's flagship 'Digital India' program.
This document outlines the terms and conditions for Bank Alfalah's Step-By-Step (SBS) installment payment plan facility for credit card purchases. Key details include: SBS allows customers to convert eligible credit card transactions over PKR 3,000 into equal monthly installments. A processing fee and pre-closure penalty apply. The bank reserves the right to amend the terms at any time. Several appliance models are then listed with prices and installment options under the SBS plan.
Foundations of Healthcare System Factor Analysis on DengueRalph Bawalan
The document discusses dengue fever in the Philippines, including:
- Over 27,000 cases reported so far in 2022, down slightly from last year, with most cases in children aged 1-10. 172 deaths were reported.
- The Department of Health's strategies include community education campaigns promoting cleaning of mosquito breeding sites, distributing mosquito traps, and coordinating with local governments.
- Successfully controlling dengue requires an integrated approach including surveillance, community participation, environmental management, access to healthcare, and political/financial support for long-term programs.
empirical study on education system in India Ilyas Ahmed
This document is a project report submitted by Zahida Shaikh to Rajeev Gandhi College of Management Studies in partial fulfillment of a Master's degree. The project empirically studies India's education system. It includes an introduction, literature review, methodology, results, objectives, significance, discussion, classification of the Indian education system, government schemes for school education, the role of NGOs in promoting elementary education, NGOs working for education improvement, and a conclusion. The project was conducted under the guidance of Dr. Dinesh Gabhane during the 2016-2018 academic years.
Higher Education in Pakistan: An ICT Integration ViewpointZaffar Ahmed Shaikh
1) The study surveyed 30 higher education experts in Pakistan using a modified Delphi method to understand their views on the role of information and communication technologies (ICTs) in shaping the future of Pakistan's higher education system.
2) Results showed significant gaps in current ICT demand and supply, usage, and ICT-related problems in higher education. Participants saw great potential for ICT to play a crucial role in developing Pakistan's higher education system but noted obstacles like poor infrastructure and lack of resources.
3) Participants suggested that developing an effective and robust ICT policy, increasing funding, providing training and high-tech facilities, and setting clear targets and guidelines could help integrate ICT successfully and improve higher education in
THE RATIONALE AND FRAMEWORK FOR EVALUATING THE ICT USE IN TEACHER EDUCATION D...DrGavisiddappa Angadi
The document presents a framework for evaluating the use of information and communication technology (ICT) in teacher education. It identifies four themes - context and culture, leadership and vision, lifelong learning, and planning and management of change - that should guide ICT integration. It also outlines four core competencies for teachers: pedagogy, collaboration and networking, social issues, and technical issues. The framework was designed to help institutions plan and implement effective ICT use across their teacher education programs by considering relevant factors. The goal is to prepare teachers to incorporate technology in their own teaching and lifelong learning.
The document discusses digital initiatives in higher education in India undertaken by the Ministry of Human Resource Development. It describes the National Mission on Education through ICT which aims to improve access to quality education through digital technologies. Major ongoing initiatives under NMEICT include SWAYAM, SWAYAM Prabha, National Digital Library, e-Yantra, and Virtual Labs. SWAYAM is India's online courses platform offering over 2,200 courses across all disciplines for anyone to access freely. It has over 50 lakh registered students and 1 crore course enrollments. Regulations allow students to transfer up to 20% of credits earned through SWAYAM courses.
1) Adoption of e-pedagogy is inevitable for modernizing education systems and preparing students for the 21st century. Traditional education is not adequately equipping students with digital skills needed in today's world.
2) E-pedagogy allows for enhanced teaching methods like blended learning, collaborative learning, and digital assessment. It provides more opportunities for student-teacher interaction and access to open educational resources.
3) For education systems and teachers to fully realize the benefits of e-pedagogy, restructuring is needed including updating infrastructure, training teachers, and modifying curricula to incorporate more technology-based learning.
Thailand Wanted A Quality Education for All Report 2016Peerasak C.
Key Findings
Over the past two and a half decades, Thailand has made great progress in expanding basic education, closing the gap in attendance between socio-economic groups through sustained efforts to expand school coverage and compulsory education.
All children in Thailand receive 12 years of free basic education, plus 3 years of pre-primary schooling.
Secondary school net enrollment rose impressively from 31% in 1990 to 78% in 2011.
82% of girls are enrolled in secondary education, 8% higher than boys.
However, a greater emphasis on the quality of education is needed to further equip students with the skills and knowledge they need to get good jobs.
One-third of 15-year-old Thai students are “functionally illiterate” or they read so poorly that they struggle to understand the meaning of what they have just read.
The problem is particularly acute for students enrolled in village schools in rural areas, where 47% of 15-year-old students are functionally illiterate.
On average, a 15-year-old student in Vietnam is around 1.5 years ahead of the 15-year-old Thai student academically.
Small schools, especially, face their own set of challenges. These schools are much more expensive to operate and do not generally deliver high quality education.
The number of primary school students fell from 7.45 million in 1982 to 5 million in 2012 due to falling birth rates.
The number of small schools with less than 20 students per grade increased dramatically from 15,000 in 1993 to 19,800 in 2010.
Small schools are hindered by a severe lack of teachers, teaching materials and physical infrastructure
How to improve the quality of small schools and ensure quality education for all?
Reducing the number of small, costly and poorly performing schools to create bigger and better resourced ones by re-organizing the school network.
Providing bigger budgets to the remaining small schools which are isolated.
Providing training and stronger incentives to attract quality teachers to the re-organized school networks and the isolated small schools.
Increasing school autonomy over staff management. Principals know best who to hire for their schools.
Strengthening evaluations of teachers and schools based on student outcomes can lead to improved student performance.
Presentation by Dr. S.S. Jena, Chairman, NIOS at the National Consultative Workshop on Virtual Open Schooling in India organized by NIOS and CEMCA on 16 October 2012.
E learning at the University of Mauritius - Case of the VCILTM I Santally
This document summarizes the history of e-learning at the University of Mauritius, from the initial establishment of a distance learning center in 1993 to the current Virtual Centre for Innovative Learning Technologies (VCILT). It describes how VCILT has shifted the university's focus from traditional distance education to innovative teaching and learning through educational technologies. Key projects of VCILT include developing open educational resources, online courses, and customizing the Moodle learning management system to better support student learning and pedagogy.
Possible Solutions to the Crisis in Higher Education in KenyaMuthuri Kinyamu
The Africa Learning barometer shows us that there is a deeper learning crisis that needs to be addressed to raise standards and improve learning outcomes. Teaching is at the heart of the learning crisis and epidemic levels of teacher absenteeism.
None of the public universities meet the internationally recommended teacher-student ration so what’s the solution? No funds to hire more scholars or pay them better!
119,000 pupils to miss Form One slots in 2013 in Kenya. Only 16,125 pupils including 600 with special needs to join national schools.
27000 papers published annually in Africa however Open Access is still a challenge.
Scientists & researchers don’t publish much online, Google Scholar doesn’t have much content on Africa; discovery happens faster when we digitize material and share knowledge.
No much class interaction=Lecturer-student due to increasing teacher to student ratios. There’s need to enhance that for effective learning & offer quality education.
There’s need to democratize education by offering access to high quality content for students and giving experts a platform to build an audience outside the class, allowing them to have 10,000 students instead of 50.
The Dropout Reduction Program (DORP) aims to reduce high dropout rates and improve learning outcomes in public and private schools using formal, non-formal and informal approaches. It seeks to provide every Filipino with quality basic education to equip them with literacy and knowledge for growth. DORP has specific objectives like reducing and eliminating school dropout, increasing retention and achievement rates, and increasing schools' capacity to establish, implement, monitor and improve the program. It is underpinned by assumptions about addressing the causes of dropout, involving stakeholders, and satisfying student needs.
The document discusses the teacher education system in Sri Lanka. It provides a history of teacher education in the country dating back to the first teacher training college established in 1903. It outlines the various pathways for pre-service and in-service teacher training available through universities, national colleges of education, the national institute of education, and teacher training centers. These include qualifications like the National Diploma in Teaching, Bachelor of Education, and Postgraduate Diploma in Education. The document also discusses recent proposals to standardize and improve teacher development in Sri Lanka.
Presentation: Higher Education in Pakistan: An ICT Integration ViewpointZaffar Ahmed Shaikh
This document summarizes a study examining challenges in integrating information and communication technology (ICT) into Pakistan's higher education system. A literature review found that ICT can improve education but its use faces barriers like lack of infrastructure and policy. The study used a Delphi method survey of 30 experts to evaluate ICT issues. Findings showed current ICT use is around 50% of potential and barriers include uneven ICT distribution and lack of funding. Recommendations include improving ICT skills, generating financial support, and developing a robust long-term ICT policy and implementation plan.
The document discusses the importance of integrating information and communication technologies (ICT) into teacher education and training in India. It notes that both pre-service and in-service teacher training are currently inadequate. ICT can help make teaching more engaging and dynamic, as well as help teachers develop new skills. However, effectively integrating ICT requires sufficient access to technology, high-quality digital content, and training teachers to use digital tools. The document provides examples of how ICT can be integrated into different subjects and outlines essential ICT skills and approaches for teachers.
The study examined the basic ICT facilities available for teaching and learning in Ekwusigo LGA of Anambra State, Nigeria. A survey research design was adopted for the study. Three research questions guided the study while the population of the study was three hundred and twenty five (325) teachers in secondary schools in the area. Using simple random sampling technique, two hundred (200) teachers were drawn and used for the study. A structured questionnaire with 15 items was the instrument for data collection that was duly validated by 3 experts and its reliability determined using Cronbach Alpha Procedure. An index value of 0.73 was obtained showing that the instrument was reliable for the study.Mean statistic and standard deviation were used to analyze the data collected. The findings showed that there were basic ICT facilitated in the schools and that the interest and performance of the students were enhanced using these facilities to teach and learn. The study also revealed obvious challenges in the application of these facilities. Implications of the study were drawn and recommendations made to enhance proper utilization of the facilities to boost learners’ interest.
ICT in the Teaching Learning Process in Higher Education- Dr J D Singhjd singh
ICT plays an important role in higher education. It provides new opportunities for teaching and learning by making information easily accessible. Some key ways ICT impacts education include enabling e-learning, blended learning approaches, use of interactive whiteboards, mobile learning, and flipped classroom models. However, integrating technology also presents challenges around access, quality, infrastructure, faculty capacity, and financing. Overall, ICT has the potential to enhance learning when used appropriately in the teaching process.
The document discusses emerging trends in education, including learning management systems (LMS), massive open online courses (MOOCs), and mobile learning. It provides details on LMS features and free LMS platforms like Moodle. MOOCs are defined as online courses with unlimited participation available through the web. Examples of MOOC participation and global MOOC initiatives are described. Mobile learning is rising due to proliferation of mobile devices and its ability to support informal, contextual "anywhere, anytime" learning.
The document discusses various digital initiatives of the Ministry of Human Resource Development (MHRD) in India, including the National Mission on Education Through Information and Communication Technology (NMEICT). Some of the major ongoing initiatives under NMEICT aimed at improving access to quality education include SWAYAM, SWAYAM Prabha, National Digital Library, e-Yantra, FOSSE, Spoken Tutorials, and Virtual Labs. These initiatives are being implemented by various higher educational institutions in India to infuse digital education solutions and improve learning outcomes. The document also provides links to additional resources on the digital initiatives of MHRD and the Government of India's flagship 'Digital India' program.
This document outlines the terms and conditions for Bank Alfalah's Step-By-Step (SBS) installment payment plan facility for credit card purchases. Key details include: SBS allows customers to convert eligible credit card transactions over PKR 3,000 into equal monthly installments. A processing fee and pre-closure penalty apply. The bank reserves the right to amend the terms at any time. Several appliance models are then listed with prices and installment options under the SBS plan.
Foundations of Healthcare System Factor Analysis on DengueRalph Bawalan
The document discusses dengue fever in the Philippines, including:
- Over 27,000 cases reported so far in 2022, down slightly from last year, with most cases in children aged 1-10. 172 deaths were reported.
- The Department of Health's strategies include community education campaigns promoting cleaning of mosquito breeding sites, distributing mosquito traps, and coordinating with local governments.
- Successfully controlling dengue requires an integrated approach including surveillance, community participation, environmental management, access to healthcare, and political/financial support for long-term programs.
People living with disabilities face severe stigma and discriminations in Pakistan. Within this population - estimated to reach 10% of Pakistan's overall population - children are particularly at risk. Hashoo Foundation merged Umeed-e-Noor under its structure in July 2007 and has since then developed more inclusive programs.
Umeed-e-Noor - About the Project
In the twin cities Islamabad and Rawalpindi alone, there are about 200,000 children with special needs. Umeed-e-Noor (UEN) was established to integrate these children (mostly abandoned children) back into mainstream society with dignity, and so far 1,200 children have benefited from the quality therapy and education offered by UEN. UEN offers support to children with the following disabilities;
Polio Cerebral Palsy
Down Syndrome Muscular Dystrophy
Muscular Skeletal Disorder Neuro-Muscular Disorder
Stammer Victim Autism
Dyslexia Hearing impairment
Umeed-e-Noor's Journey and Future Plans
Umeed - e - Noor, a Center of Excellence for special children, was established in 1996 and registered with the Government of Pakistan under the Voluntary Social Welfare Agencies (Registration and Control) Ordinance 1961.
Initially operating from residential premises, in 2007, UEN began the construction of a new center, purposefully designed and built for people with special needs (Approximately 200-300). With land provided by the Government and contributions from the Hashoo Group and other valuable donors, construction of Phase 1 is now complete, and UEN moved into its purpose built premises on July 01, 2009.
Upon completion, this center will offer state of the art services and facilities such as audio - logical assessment, physiotherapy, speech therapy and vocational training. Fundraising efforts are being made to completed the three-storey building by the end of 2012.
The Bill & Melinda Gates Foundation was launched in 2000 by Bill and Melinda Gates to tackle challenges like extreme poverty, poor health, and education failures. The foundation focuses on a few issues to have the greatest impact and works with partners worldwide. It identifies problems that receive little attention and uses grants and investments to accomplish its goals of helping people live healthier, more productive lives. Bill Gates left Microsoft in 2008 to work full-time at the foundation, which has offices globally and is the largest transparently operated private foundation.
The role of dost welfare foundation in rehabilitationMuhammad Junaid
The document discusses the role of the Dost Welfare Foundation in Pakistan in rehabilitating drug addicts. It provides residential treatment and rehabilitation services through several centers with a capacity of up to 200 beds total. The treatment plan includes detoxification, primary rehabilitation focusing on counseling and skills training, and post-treatment follow up and job placement support. The daily schedule at one center is described and involves religious education, group activities, and therapeutic duties.
Neuron & its structural & functional type by Murtaza SyedMurtaza Syed
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A free version of The Coca Cola Company SWOT analysis 2017. To get the full presentation buy the SWOT here: https://www.strategicmanagementinsight.com/swot-analyses/coca-cola-swot-analysis.html
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Thank you for taking the time to speak with me today. Can you please tell me about your role and responsibilities as HR Officer at Coca Cola?
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The Victorian Regional Dual-Sector University Partnership - Todd WalkerEduSkills OECD
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Abiy Berehe - Texas Commission on Environmental Quality Updates
TCF - Sustainable giving to educate children and empower women
1. THE CITIZENS FOUNDATION
Sustainable giving to educate children and empower women
| Toronto | Montreal | Calgary | Regina |Windsor | USA | UK | Italy | Australia | UAE | Pakistan | www.tcfcanada.org |
3. The Citizens Foundation (TCF)
TCF’s vision is to remove barriers of class and privilege to make the
citizens of Pakistan agents of positive change
Starting with 5 volunteer-run schools in 1995, grown to 1,000 schools in
100+ towns and cities
Over 145,000 students nationwide, aged 4 to 17 years
Focus on Woman empowerment, with close to 50% female students
All female faculty of 7,700 teachers; kept abreast with new trends in
teaching techniques and use of Khan Academy’s educational videos
Over 11,500 jobs created throughout the country
| Toronto | Montreal | Calgary | Regina |Windsor | USA | UK | Italy | Australia | UAE | Pakistan | www.tcfcanada.org |
2
4. We believe access to quality education is every child’s birthright, no matter
which country in the world
3 out of 10 children aged 5-9 years in Pakistan are not in school - the 2nd
highest number of out-of-school children in the world
Only a small percent of adult females are literate, with little or no prospects
for modest employment
10.9% of schools are without a proper building, 37.7% without a boundary wall,
33.9% without water, 59.6% without electricity and there is frequent
absenteeism among teachers
Why TCF?
| Toronto | Montreal | Calgary | Regina |Windsor | USA | UK | Italy | Australia | UAE | Pakistan | www.tcfcanada.org |
3
5. TCF Governance and awards
Strong governance and professional management
Board of directors – Consists of the Chairman and Directors of TCF who are highly successful
entrepreneurs, professionals and bureaucrats.
Governance and Nominating Committee- Evaluates the effectiveness of the board.
Executive committee
Audit committee
Human Resources and Remuneration Committee
Investment Committee
Procurement Committee
Audited by KPMG
Only 9% spent on administration, 91% spent on the education program
Awards
Recipient of the 2013 Skoll Award for social entrepreneurship
Ranked #3 in the world in transparency by UN’s Charity Watch
| Toronto | Montreal | Calgary | Regina |Windsor | USA | UK | Italy | Australia | UAE | Pakistan | www.tcfcanada.org |
4
6. 530 Schools
65,000 Students
5,465 Employees
(3,550 female teachers)
660 Schools
92,000 Students
7,000 Employees
(4,800 female teachers)
1,000 Schools
145,000 Students
11,500 Employees
(7,700 female teachers)
The Growth Story of TCF
From 5 Schools in a single town in 1995, TCF today runs 1,000 Schools
in over 100 cities and towns across the Country, and educates more
than 145,000 young children
2008
2010
2014
| Toronto | Montreal | Calgary | Regina |Windsor | USA | UK | Italy | Australia | UAE | Pakistan | www.tcfcanada.org |
5
7. Provinces School Units(1)
Sindh 510
Punjab 366
Balochistan 65
KPK 51
AJK 8
TCF Presence
| Toronto | Montreal | Calgary | Regina |Windsor | USA | UK | Italy | Australia | UAE | Pakistan | www.tcfcanada.org |
6
(1) Primary 717, Secondary 283
8. “TCF spends 40 percent less per pupil
than state schools do, but manages to
provide incomparably better
education. Here in the most-populous
province of Punjab, for example,
nearly 100 percent of Citizens
Foundation pupils pass government
exams, while over the last four years
state schools have averaged a 44
percent pass rate.”
“TCF was started by Pakistani
businessmen concerned about
their country, and it builds
terrific schools for needy
children there.”
TCF in the Media
-
-
| Toronto | Montreal | Calgary | Regina |Windsor | USA | UK | Italy | Australia | UAE | Pakistan | www.tcfcanada.org |
7
9. Did you catch us on PBS Newshour?
In October 2013, TCF was chosen by PBS News Hour as the subject of a
special feature. The PBS team paid a visit to TCF schools and shot the
segment on site. Watch the documentary and learn More about TCF:
TCF in the Media (cont’d)
| Toronto | Montreal | Calgary | Regina |Windsor | USA | UK | Italy | Australia | UAE | Pakistan | www.tcfcanada.org |
https://www.youtube.com/watch?v=flEgVSbm0Ic
8
10. 7,587 TCF High School graduates
5,463 Alumni enrolled in intermediate pre-university program
700 TCF Alumni enrolled in post-secondary education (degree
programs)
200 TCF students enrolled in vocational programs
Beyond TCF
| Toronto | Montreal | Calgary | Regina |Windsor | USA | UK | Italy | Australia | UAE | Pakistan | www.tcfcanada.org |
|
9
11. TCF has a 91% pass rate at the High School level and 70% of these
graduates move on to pursue higher education compared to the
national average of 57% and 40% respectively.
Beyond TCF
| Toronto | Montreal | Calgary | Regina |Windsor | USA | UK | Italy | Australia | UAE | Pakistan | www.tcfcanada.org |
|
16%
36%30%
16%
2%
Grade-wise breakup of High School
Students 2012-13
A+ A B C D
10
12. Nadia Batool
Five years ago Nadia lost her feet in a tragic accident.
She had artificial legs assembles so she could carry on with her life. Nadia
wants to pursue a career in the educational sector in the future.
Muzamil Shafiq
Muzamil works as an electrician under his father’s supervision.
He aims to join Pakistan’s Army when he grows up. Being an avid Shahid Afridi
fan, he loves to play cricket, read books and mend things.
Zakia Madad Ali
Zakia is a TCF school graduate. She is currently enrolled in DOW University of
Health Sciences pursing a career in medicine.
“I want to build my own hospital so that I can serve my people and
community”
Beyond TCF
11
| Toronto | Montreal | Calgary | Regina |Windsor | USA | UK | Italy | Australia | UAE | Pakistan | www.tcfcanada.org |
13. Beyond TCF (cont’d)
Anum Fatima
•Was accepted to the 2013 US Sisters Summer Exchange
program supported by the US Pakistan Women’s Council,
whereby she has received a scholarship to attend the
Harvard Business School during the summer semester.
Saba Hameed
•Secured third position in grade XI exams held by the
Lahore city board
•Exams were held at a city-wide level with over 100,000
students appearing
Durdana Rehman
•Enrolled in one of the leading medical colleges of Pakistan;
Fatima Jinnah Medical College
| Toronto | Montreal | Calgary | Regina |Windsor | USA | UK | Italy | Australia | UAE | Pakistan | www.tcfcanada.org |
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14. TCF’s Success Stories
Rahbar
A mentorship Programme aimed at the development of youth as responsible individuals and
productive members of society.
9,000 students have been mentored to date.
Aagahi – Adult Literacy Program
Aagahi is an Adult Literacy Program for women hailing from the rural and urban slums around
TCF Schools.
20,000 successful learners to date.
| Toronto | Montreal | Calgary | Regina |Windsor | USA | UK | Italy | Australia | UAE | Pakistan | www.tcfcanada.org |
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15. TCF`s Success Stories
State of the art technology for TCF's architects
Autodesk, a leading provider of CAD software packages, offered to include TCF in its
Technology Impact software donation program.
TCF's engineering and architecture team is now using the latest version of Autodesk®
Building Design Suite Premium to advance its ambitious school building and planning
program.
| Toronto | Montreal | Calgary | Regina |Windsor | USA | UK | Italy | Australia | UAE | Pakistan | www.tcfcanada.org |
New Strides in 2013 with Technology; Collaboration with Khan Academy.
Collaboration with Khan Academy (KA), winner of the 2013 Skoll Award for social
entrepreneurship, to help its teachers gain access to the best quality educational
materials anywhere and anytime.
KA Lite, a software for serving KA educational videos and exercises without internet
connectivity
14
16. THE CITIZENS FOUNDATION Canada
| Toronto | Montreal | Calgary | Regina | Windsor| www.tcfcanada.org |
17. 25 Schools
3,282 Students
307 Employees
(144 Female Teachers)
42 Schools
6,453 Students
484 Employees
(217 Female Teachers)
54 Schools
7,736 Students
597 Employees
(230 Female Teachers)
2013
The Growth Story of TCF Canada
TCF Canada today funds the operation of 54 Schools in many cities
and towns across the Country, and educates more than 7,736
young children including 3,493 girls
2009
2011
| Toronto | Montreal | Calgary | Regina | Windsor| www.tcfcanada.org |
In Canada – Recognized by the Canada Revenue Agency (CRA) and audited by KPMG
15
18. 7,736
Students
3,436 Female
4,243 Male
54
Schools
32 Primary
22 Secondary
$1,121,937
Raised in 2013 with
minimum
administration cost
TCF Canada Achievements
2013 significant achievements
$4,816,501
raised to date
by TCF Canada
Successful fundraising in Toronto, Regina, Calgary and Montreal
Drive to see them Thrive (An online 30 day, peer-to-peer fundraising campaign)
TCF Canada’s Annual Walkathon
Text to educate campaign launched
Chapter established in Windsor
In process of establishing chapters in Vancouver, Ottawa and Winnipeg
Started dialogue with Canadian Government on building partnership
| Toronto | Montreal | Calgary | Regina | Windsor| www.tcfcanada.org |
16
19. TCF Canada’s focused growth plan will drive double
digit growth in funds raised over next 5 years
2013 2018
12%
CAGR
Establish
new
Chapters
In more
Canadian cities
Develop
Brand
Image
through event
participation, the
walk, annual gala,
online campaigns
and golf
Enhance
Awareness
of our challenge
and the TCF
mission
Engage
Youth
through student
programs and
targeted events
Forge more
Partnerships
and pool resources
to build more
schools
$1.1 MM
$2 MM
| Toronto | Montreal | Calgary | Regina | Windsor| www.tcfcanada.org |
17
20. Where you fit in
Currently, the schooling of more than 7,736 children is being financed by Canadian
individuals and corporations through charitable donations and contributions.
These funding has to continue and increased so that these children can complete their
high school education.
Only education can promise a better future for these children.
Only you can help thousands of children learn their way out of poverty and earn their
way into better lives.
No child should have to give up on their dreams.
Explore how you can help!
| Toronto | Montreal | Calgary | Regina | Windsor| www.tcfcanada.org |
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21. How You Can Help..
To build a school requires the commitment to support for three years…
Cost to
Build Support Total Students Teachers
Primary Unit [Grade 1-6] (1) $ 130,000 $ 56,000 $ 186,000 180 8
Secondary Unit [Grade 7-10] (1) $ 142,000 $ 56,000 $ 198,000 180 10
Secondary Unit Double [Grade 7-10] (2) $ 284,000 $ 112,000 $ 396,000 360 20
One Class Room (3) --- $ 3,461 $ 3,461 20 1
One Computer Lab (3) --- $ 4,000 $ 4,000 --- ---
Educate a Single Child (3) --- $ 144 $ 144 --- ---
Approved by the CRA as a registered Charity and audited by KPMG LLP
(1) One year running cost of a school is $18,667
(2) One year running cost of a school is $ 37,333
(3) One year running cost
| Toronto | Montreal | Calgary | Regina | Windsor| www.tcfcanada.org |
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22. Donating is Simple! And can be done by any of following...
How You Can Donate..
Direct deposit, check or pre-authorized debit
Credit Cards: Visa, Master Card, Amex
Paypal
Donation through United Way
Donation via TEXT – Text “EDUCATE” to
20222 to donate $5 using your wireless
provider
Donation through securities, insurance
policies, wills and estates
| Toronto | Montreal | Calgary | Regina | Windsor| www.tcfcanada.org |
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23. TCF Canada Gala and Fundraiser
The 9th Annual TCF Gala and Fundraiser held on Sunday, April 13th (Apollo Convention Centre, Mississauga)
Hosted annually in Toronto, Montreal, Regina, Calgary
The Toronto Gala attended by 1,000+ of Canada’s most global-minded individuals,representatives of
major Canadian Corporates, and dignitaries
The TCF Annual Gala and Fundraiser celebrated the contributions of Canadian Corporations and
Individuals to deliver the promise of education and employment to the children and women of
Pakistan
This year our key note speaker was Marc Kielburger, Co-Founder of Free The Children, an
international charity and educational partner that empowers youth to achieve their fullest potential
as agents of change and Me to We, a social enterprise encouraging ethical living and New York Times
Best Selling Author. The Emcee of the Gala was Pauline Chan, a renowned media personality of CTV
Over the last 6 years, the event has drawn thousands of supportive individuals and has raised over
$500,000 to help eradicate literacy
100% of proceeds from corporate sponsorship and donations are invested in schools and children
across TCF Schools
Celebrated every child’s right to education on an evening of Pakistani cuisine and entertainment
| Toronto | Montreal | Calgary | Regina | Windsor| www.tcfcanada.org |
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26. Sponsorship Benefits
As a corporate sponsor, there is an opportunity to:
Network with prominent business, political, professional and distinguished community members
Develop your brand image and CSR strategy by receiving recognition as a philanthropic
supporter in all event advertising, print materials and TCF’s website
Gain extensive media coverage and access to networks that are part of the TCF Canada
community; demonstrating your commitment to youth and women empowerment beyond your
own borders
Brand building opportunities:
Recognition on TCF website and through email campaign to more than 2,000 supporters
Company name and logo displayed on Gala website for one year with a link to your website
Prominent Logo placement in the Gala program and your table based on sponsorship level
Main stage profiling and acknowledgement
| Toronto | Montreal | Calgary | Regina | Windsor| www.tcfcanada.org |
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27. 2014 Corporate sponsorship Categories
Your Benefits
Platinum Diamond Gold Silver Patron
$25,000 $10,000 $5,000 $2,500 $1,000
Recognition in annual TCF report
PRINT
Logo in gala brochure
Logo in gala poster
Recognition on TCF website
ONLINE
Link to your corporate website
Logo in email campaigns
Company profile on TCF website
One center stage table; seats at the gala 16 seats 8 seats 6 seats 4 seats 2 seat
Opportunity for a VIP to sit at your table
Recognition banner size 10’ x 2.5’ 8’ x 2.5’ 6’ x 2’ 4’ x 2’
Profile and/or advertisement in gala program
Full PG
(back cover)
Full PG
(inside cover)
Full PG
(in program)
½ PG
(in program)
Opportunity to provide promotional giveaways
Speaking opportunity at gala
Your logo in media campaign
MEDIA
GALA
Advertising Rates for
Program
Full Page $1,000
½ Page $500
¼ Page $250
Coverage through press release to be featured in the local media, community TV,
newspapers and magazines
| Toronto | Montreal | Calgary | Regina | Windsor| www.tcfcanada.org |
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28. A child anywhere in the world, is a child no less.
And every child deserves a quality education.
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