THE PRESENT EDUCATION SYSTEM
The present system of higher education does not serve the purpose for which it has been started.
In general education itself has become so profitable a business that quality is lost in the
increase of quantity of professional institutions with quota system and politicization adding
fuel to the fire of spoil system, thereby increasing unemployment of graduates without quick
relief to mitigate their sufferings in the job market of the country. So, the drawbacks of the
higher education system underscore the need for reforms to make it worthwhile and beneficial
to all concerned.
Competition:
there is the most populated country in the world. Naturally there is too much
rush and competition in every field. So, rush to technical and higher education has increased
as scope for arts and science has become lesser and lesser due to lack of reforms and up gradat
ion in the course structure and materials according to the developments of the world. Also,
qualification in higher education gives added advantage to face successfully competition in
the job market.
Purpose of Education:
All round development of personality is the purpose of education. But the present day education
is neither imparting true knowledge of life, world and helping one stand on one’s own leg nor
improving the talent of a student by which one can achieve laurels in the field one is
interested. So, combination of arts subjects and computer science and science and humanities
or literature should be introduced so that such courses could be useful for the students to
do jobs after recruitment in some companies which would reduce unnecessary rush to higher
education.
Right Course of Action:
In around 240 Universities controlling somewhere 5000 colleges of various courses
churning out millions of graduates seeking jobs in vain due to lack of employability,
communication skill and entrepreneurship quality. to political rivalries and lack of investments in job generating manufacturing units and companies. This is one side of the picture.On the other side, all want to become Engineers or Doctors or Computer specialists in IT or Software, which is beyond the reach of many and also, all cannot shine in such a line if not suited later on. So, to overcome disappointments in the working life clear appraisal of one’s Self is necessary before pursuing a course of action.
For that not specialization but general education covering all subjects literature is very essential. After education, tour to all the places in India and world as far as possible with the
cooperation of government is necessary so that one can understand about people, culture,
arts, literature, religions, technological developments and progress of human society in
the world.
Basing this knowledge one should have a vision of one’s future life and work in the world and
decide about the future course of action, i.e. whether to go for higher education or do job
suitable to one.
Finally, based on knowledge only vision of the future life and work can be had; based on this
vision only a broad ambition can be fixed for oneself; and based on this ambition only one can
lead interesting life doing satisfying job to do remarkable achievements in some field in the
worldIndividuality Otherwise, the life of one will not be interesting but rather boring, monotonous anDfrustrating. This is mainly due to parental interference in the education of the children. Parental
guidance is necessary but it should not interfere in the creativity or individuality of
the students. Also, in spite of the obsolete type of education system, some are achieving
wonderful things in Sports, Music, Dance, Painting, Science and Technology in the world! This
is only due to the encouragement of the parents and some dedicated teachers in the educational
institutions.
Right Course of Action:
In around 240 Universities controlling somewhere 5000 colleges of various courses
churning out millions of graduates seeking jobs in vain due to lack of employability,
communication skill and entrepreneurship quality.
Higher Education:
Higher education is necessary for one to achieve excellence in the line one is best. But one
should be selected for higher education on the basis of merit only. Further, fees for education
in general should not be high; especially, the fees for higher studies should be within the
reach of every class of people in the nation.
Quality:
That is the way people’s quality of life can be improved and also, the nation can economically
compete with the developed nations of the world. So, private educational institutions can give
higher education to all irrespective of economic status of the students. As far as quality of
education is concerned it should be under the control of a central institute such as All India
Council for Technical Education and the respective Universities concerned.
World Class Education:
Indian government is not giving priority to the development of Standard in education. India
should aspire for the international standard in education. To achieve that goal it should
adopt uniform international syllabus in its educational institutions.
Many national universities allow studies in highereducation for foreign students in their
countries and through correspondence courses as
well. In the same way India Universities of world class education can also offer courses
of studies to foreign students taking advantage of the globalization process.Personality Development:
Finally, education should be for the flowering of personality but not forthe suppression of
creativity or natural skill. In the globalized world opportunities for the educated people
are naturally ample in scope. As aresult business process outsourcing activities
have increased competition in the world trade leading towards the production of quality goods
and their easy availability everywherein the world market. That is the way the world can be
developed for peace, prosperity andprogress by able and skilful men.
Tuesday, August 31, 2010
Saturday, August 28, 2010
indian litracy
Illiterates are simply those who can’t learn, read or write. But does that translate into those who can’t learn, earn, read, breed; that those who can’t write are never right
Why do many poor children not attend school The response usually heard is that their families are too poor afford the education, and that the Government has been lax in establishing free education facilities at the primary level. Undoubtedly, these are responsible, but a little piece of news doing the rounds is that millions of kids are out of school because the places reserved for them by law were instead given to others like you and me. Although poverty and illiteracy have come down percentage-wise, the number of poor and illiterate people is going up, primarily because of unchecked population growth. Low productivity, ignorance and superstitions are the other causes.
Think about what you would miss if you could not decipher what was on the side of your medication; know what television show is coming up on your cable, or even read the daily news. The loss is insurmountable.
Poverty and illiteracy are linked to each other. The more the illiteracy, the more will be unemployment, which in turn, would encourage child labor. How many jobs can you think of, that do not require you to read or write? This is like carnage the mass without any weapons.
Effective learning and communication in this computer age is difficult without literacy, so is acquisition and sharing of knowledge and information. Literacy empowers the citizens of the country with weapons of rational thinking, liberty, cohesiveness and mutual understanding.
Literacy is a big force in alienating undemocratic forces and social and economic problems like terrorism, communalism etc.
Etiquettes are also closely related to literacy. You’re likely to behave in an organized and decent manner if you know when to do what. This creates a distinct line between the illiterate and the literate.
World Bank studies have established the direct and functional relationship between literacy and productivity on one hand, and literacy and the overall quality of human life on the other. I feel that, Progress = Successful people Total Population.
So people are the common denominator of progress. In fact, literacy is considered a pre-requisite for the physical and mental growth of people and the development of the nation as a whole. It is high time people in power realize the urgency to act now to solve the problems.
A certain percentage of seats should be set aside for indigent children and their education should be funded by government. Schools should be allowed to simply buy off the land allotted to them at market rates, and extricate themselves from the burden of having to provide free education. Elementary schooling should be made universal. A new scheme needs to be implemented – shifting the initiative to single-teacher schools in every street. can be involved in this project to identify the eligible children and enroll them in schools. Free food and books can be distributed through the In conclusion, “Literacy is not a luxury; it is a right and a responsibility. If our world is to meet the challenges of the twenty-first century we must harness the energy and creativity of all our citizens.”
Why do many poor children not attend school The response usually heard is that their families are too poor afford the education, and that the Government has been lax in establishing free education facilities at the primary level. Undoubtedly, these are responsible, but a little piece of news doing the rounds is that millions of kids are out of school because the places reserved for them by law were instead given to others like you and me. Although poverty and illiteracy have come down percentage-wise, the number of poor and illiterate people is going up, primarily because of unchecked population growth. Low productivity, ignorance and superstitions are the other causes.
Think about what you would miss if you could not decipher what was on the side of your medication; know what television show is coming up on your cable, or even read the daily news. The loss is insurmountable.
Poverty and illiteracy are linked to each other. The more the illiteracy, the more will be unemployment, which in turn, would encourage child labor. How many jobs can you think of, that do not require you to read or write? This is like carnage the mass without any weapons.
Effective learning and communication in this computer age is difficult without literacy, so is acquisition and sharing of knowledge and information. Literacy empowers the citizens of the country with weapons of rational thinking, liberty, cohesiveness and mutual understanding.
Literacy is a big force in alienating undemocratic forces and social and economic problems like terrorism, communalism etc.
Etiquettes are also closely related to literacy. You’re likely to behave in an organized and decent manner if you know when to do what. This creates a distinct line between the illiterate and the literate.
World Bank studies have established the direct and functional relationship between literacy and productivity on one hand, and literacy and the overall quality of human life on the other. I feel that, Progress = Successful people Total Population.
So people are the common denominator of progress. In fact, literacy is considered a pre-requisite for the physical and mental growth of people and the development of the nation as a whole. It is high time people in power realize the urgency to act now to solve the problems.
A certain percentage of seats should be set aside for indigent children and their education should be funded by government. Schools should be allowed to simply buy off the land allotted to them at market rates, and extricate themselves from the burden of having to provide free education. Elementary schooling should be made universal. A new scheme needs to be implemented – shifting the initiative to single-teacher schools in every street. can be involved in this project to identify the eligible children and enroll them in schools. Free food and books can be distributed through the In conclusion, “Literacy is not a luxury; it is a right and a responsibility. If our world is to meet the challenges of the twenty-first century we must harness the energy and creativity of all our citizens.”
Education in Government Schools
These high rates of school dropouts as a result, lead to the ineffectiveness of the
reservation policy in institutes of higher education.
Complete privatisation of education is certainly not the answer. It would only drive costs of
education or the whole of society higher up and cannot possibly enhance accessibility of
schools substantially. The option of securing seats under the reserved category for the
economically weaker students in private schools may seem like an inviting option at first
glance but neither does it solve the problem of high costs of educating children, nor does
it respond to the dire need for schools in rural areas. Providing free education to children
methodologies stand obsolete and outdated, with the emphasis being on rote-learning and merely
developing reading and writing skills instead of holistic education. Lack of vocational
belonging to this category is a policy which private schools are in disagreement with. A
system in which the schools are owned by the government but managed and operated by the private
sector is a workable alternative. The government could bear the costs of running the
institution, with suitable incentives to the private players willing to invest in such a
venture (possibly in the form of tax benefits to the private organisation); while the
management and operation of the school would be in the hands of the private organisation/
establishment. While this would ensure an exponential increase in the quality of education
that is accessible to the masses, but it may drive up the government’s expenditure on
education. However, a public-private partnership in education is the most suitable scenario
to check corruption, ensure efficiency and proper utilisation of allocated funds.training and non-availability of such courses renders students with barely any employable
skills at the end of their schooling. These factors, coupled with other social circumstances
have lead to alarmingly high dropout rates in the country. Most schools are miles away and
largely inaccessible to the students. While noting that adequate number of elementary schools
is to be found at a “reasonable distance from habitations”, the ministry admits in its website
that this is not the case with regard to secondary schools and colleges. The gross enrolment
rate for elementary education in 2003-04 was 85 percent, but for secondary education, the
enrolment figure stood at 39 percent. Figures put out by the Ministry of Human Resource
Development’s Department of School Education and Literacy indicate that as many as two-thirds
of those eligible for secondary and senior secondary education remain outside the school system
today.
reservation policy in institutes of higher education.
Complete privatisation of education is certainly not the answer. It would only drive costs of
education or the whole of society higher up and cannot possibly enhance accessibility of
schools substantially. The option of securing seats under the reserved category for the
economically weaker students in private schools may seem like an inviting option at first
glance but neither does it solve the problem of high costs of educating children, nor does
it respond to the dire need for schools in rural areas. Providing free education to children
methodologies stand obsolete and outdated, with the emphasis being on rote-learning and merely
developing reading and writing skills instead of holistic education. Lack of vocational
belonging to this category is a policy which private schools are in disagreement with. A
system in which the schools are owned by the government but managed and operated by the private
sector is a workable alternative. The government could bear the costs of running the
institution, with suitable incentives to the private players willing to invest in such a
venture (possibly in the form of tax benefits to the private organisation); while the
management and operation of the school would be in the hands of the private organisation/
establishment. While this would ensure an exponential increase in the quality of education
that is accessible to the masses, but it may drive up the government’s expenditure on
education. However, a public-private partnership in education is the most suitable scenario
to check corruption, ensure efficiency and proper utilisation of allocated funds.training and non-availability of such courses renders students with barely any employable
skills at the end of their schooling. These factors, coupled with other social circumstances
have lead to alarmingly high dropout rates in the country. Most schools are miles away and
largely inaccessible to the students. While noting that adequate number of elementary schools
is to be found at a “reasonable distance from habitations”, the ministry admits in its website
that this is not the case with regard to secondary schools and colleges. The gross enrolment
rate for elementary education in 2003-04 was 85 percent, but for secondary education, the
enrolment figure stood at 39 percent. Figures put out by the Ministry of Human Resource
Development’s Department of School Education and Literacy indicate that as many as two-thirds
of those eligible for secondary and senior secondary education remain outside the school system
today.
Poor Quality
India adopted a National Policy for Children in , declaring children to be the nation’s
asset. The population of children in a country comprise its human resources of the
future and the social, economic and cultural growth development of any society or community
hinges upon the quality of its human resources. Three and a half decades after the adoption
of the National Policy for Children, Finance Minister grandly allocated the
seemingly huge amount of exclusively to the education sector in his Annual
Budget last t, according to the , India has the lowest public
expenditure on education per student in the world. The prevalent differences within Indian
states in per student expenditure in the year painted a dismal picture. The highest
being the State that spearheaded the Universal literacy movement in the country spends
consequences and could lead to social upheaval. Schools in backward rural and tribal areas
are the most neglected, and the standard of teaching deplorable. Even in other areas, schools
to which children of the underprivileged have access are run by the State or local authorities.
By and large, these have a poor record of student; as the figures go from bad to worse with the lowest being
spending a measly child per year. So can it be said that funding is the issue with
government schools? Clearly not. It is one of utilization of these funds.
There has, unfortunately come into existence, a big class and caste divide coupled with a
rural-urban divide in education, in terms of facilities and quality which has serious social
. The most glaring of the problems with
government run schools is that of infrastructure. Poorly maintained buildings, dilapidated
classrooms, ill-equipped libraries and laboratories, lack of sanitation facilities and even
drinking water are issues that the students grapple with everyday. Availability of qualified
teachers and the student-teacher ratio is another tale to tell. The curriculum and teaching
asset. The population of children in a country comprise its human resources of the
future and the social, economic and cultural growth development of any society or community
hinges upon the quality of its human resources. Three and a half decades after the adoption
of the National Policy for Children, Finance Minister grandly allocated the
seemingly huge amount of exclusively to the education sector in his Annual
Budget last t, according to the , India has the lowest public
expenditure on education per student in the world. The prevalent differences within Indian
states in per student expenditure in the year painted a dismal picture. The highest
being the State that spearheaded the Universal literacy movement in the country spends
consequences and could lead to social upheaval. Schools in backward rural and tribal areas
are the most neglected, and the standard of teaching deplorable. Even in other areas, schools
to which children of the underprivileged have access are run by the State or local authorities.
By and large, these have a poor record of student; as the figures go from bad to worse with the lowest being
spending a measly child per year. So can it be said that funding is the issue with
government schools? Clearly not. It is one of utilization of these funds.
There has, unfortunately come into existence, a big class and caste divide coupled with a
rural-urban divide in education, in terms of facilities and quality which has serious social
. The most glaring of the problems with
government run schools is that of infrastructure. Poorly maintained buildings, dilapidated
classrooms, ill-equipped libraries and laboratories, lack of sanitation facilities and even
drinking water are issues that the students grapple with everyday. Availability of qualified
teachers and the student-teacher ratio is another tale to tell. The curriculum and teaching
something about India’s education
This particular question strikes me every time when I read something about India’s education
system. I see India’s education system as a stumbling block towards its objectives of achieving
inclusive growth.
Let me inform you about certain startling facts. India is going to experience a paradox of
nearly million people
joining the workforce but most of them will lack requiste skills and the mindset for
productive employment according to a report in DNA. India has about 550 million people under the
age of years out of which only 11% are enrolled in tertiary institutions compared to the
world average of
I wouldn’t be laying too much emphasis on the drawbacks of India’s public education system
because it has been an issue well debated over in the past and the main flaws have already
been pointed out before. I will be focusing on how the education system’s failure is leading
to another social issue of income inequality and hence, suggest certain policies to improve
India’s education system and reduce inequality.
The really critical aspect of Indian public education system is its low quality. The actual
quantity of schooling that children experience and the quality of teaching they receive are
extremely insufficient in government schools. A common feature in all government schools is
the poor quality of education, with weak infrastructure and inadequate pedagogic attention.
What the government is not realising right now is that education which is a source of human
capital can create wide income inequalities. It will be surprising to see how income inequalities
are created within the same group of educated people.Let me illustrate this with the help of an
example:
Let us take P be an individual who has had no primary or higher education. His human capital
is zero and hence it bears no returns. Let be an individual who completed his MBA from S.P
Jain college and let R be an individual who completed his MBA from Ahmadabad. The average
rate of return for an MBA student is . gets a rate of return of and
R gets a rate of return of due to the difference in the reputation and quality of the
management school. Let the income of and be .In a period of years, will be having
the same income as he does not possess human capital. For the same time period will earn an
income of and will earn an income . Now lets see what
happens when the rate of return on human capital doubles. Earnings of P will not change since
he does not have any human capital. Now Q is going to earn . going to
earn . Flabbergasting! As soon as return on human capital increases
proportionate
ly income inequality increases. With return on human capital doubling, income increases by
and income increases by.
The above example just shows the effect of the quality of human capital n income inequality.
if the government does not improve education system particularly in rural areas the rich will
which will also be a step towards reducing income inequality
Council for Technical Education
All India Council for Technical Education while medical
education is monitored and accredited by the Medical Council of India
Like-wise, agriculture education and research is monitored by
the Indian Council for Agriculture Research. Apart from these, National
Council for Teacher Education controls all the teacher training
institutions in the country. The country has some ace engineering,
management and medical education institutions which are directly funded
by the Ministry of Human Resource Development of the Union Government.
Higher Education in India has evolved in distinct and divergent streams
with each stream monitored by an apex body, indirectly controlled by
the Ministry of Human Resource Development. The 615 universities
institutions, are mostly funded by the state governments. However,
there are 45 important universities called Central universities,
which are maintained by the Union Government and because of relatively
large funding, they have an edge over the others. The engineering
education and business schools are monitored and accredited by the
Admission to all professional education colleges is done through all-India
common admission tests of which the IIT-JEE, AIEEE, CAT and CPMT are the most
popular ones. Most of the institutions reserve a small percentage of seats for
foreign students.
education is monitored and accredited by the Medical Council of India
Like-wise, agriculture education and research is monitored by
the Indian Council for Agriculture Research. Apart from these, National
Council for Teacher Education controls all the teacher training
institutions in the country. The country has some ace engineering,
management and medical education institutions which are directly funded
by the Ministry of Human Resource Development of the Union Government.
Higher Education in India has evolved in distinct and divergent streams
with each stream monitored by an apex body, indirectly controlled by
the Ministry of Human Resource Development. The 615 universities
institutions, are mostly funded by the state governments. However,
there are 45 important universities called Central universities,
which are maintained by the Union Government and because of relatively
large funding, they have an edge over the others. The engineering
education and business schools are monitored and accredited by the
Admission to all professional education colleges is done through all-India
common admission tests of which the IIT-JEE, AIEEE, CAT and CPMT are the most
popular ones. Most of the institutions reserve a small percentage of seats for
foreign students.
Saturday, August 21, 2010
ELIGIBLE
Candidates who have secured at least 55% marks (without rounding off) in Master’s Degree OR
equivalent examination from universities institutions recognised by in Humanities and Social Sciences, Computer Science & Applications, Electronic
Science etc. are eligible for this Test.
Physically Handicapped (PH)Visually Handicapped category candidates who have secured
at least 50% marks in Master’s degree or equivalent examination are
eligible for this Test.
Candidates who have appeared OR will be appearing at the qualifying Master’s degree final
year examination and whose result is still awaited OR candidates whose qualifying examinations
have been delayed may also apply for this Test. However, such candidates will be admitted
provisionally and shall be considered eligible for award of JRF/Lectureship eligibility only
after they have passed their Master’s degree examination or equivalent with at least 55% marks
(50% in case of Such candidates must complete their P.G.
degree examination within two years from the date of NET result with required percentage of
marks, failing which they shall be treated as disqualified.
The Ph.D. degree holders whose Master’s level examination had been completed by 19th September,
1991 irrespective of date of declaration of result) shall be eligible for a relaxation of 5%
in aggregate marks for appearing in NET.
Candidates are advised to appear in the subject of their post-graduation only. The candidates
whose post-graduation subject is not covered in the list of subjects in item No. 9, may appear
in a related subject.
Candidates seeking concession in fee are required to submit attested copy of their
tificate along with online print out of their Application Forms
ther candidates are not required to submit any certificates
documents in support of their eligibility alongwith print out of their Application Form. Therefor
e, the candidates, in their own interest, must satisfy themselves about their eligibility for
the Test. In the event of any ineligibility being detected by the Commission at any stage,
their candidature will be cancelled and they shall be liable for legal action.
Candidates with postgraduate diplomacertificate course, should in their own interest,
ascertain the equivalence of their course with Master’s degree of recognized Indian
universities from Association of Indian Universities,
equivalent examination from universities institutions recognised by in Humanities and Social Sciences, Computer Science & Applications, Electronic
Science etc. are eligible for this Test.
Physically Handicapped (PH)Visually Handicapped category candidates who have secured
at least 50% marks in Master’s degree or equivalent examination are
eligible for this Test.
Candidates who have appeared OR will be appearing at the qualifying Master’s degree final
year examination and whose result is still awaited OR candidates whose qualifying examinations
have been delayed may also apply for this Test. However, such candidates will be admitted
provisionally and shall be considered eligible for award of JRF/Lectureship eligibility only
after they have passed their Master’s degree examination or equivalent with at least 55% marks
(50% in case of Such candidates must complete their P.G.
degree examination within two years from the date of NET result with required percentage of
marks, failing which they shall be treated as disqualified.
The Ph.D. degree holders whose Master’s level examination had been completed by 19th September,
1991 irrespective of date of declaration of result) shall be eligible for a relaxation of 5%
in aggregate marks for appearing in NET.
Candidates are advised to appear in the subject of their post-graduation only. The candidates
whose post-graduation subject is not covered in the list of subjects in item No. 9, may appear
in a related subject.
Candidates seeking concession in fee are required to submit attested copy of their
tificate along with online print out of their Application Forms
ther candidates are not required to submit any certificates
documents in support of their eligibility alongwith print out of their Application Form. Therefor
e, the candidates, in their own interest, must satisfy themselves about their eligibility for
the Test. In the event of any ineligibility being detected by the Commission at any stage,
their candidature will be cancelled and they shall be liable for legal action.
Candidates with postgraduate diplomacertificate course, should in their own interest,
ascertain the equivalence of their course with Master’s degree of recognized Indian
universities from Association of Indian Universities,
AIU
AIU is a Society under the Societies Registration Act, 1860 to promote university activities,
by sharing information and cooperation in the field of education, culture, sports and allied
areas. The membership includes traditional universities, open universities, agricultural
universities, institutions of national importance and deemed-to-be universities. In addition,
there is a provision of granting of Associate Membership to universities of neighbouring
countries.
Handbook of Indian Universities published every alternate year is an important source book
for higher education in the Country. It contains information on university level institutions
including 52 `Deemed Universities' in India, 40 Agricultural Universities 162 traditional
universities, 33 technical, 18 medical, 3 Information technology,1 Journalism, 6 Law and 10
open universities. It contains information relating to Officers and Deans of Faculties,
Library and Research Facilities, Scholarships and Fellowships, Academic Year - last date for
admission and the approximate dates of examinations, tuition fees, hostel facilities, courses
of Studies, Minimum educational requirements for admission to each course, duration and
subjects of study for each course; Names of Faculties; Professors and ReadersAssociate
Professors with their specializations Names of affiliated constituent
Colleges, together with names of Principals and Heads of Postgraduate Departments in the
Colleges. An introductory chapter giving an overview of the University System in India has
also been included.
Evaluation Division of AIU is responsible for the work relating to Equivalence of Degrees
Certificates awarded by the accredited foreign Universitieseducational Institutions. The
Division provides information to foreign students to facilitate their admission in Universities
other educational Institutions in the country.
by sharing information and cooperation in the field of education, culture, sports and allied
areas. The membership includes traditional universities, open universities, agricultural
universities, institutions of national importance and deemed-to-be universities. In addition,
there is a provision of granting of Associate Membership to universities of neighbouring
countries.
Handbook of Indian Universities published every alternate year is an important source book
for higher education in the Country. It contains information on university level institutions
including 52 `Deemed Universities' in India, 40 Agricultural Universities 162 traditional
universities, 33 technical, 18 medical, 3 Information technology,1 Journalism, 6 Law and 10
open universities. It contains information relating to Officers and Deans of Faculties,
Library and Research Facilities, Scholarships and Fellowships, Academic Year - last date for
admission and the approximate dates of examinations, tuition fees, hostel facilities, courses
of Studies, Minimum educational requirements for admission to each course, duration and
subjects of study for each course; Names of Faculties; Professors and ReadersAssociate
Professors with their specializations Names of affiliated constituent
Colleges, together with names of Principals and Heads of Postgraduate Departments in the
Colleges. An introductory chapter giving an overview of the University System in India has
also been included.
Evaluation Division of AIU is responsible for the work relating to Equivalence of Degrees
Certificates awarded by the accredited foreign Universitieseducational Institutions. The
Division provides information to foreign students to facilitate their admission in Universities
other educational Institutions in the country.
management,
Stakeholders covered in this Section would include the national and state-level institutions
established by the central or respective state governments and that are mandated to play a role
in the management, governance, policy formulation, funding, quality improvement, training
development and coordination of institutions of higher education. This list of Stakeholders of
Higher Education is not complete.
Organizations/ Institutions that do not find their name in this list or find incorrect
information may register online. With a view to avoid bogus registration, you have to mail
a print copy of the filled in Online Form duly signed by the competent authority with official
NTMIS has been setup for providing up- to-date and meaningful information on a
continuing basis to enable the concerned authorities to anticipate the areas of growth
in the field of engineering and technology and consequently plan for technical manpower
development on proper lines.
The Organization set up consists of a Lead Centre at the Institute of Applied Manpower
Research and 41 Nodal Centre at 13 selected technical institutions and 4 Board
of Practical training (BOPT) in the country. The functioning and the over all supervision
of the scheme is presently being carried out by the All India Council for Technical Education,
New Delhi
established by the central or respective state governments and that are mandated to play a role
in the management, governance, policy formulation, funding, quality improvement, training
development and coordination of institutions of higher education. This list of Stakeholders of
Higher Education is not complete.
Organizations/ Institutions that do not find their name in this list or find incorrect
information may register online. With a view to avoid bogus registration, you have to mail
a print copy of the filled in Online Form duly signed by the competent authority with official
NTMIS has been setup for providing up- to-date and meaningful information on a
continuing basis to enable the concerned authorities to anticipate the areas of growth
in the field of engineering and technology and consequently plan for technical manpower
development on proper lines.
The Organization set up consists of a Lead Centre at the Institute of Applied Manpower
Research and 41 Nodal Centre at 13 selected technical institutions and 4 Board
of Practical training (BOPT) in the country. The functioning and the over all supervision
of the scheme is presently being carried out by the All India Council for Technical Education,
New Delhi
CERTIFICATE OBTAIN
In the case of non-receipt of NET certificate the candidates are advised to correspond with
contact the Head, NET Bureau, .In their covering letter, they must state their Roll No., the date of UGC-NET in
which they have appeared and case, they have not
submitted the attested copies of their documents earlier, they may do so with the covering
letter duly signed by them. Attested copies of the following documents may be submitted:
High School/Higher Secondary/Matriculation Certificate depicting date of birth.
Master's degree/Provisional Certificate.
Consolidated mark-sheet of Master's degree course. Wherever grades are assigned, conversion
table in terms of consolidated percentage may be produced from the issuing authority.
Caste certificate (only in case of candidates)
Certificate of Physical disability (only in case of Physically Handicapped and Visually
Handicapped candidates).
All certificate have to be attested by a officer with his/her official stamp bearing
his/her name, designation and official address.
The certificates, which are in languages other than ENGLISH be translated in
English and attested by the issuing authority of the original certificates.
Duplicate NET certificate shall be issued only in the event of loss/ non-receipt of the
original one. The candidate may submit the following documents for getting the duplicate
certificate issued:
An affidavit on a Judicial stamp paper duly attested by the competent Authority for the loss
of original certificate issued by the UGC mentioning the name of the candidate, his/her
particulars like father's and mother's names, date of UGC-NET, Roll number, subject, address
etc. The candidate must state in the affidavit that in case of his/her discovering the original
NET certificate/JRF Award letter, he/she would not misuse it and return it to the NET Bureau.
Copy of FIR registered at a Police Station. The Attestation stamp of the Class-I
officer must bear his/her name, designation and official address.
contact the Head, NET Bureau, .In their covering letter, they must state their Roll No., the date of UGC-NET in
which they have appeared and case, they have not
submitted the attested copies of their documents earlier, they may do so with the covering
letter duly signed by them. Attested copies of the following documents may be submitted:
High School/Higher Secondary/Matriculation Certificate depicting date of birth.
Master's degree/Provisional Certificate.
Consolidated mark-sheet of Master's degree course. Wherever grades are assigned, conversion
table in terms of consolidated percentage may be produced from the issuing authority.
Caste certificate (only in case of candidates)
Certificate of Physical disability (only in case of Physically Handicapped and Visually
Handicapped candidates).
All certificate have to be attested by a officer with his/her official stamp bearing
his/her name, designation and official address.
The certificates, which are in languages other than ENGLISH be translated in
English and attested by the issuing authority of the original certificates.
Duplicate NET certificate shall be issued only in the event of loss/ non-receipt of the
original one. The candidate may submit the following documents for getting the duplicate
certificate issued:
An affidavit on a Judicial stamp paper duly attested by the competent Authority for the loss
of original certificate issued by the UGC mentioning the name of the candidate, his/her
particulars like father's and mother's names, date of UGC-NET, Roll number, subject, address
etc. The candidate must state in the affidavit that in case of his/her discovering the original
NET certificate/JRF Award letter, he/she would not misuse it and return it to the NET Bureau.
Copy of FIR registered at a Police Station. The Attestation stamp of the Class-I
officer must bear his/her name, designation and official address.
ELIGIBILITY
The National Educational Testing Bureau of University Grants Commission (UGC) conducts National
Eligibility Test (NET) to determine eligibility for lectureship and for award of Junior
Research Fellowship (JRF) for Indian nationals in order to ensure minimum standards for the
entrants in the teaching profession and research. The Test is conducted in Humanities
(including languages), Social Sciences, Forensic Science, Environmental Sciences, Computer
Science and Applications and Electronic Science.
The Council of Scientific and Industrial Research (CSIR) conducts the UGC-CSIR NET for other
Science subjects, namely, Life Sciences, Physical Sciences, Chemical Sciences, Mathematical
Sciences and Earth Atmospheric Ocean & Planetary Sciences jointly with the UGC. The tests are
conducted twice in a year generally in the months of June and December. For candidates who
desire to pursue research, the Junior Research Fellowship (JRF) is available for five years
subject to fulfillment of certain conditions. UGC has allocated a number of fellowships to the
universities for the candidates who qualify the test for JRF. The JRFs are awarded to the
meritorious candidates from among the candidates qualifiying for eligibility for lectureship
in the NET. JRFs are available only to the candidates who opt for it in their application
forms.
The test for Junior Research Fellowship is being conducted since 1984. The Government of India,
through its notification dated 22nd July, 1988 entrusted the task of conducting the eligibility
test for lectureship to UGC. Consequently, UGC conducted the first National Eligibility Test,
common to both eligibility for Lectureship and Junior Research Fellowship in two parts, that is,
in December 1989 and in March , 1990.
UGC conducts NET twice a year, i.e., in the months of June and December. The notifications
announcing the June and December examinations are published in the months of March and
September respectively in the weekly journal of nation-wide circulation, viz, Employment News.
N E T Results Declaration Schedule
The result of June, UGC-NET is declared generally in the month of October. Similarly December,
UGC-NET result is usually declared in the month of April. The UGC-NET results published in the
Employment News are also available on UGC website.
Eligibility Test (NET) to determine eligibility for lectureship and for award of Junior
Research Fellowship (JRF) for Indian nationals in order to ensure minimum standards for the
entrants in the teaching profession and research. The Test is conducted in Humanities
(including languages), Social Sciences, Forensic Science, Environmental Sciences, Computer
Science and Applications and Electronic Science.
The Council of Scientific and Industrial Research (CSIR) conducts the UGC-CSIR NET for other
Science subjects, namely, Life Sciences, Physical Sciences, Chemical Sciences, Mathematical
Sciences and Earth Atmospheric Ocean & Planetary Sciences jointly with the UGC. The tests are
conducted twice in a year generally in the months of June and December. For candidates who
desire to pursue research, the Junior Research Fellowship (JRF) is available for five years
subject to fulfillment of certain conditions. UGC has allocated a number of fellowships to the
universities for the candidates who qualify the test for JRF. The JRFs are awarded to the
meritorious candidates from among the candidates qualifiying for eligibility for lectureship
in the NET. JRFs are available only to the candidates who opt for it in their application
forms.
The test for Junior Research Fellowship is being conducted since 1984. The Government of India,
through its notification dated 22nd July, 1988 entrusted the task of conducting the eligibility
test for lectureship to UGC. Consequently, UGC conducted the first National Eligibility Test,
common to both eligibility for Lectureship and Junior Research Fellowship in two parts, that is,
in December 1989 and in March , 1990.
UGC conducts NET twice a year, i.e., in the months of June and December. The notifications
announcing the June and December examinations are published in the months of March and
September respectively in the weekly journal of nation-wide circulation, viz, Employment News.
N E T Results Declaration Schedule
The result of June, UGC-NET is declared generally in the month of October. Similarly December,
UGC-NET result is usually declared in the month of April. The UGC-NET results published in the
Employment News are also available on UGC website.
SARVA SIKSHA
Children complete eight years of elementary schooling by 2010.
Focus on elementary education of satisfactory quality with emphasis on education for life.
Bridge all gender and social category gaps at the primary stage by 2007 and at the elementary education level by 2010.
Universal retention by 2010.
To achieve these objectives, strategies have been framed that include active involvement of local community groups and institutional capacity building for setting up of block level resource centres. These centres impart district elementary education plans.
The framework of SSA includes appointment of teachers, their training, motivating parents and students, provision of incentives, like, scholarships, uniforms, textbooks, etc. The programme also aims to open new schools in areas having inadequate schooling facilities and strengthen existing school infrastructure through the construction of additional class rooms, provision of toilets, drinking water facilities and so on.
Role of Private Sector in
Though the Sarva Shiksha Abhiyan is being administered through government and government aided schools, some private unaided schools are also actively involved in contributing towards universal elementary education. Recently, the government entered into an agreement with the World Bank (External website that opens in a new window) for assistance to the tune of US $ 600 million to fund the second phase of the Sarva Shiksha Abhiyan.
Sarva Shiksha Abhiyan is a valuable endeavour of the Government of India, in the universalization of elementary education, which strives to help citizens to realise the importance of elementary education. Social justice and equity are by themselves a strong argument for providing basic education for all. Provision of basic education also improves the standard of living, especially with regard to life expectancy, infant mortality and nutritional status of children.
'An Educated India is A Progressing India'
Focus on elementary education of satisfactory quality with emphasis on education for life.
Bridge all gender and social category gaps at the primary stage by 2007 and at the elementary education level by 2010.
Universal retention by 2010.
To achieve these objectives, strategies have been framed that include active involvement of local community groups and institutional capacity building for setting up of block level resource centres. These centres impart district elementary education plans.
The framework of SSA includes appointment of teachers, their training, motivating parents and students, provision of incentives, like, scholarships, uniforms, textbooks, etc. The programme also aims to open new schools in areas having inadequate schooling facilities and strengthen existing school infrastructure through the construction of additional class rooms, provision of toilets, drinking water facilities and so on.
Role of Private Sector in
Though the Sarva Shiksha Abhiyan is being administered through government and government aided schools, some private unaided schools are also actively involved in contributing towards universal elementary education. Recently, the government entered into an agreement with the World Bank (External website that opens in a new window) for assistance to the tune of US $ 600 million to fund the second phase of the Sarva Shiksha Abhiyan.
Sarva Shiksha Abhiyan is a valuable endeavour of the Government of India, in the universalization of elementary education, which strives to help citizens to realise the importance of elementary education. Social justice and equity are by themselves a strong argument for providing basic education for all. Provision of basic education also improves the standard of living, especially with regard to life expectancy, infant mortality and nutritional status of children.
'An Educated India is A Progressing India'
SSA
The education sector has been of vital importance to the Indian Government which has been regularly formulating provisions and schemes for promoting elementary education.
The Right to Education has also been enshrined as a Fundamental Right by the Constitution of India. It states that "The State shall provide free and compulsory education to all children of the age of six to fourteen years in such a manner as the State may, by law, determine."
To promote literacy among its citizens, the Government of India has launched several schemes such as the Kasturba Gandhi Balika Vidyalaya Scheme (External website that opens in a new window), Mid-day Meal Scheme (External website that opens in a new window) and the National Program for Education of Girls at Elementary Level (NPEGEL) - External website that opens in a new window. One of the most fundamental and promising of these schemes is the Sarva Shiksha Abhiyan (External website that opens in a new window).
The Sarva Shiksha Abhiyaan
The Sarva Shiksha Abhiyaan is also known as the Education for All movement or 'Each One Teach One'. It was introduced in 2000-2001 as the flagship programme run by the Government of India. This scheme is framed to provide useful and relevant elementary education for all children in the age group of six to fourteen by 2010.
The Sarva Shiksha Abhiyan aims to bridge social, regional and gender gaps, with the active participation of the community in the management of schools. All efforts to support pre-school learning in ICDS centres or special pre-school centres in non ICDS areas are made to supplement the efforts of the Ministry of Women and Child Development.
Objectives of
The SSA programme is an endeavour to provide an opportunity for improving human capabilities of all children, through the provision of community-owned quality education in a mission mode. The Sarva Shiksha Abhiyan had been set with specific targets. These are:
All children in school, Education Guarantee Centre, Alternate School or 'Back-to-School' camp by 2003.
All children complete five years of primary schooling by 2007.
The Right to Education has also been enshrined as a Fundamental Right by the Constitution of India. It states that "The State shall provide free and compulsory education to all children of the age of six to fourteen years in such a manner as the State may, by law, determine."
To promote literacy among its citizens, the Government of India has launched several schemes such as the Kasturba Gandhi Balika Vidyalaya Scheme (External website that opens in a new window), Mid-day Meal Scheme (External website that opens in a new window) and the National Program for Education of Girls at Elementary Level (NPEGEL) - External website that opens in a new window. One of the most fundamental and promising of these schemes is the Sarva Shiksha Abhiyan (External website that opens in a new window).
The Sarva Shiksha Abhiyaan
The Sarva Shiksha Abhiyaan is also known as the Education for All movement or 'Each One Teach One'. It was introduced in 2000-2001 as the flagship programme run by the Government of India. This scheme is framed to provide useful and relevant elementary education for all children in the age group of six to fourteen by 2010.
The Sarva Shiksha Abhiyan aims to bridge social, regional and gender gaps, with the active participation of the community in the management of schools. All efforts to support pre-school learning in ICDS centres or special pre-school centres in non ICDS areas are made to supplement the efforts of the Ministry of Women and Child Development.
Objectives of
The SSA programme is an endeavour to provide an opportunity for improving human capabilities of all children, through the provision of community-owned quality education in a mission mode. The Sarva Shiksha Abhiyan had been set with specific targets. These are:
All children in school, Education Guarantee Centre, Alternate School or 'Back-to-School' camp by 2003.
All children complete five years of primary schooling by 2007.
access to education
One in four adults in the developing world - 1872 million people is illiterate. More than 100 million children remain out of school.
46 per cent of girls in the world's poorest countries have no access to primary education.
More than 1 in 8 adults cannot read or write
Universal primary education would cost billion a year - that's half what Americans spend
on ice cream.
Young people who have completed primary education are less than half as likely to contract HIV
as those missing an education. Universal primary education would prevent cases of HIV
each year - about 30 per cent all new infections in this age group.
per cent of children in the developing world are enrolled in primary school, nearing the
global level of 84 per cent.
Enrolment is as high as 95.7 per cent in Latin America and the Caribbean, and as low as
million children still do not gain a basic education. In Djibouti only per cent of
children are enrolled in primary school.
In Bangladesh, 73 per cent of children completed primary education in 2009. Around half of
15 to 24-year-olds are literate.
In Congo, only 70 per cent completed primary education but 97.8 per cent of young people
can read and write.
Many children who enrol do not finish their education. In sub-Saharan Africa, the completion
rate was only 73 per cent in 2002. In Sudan it was 42 per cent.
Aids in sub-Saharan Africa has decimated teaching staff and forced children to leave school.
An additional $1bn a year is needed to offset its impact.
Girls often suffer more when resources are scarce. In southern Asia, there are 12 per cent
more boys enrolled than girls.
In Burkina Faso, Mali and Niger less than 55 per cent of young people are literate.
annually is needed to ensure that every child is enrolled at primary school level
by 2015.
programmes
watching visiting places and ordinary interaction with parents and elders.
ALIF requires teachers in conventional classrooms to include TV programmes in their curricula
to standardise and enrich the pre-school environment of all children in the country. shows
have around explicit curricular messages with goals including numeracy, communication
and language, critical thinking, environmental concernsecology, health and hygiene,
character-building self-development, and social awareness.
preliminary impact assessment carried out on 400 children in both rural and urban areas
showed the programme to have captured the attention and curiosity of not only the targeted
group but also older children in the age group.
problem of basic education
that the school is unsafe or the journey is perilous or too long. Families believe that they
cannot afford to sacrifice their daughters' help or income. The problem of basic education is
also on the supply side the availability of safe, accessible, gender-sensitive schools,
employment possibilities for women, or educational information for families. In many countries,
when the importance of education is explained or tuition fees eliminated, parents eagerly send
their daughters to school.
A recent report on poverty found that 135 million children in the developing world between the
ages of 7 and 18 had no education at all, with girls 60 per cent more likely than boys to be so
'
educationally deprived'. Educational deprivation and poverty go hand in hand. Gender disparity
in education is significantly greater for children living in poverty. Reforms to help girls
enrol and stay in school can have similar effects on boys, advancing the aims of 'Education For
development of child-friendly, gender-sensitive teaching methods that reach out to
individual needs improves the learning experience for all students. A study in eight
countries concluded that addressing girls' education improves school quality and helps improve
boys' attendance.
the gender gap. Local beliefs, traditional practices and attitudes about gender roles often hold
girls back from school. Parents' objections to their daughters' going to school are also often
caused by safety or economics rather than a belief that girls should not be educated.
Different countries have adopted different strategies for reaching the goal of Universal Primary
Education. Let us look at an example from Pakistan.
non government organization based in Pakistan, initiated an innovative basic education
project for per-preschooler based on the 'Sesame Street' series produced by US-based Children
Television Program me. version of the program me is called Khul Ja Sim Sim program me
which is an Urdu adaptation of Sesame Street. The Sesame Street series is viewed in 88
countries including Pakistan. familiarizes children with the puppet characters and
concepts of the Open Sesame show within a thoroughly frame of contexts.
The episode series was an effort to enrich the pre-school children's environment, which
has otherwise been invaded by tunes from movies meant for older audiences. KJSS targets children
of years of age from lower middle class families, many of whom are probably the first
generation going to school. To fulfill the learning needs of the children, teachers are
encouraged to view the overall social and physical environment as a vast learning resource.
Parents and communities also actively participate in the learning process.
revolves around the concept of multiple intelligence, which is based on the assumption that
each learner is intelligent and talented, no matter what the background or exposure. The theory
proposes that all individuals possess several different kinds of intelligences which could contr
ibute and enrich the classroom environment. Multiple-intelligence acknowledges that there are
cannot afford to sacrifice their daughters' help or income. The problem of basic education is
also on the supply side the availability of safe, accessible, gender-sensitive schools,
employment possibilities for women, or educational information for families. In many countries,
when the importance of education is explained or tuition fees eliminated, parents eagerly send
their daughters to school.
A recent report on poverty found that 135 million children in the developing world between the
ages of 7 and 18 had no education at all, with girls 60 per cent more likely than boys to be so
'
educationally deprived'. Educational deprivation and poverty go hand in hand. Gender disparity
in education is significantly greater for children living in poverty. Reforms to help girls
enrol and stay in school can have similar effects on boys, advancing the aims of 'Education For
development of child-friendly, gender-sensitive teaching methods that reach out to
individual needs improves the learning experience for all students. A study in eight
countries concluded that addressing girls' education improves school quality and helps improve
boys' attendance.
the gender gap. Local beliefs, traditional practices and attitudes about gender roles often hold
girls back from school. Parents' objections to their daughters' going to school are also often
caused by safety or economics rather than a belief that girls should not be educated.
Different countries have adopted different strategies for reaching the goal of Universal Primary
Education. Let us look at an example from Pakistan.
non government organization based in Pakistan, initiated an innovative basic education
project for per-preschooler based on the 'Sesame Street' series produced by US-based Children
Television Program me. version of the program me is called Khul Ja Sim Sim program me
which is an Urdu adaptation of Sesame Street. The Sesame Street series is viewed in 88
countries including Pakistan. familiarizes children with the puppet characters and
concepts of the Open Sesame show within a thoroughly frame of contexts.
The episode series was an effort to enrich the pre-school children's environment, which
has otherwise been invaded by tunes from movies meant for older audiences. KJSS targets children
of years of age from lower middle class families, many of whom are probably the first
generation going to school. To fulfill the learning needs of the children, teachers are
encouraged to view the overall social and physical environment as a vast learning resource.
Parents and communities also actively participate in the learning process.
revolves around the concept of multiple intelligence, which is based on the assumption that
each learner is intelligent and talented, no matter what the background or exposure. The theory
proposes that all individuals possess several different kinds of intelligences which could contr
ibute and enrich the classroom environment. Multiple-intelligence acknowledges that there are
goal of development
the Millennium Development Goal of universal education. Both boys and girls benefit
from early childhood program mes. Flexible scheduling helps boys and girls who work inside or
outside the family. Schools closer to children homes make it easier for all children to attend.
Providing latrines and water to schools helps girls who are more likely affected by the lack of
these facilities, but boys benefit too. And violence-free schools are good for everybody.
Education is the key to breaking the vicious cycle of poverty. Once people can read they can
vote. Once people can add and do basic math they can run a business effectively. Education
allows people to be more productive, earn better wages, protect their health and have a
voice in their society. The power of education extends across generations. Children of mothers
who have been to school are healthier, better nourished and more likely to attend and succeed
in school than children of mothers who have never gone to school education is one of the most
effective weapons against and other diseases, and raises awareness of living conditions
and environmental protection. Life expectancy rises by as much as years for every 1 per cent
increase in literacy.
The Conference on Education for All pledged to achieve universal primary education by
But in ,million school-age children were still not in school, percent of them girls
and percent were in developing countries mostly in South Asia and Sub-Saharan Africa.
The Millennium Development Goals set a more realistic, but still difficult, deadline of
when all children everywhere should be able to complete a full course of primary schooling.
The Conference on Education For All recognized that there was chronic neglect of children'
right to education especially girls' education. It helped re-establish that education is at the
heart of development and recognized the importance of closing the gender gap. However, it
mistakenly assumed that the general drive towards education for all would automatically reduce
from early childhood program mes. Flexible scheduling helps boys and girls who work inside or
outside the family. Schools closer to children homes make it easier for all children to attend.
Providing latrines and water to schools helps girls who are more likely affected by the lack of
these facilities, but boys benefit too. And violence-free schools are good for everybody.
Education is the key to breaking the vicious cycle of poverty. Once people can read they can
vote. Once people can add and do basic math they can run a business effectively. Education
allows people to be more productive, earn better wages, protect their health and have a
voice in their society. The power of education extends across generations. Children of mothers
who have been to school are healthier, better nourished and more likely to attend and succeed
in school than children of mothers who have never gone to school education is one of the most
effective weapons against and other diseases, and raises awareness of living conditions
and environmental protection. Life expectancy rises by as much as years for every 1 per cent
increase in literacy.
The Conference on Education for All pledged to achieve universal primary education by
But in ,million school-age children were still not in school, percent of them girls
and percent were in developing countries mostly in South Asia and Sub-Saharan Africa.
The Millennium Development Goals set a more realistic, but still difficult, deadline of
when all children everywhere should be able to complete a full course of primary schooling.
The Conference on Education For All recognized that there was chronic neglect of children'
right to education especially girls' education. It helped re-establish that education is at the
heart of development and recognized the importance of closing the gender gap. However, it
mistakenly assumed that the general drive towards education for all would automatically reduce
Friday, August 20, 2010
location
The region is located in the northern part of the State extending in the
to Lake in the east, from the coast to south of the Great Northern
Highway. It covers about 1421,000 square kilometres slightly larger than Japan and much larger
than. It is bordered on the west by the Indian Ocean, on the
north by the Timor Sea, on the south by the Great Sandy Desert, and on the east by the Northern
Territory. The only three towns with a population of more than 52,000 , and the total population is only
around 125,000. The region has a young population relative to and Western . The median
age of the population is 28 years compared to 34 years for the State.
Withdraw from the program
You are expected to successfully complete the practicum. If your circumstances change and
you are unable to complete the teaching practice as stated in your application, please
contact the coordinator as soon as possible. You will be required to return the funds if
your practicum does not proceed or you complete your practicum in a metropolitan or
private school. A pro-rata amount may be calculated if the practicum is terminated early.
This will be considered on an individual basis, at the discretion of the Department.
Important information all applications to the will be successful, the Department has a discretionary right
to award or refuse an application. Participation in the program does not guarantee future employment in a
public school. If you have already submitted an application form for the 2010 RTP you do not need to
reapply.
Personal stories
Doing your prac in the country is a great way to experience a new lifestyle while developing
your teaching skills.
The University of recently made a conscious effort to provide pre-service
teachers with an opportunity to experience rural and remote practicum. Students undertaking
practicum outside the metropolitan area had tended to be from the country who were going home.
In 2008 a placement in Laverton, with free accommodation and transport, was advertised to
approximately 1350 students; only one expression of interested was received. That student went
on to have a successful practicum.
In 2009 the university secured 150 remote and rural practicum placements. Students were advised
of the opportunities during a lecture, and crucially the student who had previous undertaken the practicum
spoke of her experiences at Laverton and shared her photos. The result was overwhelming and all 50 places
were filled.
Cara-Leigh Christie, an early childhood student, completed a ten week practicum in 2009 at St
Joseph’s Catholic primary school in Wyndham. In early 2010 she is undertaking a ten week
practicum at Wangkatjunka Remote Community School and
is hoping to begin her teaching career at Wangkatjunka later this year.
To support you during the program, you will be provided with financial support to assist with
travel and living expenses.Travel allowance The amount you will receive for your return journey is based on
the Department’s standard allowances for using the most cost effective method of travel. It is therefore
advisable that you make reservations in advance for air or train travel to minimise the costs for late
bookings and to take advantage of any advertised fare specials. You are encouraged to contact
the RTP coordinator if you wish to know the precise travel allowance for each location.
Living subsidy The living subsidy you will receive depends on the district where you complete your
practicum.Your practicum coordinator will be able to assist you with information and contacts to
organise accommodation near your school.Remote schools The Remote Support Team can assist in sourcing
remote schools and suitable accommodation for your practicum. If you are still unable to find suitable
accommodation, contact the coordinator.
Liaise with your university practicum coordinator to organise a rural placement.
Once your placement has been confirmed complete an application form and forward to the
coordinator no later than six weeks before your practicum is due to start.
You will be notified of the outcome of your application within two weeks of your application
being received.
If you are accepted onto the program you can expect payment of the travel and living subsidy
into your nominated bank account approximately two weeks before the start of your practicum.
As part of enrolling in this program you will be expected to complete a feedback survey at
the end of your practicum.
Don’t forget that it is your responsibility to organise your practicum placement and
accommodation, with the assistance of your university practicum coordinator.
The Department cannot make these arrangements for you.
If you experience difficulties contact the coordinator for help.
Rural Teaching Program
If you are a student teacher in your final year of study, the Rural Teaching Program offer you a great opportunity to undertake your final practicum in a country (rural) school including a remote school. You will be able to meet, work with and be supported by dedicated staff with experience of teaching in the country. The program provides you with a financial subsidy to assist with living expenses whilst residing in your chosen rural town. You are encouraged to become actively involved in the local community so that you can fully experience life in a rural area.
Applications are now open for opportunities to participate in this program during .
be an citizen or permanent resident or a citizen
be currently enrolled in a course leading to a graduate level teaching qualification by the
end have a course average of 60 per cent or better
have successfully completed all teaching practicums to date
have a genuine interest in teaching in a public school after you graduate
ensure your application is signed by your practicum coordinator.
the longest practicum in your final year
in a block of full weeks
for a minimum of four weeks and a maximum of 10 weeks the practicum can last for longer than
this but the maximum period for funding is 10 weeks
undertaken at a rural school; ‘rural’ is defined as any town that is a minimum of 80km
not undertaken at a school in a town where you currently liveor have previously lived or
have family connections or be within a 80km radius of that town.
If you are unsure if your practicum or selected school is eligible please check with
the Department’s oordinator.
Which schools are included in the program
Schools in these districts are included in the
There are also a few country schools in the West Coast districts.
The Country Teaching Program offers you opportunities for advancement and leadership roles and
to fast-track your permanent employment status.
Approximately 2320 rural schools are part of the program. Many of these schools are in small,
and sometimes challenging communities.
If you participate in the program, you will receive:
immediate permanent employment status subject to two years continuous service in rural schools
depending on the location
double transfer points after two years in rural schools which means you can accumulate more
points to help you get into a school you want in the future depending on the location
financial incentives a year depending on the location.
Find out more about the conditions and allowances of teaching in a public school: School
Education Act Employees’
Rural
Teaching in the country in a rural or remote school, offers great opportunities for both
experienced and graduate teachers. It can provide a very rewarding lifestyle particularly
if you choose to become involved in the wider local community.You will not only be making a
positive contribution to the lives of young people, but also have the opportunity to develop
your professional skills. Many teachers say their careers have progressed much faster as a
result of working in the country.
There are more than 300 rural schools located throughout WA, these are schools located
more than kilometres outside the Perth metropolitan area. Cities such as , Geraldton
or have a number of primary and secondary schools, while smaller towns like ,
Kununurra and Kalbarri have a district high school catering for students from Kindergarten to
Year schools on our interactive map.
Approximately 120 of these rural schools are in smaller communities and are part of the Country
Teaching Program.
Public schools can also be found in more isolated areas and are categorised as ‘remote’. There
are more than 40 remote schools covered by the Remote Teaching Service. These schools are
located in isolated communities with predominantly Aboriginal populations. Unless a specific
request is made by an applicant, graduate teachers are not appointed to a remote school.
In certain situations of geographic isolation where students are unable to attend a
conventional school, teaching is delivered by distance learning through Schools of Isolated
and Distance Education
Teachers seeking an opportunity to work in and contribute to a variety of rural and remote
communities may consider applying to join the Teacher Flying Squad.
Motivation
community established hundreds of kilometres beyond the bitumen certainly offers a very
different employment opportunity and life experience.
If you are a committed and motivated teacher looking for a unique and rewarding experience then
being a member of the Remote Teaching Service may be for you.
The RTS is made up of a dedicated group of around 800 teachers living and working in 82 remote
communities in Western Australia. They deliver flexible and innovative educational programs to
ensure all students in remote areas are not disadvantaged by their location and have access to
quality education.
The offers a range of professional opportunities for people who are creative and resilient.
If you are flexible and like working collaboratively as part of a team you will have the
opportunity to be part of an innovative learning community. Skills and interest in literacy,
numeracy and English as a second are highly valued.
Of course there are some challenges that come with working in remote communities such as the
isolation, varied accommodation and occasionally unreliable power and water! However, there is
also great potential to thrive both personally and professionally while experiencing a unique
lifestyle.
Having an adventurous attitude that makes the most of the diversity of the schools and
communities will ensure you have an enjoyable and successful experience.
education offices
You may be interested in a job share arrangement where you share a position with
another teacher. Both of you work part-time and your duties, pay, holidays and other
entitlements are split according to the number of hours you each work.
Contact Teaching WA to find out what options are available.
School profiles
To find out more information about individual schools in visit Schools Online.
Schools Online is a directory of public schools in and contains information about programs
offered and student numbers at each school as well as general school information.
To find out information about a specific school district, you can access their website via
the district education offices. You’ll also find district maps.
Preparation
As a teacher in a public school, you will perform a variety of tasks. Most of your time will
be spent in class teaching. The remainder of your time will be spent doing non-teaching duties,
such as
lesson planning giving students extra support with their work going to staff meetings
attending professional learning marking students' work assisting with school activities or
events.
During school hours set time is allocated for you to teach and complete some of
your non-teaching duties. You are given the choice of when and where you complete
the rest of your non-teaching duties. You have the flexibility to complete them before
or after school, at weekends or during school holidays.
Teaching time The school week is from Monday to Friday with the starting and finishing times
of schools varying.
Teaching in a public school offers you a rewarding and dynamic career. You will teach students
from a variety of backgrounds, have opportunities to work in various public schools and have
access to professional learning that will enhance your teaching skills and provide opportunities
to further your career
Most schools have classes from about through to about each day with a lunch
break and two recess breaks during the day. Some schools in the north of the State have
earlier starting and finishing times because of the warmer climate.
Most of your working week will be spent teaching in the classroom. In 2009 the maximum weekly
hours for face to face teaching are as follows:
Preparation time scheduled into the week so you can prepare for classes and do duties
other than face to face teaching is known as .
In 2009 teachers have the following Teaching can offer you great flexibility.
You can choose to work full-time, part-time or casually, depending on which positions are
available.
be spent in class teaching. The remainder of your time will be spent doing non-teaching duties,
such as
lesson planning giving students extra support with their work going to staff meetings
attending professional learning marking students' work assisting with school activities or
events.
During school hours set time is allocated for you to teach and complete some of
your non-teaching duties. You are given the choice of when and where you complete
the rest of your non-teaching duties. You have the flexibility to complete them before
or after school, at weekends or during school holidays.
Teaching time The school week is from Monday to Friday with the starting and finishing times
of schools varying.
Teaching in a public school offers you a rewarding and dynamic career. You will teach students
from a variety of backgrounds, have opportunities to work in various public schools and have
access to professional learning that will enhance your teaching skills and provide opportunities
to further your career
Most schools have classes from about through to about each day with a lunch
break and two recess breaks during the day. Some schools in the north of the State have
earlier starting and finishing times because of the warmer climate.
Most of your working week will be spent teaching in the classroom. In 2009 the maximum weekly
hours for face to face teaching are as follows:
Preparation time scheduled into the week so you can prepare for classes and do duties
other than face to face teaching is known as .
In 2009 teachers have the following Teaching can offer you great flexibility.
You can choose to work full-time, part-time or casually, depending on which positions are
available.
Teaching
We respectfully acknowledge the past and present traditional owners of Western and
pay our respects to the leaders of the traditional custodians of this land.
Together we acknowledge the contributions of and
to the education of all children and people in this country we all live in and
share together Western .
The Department of Education is committed to improving the educational achievements of
students in schools and to enhancing the knowledge and understanding of all
Western students about the history, heritage and cultures
pay our respects to the leaders of the traditional custodians of this land.
Together we acknowledge the contributions of and
to the education of all children and people in this country we all live in and
share together Western .
The Department of Education is committed to improving the educational achievements of
students in schools and to enhancing the knowledge and understanding of all
Western students about the history, heritage and cultures
Features of sucess
It is widely acknowledged that formal education is the key to a successful future in which
students will make a significant and positive contribution to society. Formal education begins
at school.
The Department of Education and Training provides comprehensive school education for more than
students in schools spread across Australia’s largest state.
Some parts of this site will still refer to the Department of Education, however changes
will be made progressively to reflect the new Department of Education and Training and its
services.
New migration arrangements
The Minister for Immigration and Citizenship, has announced changes to General Skilled Migration
response to the outcomes of the MODL Review. The Government has
revoked the Migration Occupations in Demand List and will replace the Critical Skills
List and the current Skilled Occupations List with a new formulated by Skills
To further enhance integrity measures for the student visa program and ensure that international
students have adequate financial arrangements for their study the Government is introducing a
Visa Application Charge exemption for students affected by a
provider default, and increasing the minimum financial requirements for international students
to more accurately reflect the cost of living .
response to the outcomes of the MODL Review. The Government has
revoked the Migration Occupations in Demand List and will replace the Critical Skills
List and the current Skilled Occupations List with a new formulated by Skills
To further enhance integrity measures for the student visa program and ensure that international
students have adequate financial arrangements for their study the Government is introducing a
Visa Application Charge exemption for students affected by a
provider default, and increasing the minimum financial requirements for international students
to more accurately reflect the cost of living .
Abroad best
one of the best places in the world to live while you learn. The standard of living
is amongst the highest in the world, yet costs remain competitive. On your breaks from study,
you will have a wide choice of activities to enrich your experience from cultural festivals,
concerts and museums, to major sporting events.
education has a strong international reputation for excellence. Whether you study at university,
school, vocational or English language institute, you will receive a quality
education that will form a strong foundation for your future success.
The benefits of living and learning in both personal and academic. Your years
in will give you the best platform to succeed in your career, and prepare you for the
challenges of the work place. It won’t just be your mind that develops - your time in the
classroom will change you as a person.
Use this to find out about courses, institutions, studying and living costs, the
application process, visa requirements and much more. If you’ve already decided on an
institution, use the search function to learn more about that university, training course or
language school.
If you haven’t decided yet, let our Study Wizard guide you through all the steps of selecting a
course and enrolling to study in Australia. You can also use the Student Response Facility if
you can’t find the information you are looking for.
is amongst the highest in the world, yet costs remain competitive. On your breaks from study,
you will have a wide choice of activities to enrich your experience from cultural festivals,
concerts and museums, to major sporting events.
education has a strong international reputation for excellence. Whether you study at university,
school, vocational or English language institute, you will receive a quality
education that will form a strong foundation for your future success.
The benefits of living and learning in both personal and academic. Your years
in will give you the best platform to succeed in your career, and prepare you for the
challenges of the work place. It won’t just be your mind that develops - your time in the
classroom will change you as a person.
Use this to find out about courses, institutions, studying and living costs, the
application process, visa requirements and much more. If you’ve already decided on an
institution, use the search function to learn more about that university, training course or
language school.
If you haven’t decided yet, let our Study Wizard guide you through all the steps of selecting a
course and enrolling to study in Australia. You can also use the Student Response Facility if
you can’t find the information you are looking for.
Boarding Schools
The boasts some of the top boarding schools around Boys girls boarding school
There are excellent girls boarding schools and boys boarding schools for all needs and
ages. There are elite top private boarding schools as well as more affordable boarding
school options. There are Christian boarding schools and boarding schools for troubled teens.
Some boarding schools offer the option to be a day student without boarding while offering the
same quality boarding school education. You can choose between California boarding schools,
Florida boarding schools or Texas boarding schools. As you can see, the options for girls
boarding schools and boys boarding schools are almost endless.
Listed below is where you will find the top girls boarding schools and top boys boarding
schools, listed by the state they are located in. These boys boarding schools and girls
boarding schools offer residency and top-notch education, preparing boys and girls for a bright
future. The boarding schools listed here include girl's boarding schools, boy's
boarding schools, military boarding schools, boarding schools for teens, boarding schools for
troubled teens, private boarding schools, Christian boarding schools, and boarding high schools.
Find reputable boys boarding schools or girls boarding schools that meet your
child's needs. Locate a boys boarding school or girls boarding school or a few boarding schools
below in the appropriate state. These boys and girls boarding schools offer the finest
education and are eager to hear from you! Contact any of the following
boarding schools by them and start your exciting boarding school
journey
There are excellent girls boarding schools and boys boarding schools for all needs and
ages. There are elite top private boarding schools as well as more affordable boarding
school options. There are Christian boarding schools and boarding schools for troubled teens.
Some boarding schools offer the option to be a day student without boarding while offering the
same quality boarding school education. You can choose between California boarding schools,
Florida boarding schools or Texas boarding schools. As you can see, the options for girls
boarding schools and boys boarding schools are almost endless.
Listed below is where you will find the top girls boarding schools and top boys boarding
schools, listed by the state they are located in. These boys boarding schools and girls
boarding schools offer residency and top-notch education, preparing boys and girls for a bright
future. The boarding schools listed here include girl's boarding schools, boy's
boarding schools, military boarding schools, boarding schools for teens, boarding schools for
troubled teens, private boarding schools, Christian boarding schools, and boarding high schools.
Find reputable boys boarding schools or girls boarding schools that meet your
child's needs. Locate a boys boarding school or girls boarding school or a few boarding schools
below in the appropriate state. These boys and girls boarding schools offer the finest
education and are eager to hear from you! Contact any of the following
boarding schools by them and start your exciting boarding school
journey
Arts
There are many undergraduate colleges and universities that offer what is
called a liberal arts education. The concept of a liberal arts education was actually
developed by the ancient Greek philosopher . He believed that education consisted of
learning to communicate effectively, to read and understand very profound writings, and to
think critically. A good education should develop the student not only intellectually but
also socially emotionally, physically and spiritually. Today a liberal arts education in
is a multi-disciplinary education. In other words, although students still choose a
major, they spend the majority of their first two years studying a broad base of liberal arts
subjects before focusing on one area. The belief is that this type of liberal arts education
will develop the student into an individual who has a broad understanding of the world and a
varied set of skills that will benefit him throughout his life.
Typically, students attending a liberal arts college or university will be required to complete
courses in the following liberal arts subjects, regardless of their major: fine art, philosophy,
literature, social science, physical education, public speaking, writing, natural science, and
mathematics. The number of courses required and the variety of courses that the student can
choose from to meet those requirements will vary depending on the school. Also, because many
liberal arts schools were founded by or are affiliated with a religious organization such as
the Catholic or Methodist church, there may also be required courses in religious studies
called a liberal arts education. The concept of a liberal arts education was actually
developed by the ancient Greek philosopher . He believed that education consisted of
learning to communicate effectively, to read and understand very profound writings, and to
think critically. A good education should develop the student not only intellectually but
also socially emotionally, physically and spiritually. Today a liberal arts education in
is a multi-disciplinary education. In other words, although students still choose a
major, they spend the majority of their first two years studying a broad base of liberal arts
subjects before focusing on one area. The belief is that this type of liberal arts education
will develop the student into an individual who has a broad understanding of the world and a
varied set of skills that will benefit him throughout his life.
Typically, students attending a liberal arts college or university will be required to complete
courses in the following liberal arts subjects, regardless of their major: fine art, philosophy,
literature, social science, physical education, public speaking, writing, natural science, and
mathematics. The number of courses required and the variety of courses that the student can
choose from to meet those requirements will vary depending on the school. Also, because many
liberal arts schools were founded by or are affiliated with a religious organization such as
the Catholic or Methodist church, there may also be required courses in religious studies
Accrediting
There are several different accrediting organizations in the and universities and colleges
may be accredited by just one or by a few. Also, individual programs such as the engineering
program at universities and colleges can be accredited by a professional organization that is
specialized in that discipline.
The government does not regulate the quality of educational programs offered at
colleges and universities. Instead, the accreditation of a university, college or school tells
you that the school has met a minimum standard of quality in its academic programs. Accrediting
organizations are authorized by the US Department of Education to set these standards and then
evaluate whether a school's program meets them. If so, then the university, college or
school is said to be by that body.
It is very important to choose a school college or university that has been accredited by a
proper accrediting organization. By attending an accredited college, university or school,
you can be sure that your degree will be recognized by other colleges and universities
should you want to pursue an advanced degree and by employers. You can find out directly
from the school whether it is accredited and also by which organizations. This information
may also be available in some college guides. Beware of bogus accrediting bodies. Some schools
set up their own accrediting agencies which often look legitimate and then accredit their own
school so that they can claim their campus is accredited. Below is a list of reputable
accrediting organizations. Almost all reputable universities, colleges, and schools in the
are accredited by one of the accrediting organizations .
may be accredited by just one or by a few. Also, individual programs such as the engineering
program at universities and colleges can be accredited by a professional organization that is
specialized in that discipline.
The government does not regulate the quality of educational programs offered at
colleges and universities. Instead, the accreditation of a university, college or school tells
you that the school has met a minimum standard of quality in its academic programs. Accrediting
organizations are authorized by the US Department of Education to set these standards and then
evaluate whether a school's program meets them. If so, then the university, college or
school is said to be by that body.
It is very important to choose a school college or university that has been accredited by a
proper accrediting organization. By attending an accredited college, university or school,
you can be sure that your degree will be recognized by other colleges and universities
should you want to pursue an advanced degree and by employers. You can find out directly
from the school whether it is accredited and also by which organizations. This information
may also be available in some college guides. Beware of bogus accrediting bodies. Some schools
set up their own accrediting agencies which often look legitimate and then accredit their own
school so that they can claim their campus is accredited. Below is a list of reputable
accrediting organizations. Almost all reputable universities, colleges, and schools in the
are accredited by one of the accrediting organizations .
course system
College courses are assigned a value in what are called units.The number of units
assigned to a course corresponds to the number of hours that a student will attend class for
that course. For example, a course that consists of three class sessions per week, and where
each class session last for 50 minutes, will be assigned a value of three units. Typically,
colleges require that students complete a minimum number of units in order to graduate, rather
than a minimum number of courses. This gives students more flexibility in what courses they
decide to take to complete their graduation requirements.
Most colleges and universities follow either a quarter-based calendar system or a semesterbased
calendar system. In a quarter system, the academic year is divided into three sessions called
quarters. Each quarter lasts about There is usually an additional quarter in the
summer, where registration is optional. Foreign students are not required to attend courses
in the summer to maintain their status. In a semester system, the academic year is divided
into two sessions called semesters. Each semester lasts 16 weeks. Again, there may be an
optional session during the summer.
Students who have registered for at units in a session are said to be students. Students who
have registered for fewer than units in a session are called students. Foreign students must
maintain a course .
assigned to a course corresponds to the number of hours that a student will attend class for
that course. For example, a course that consists of three class sessions per week, and where
each class session last for 50 minutes, will be assigned a value of three units. Typically,
colleges require that students complete a minimum number of units in order to graduate, rather
than a minimum number of courses. This gives students more flexibility in what courses they
decide to take to complete their graduation requirements.
Most colleges and universities follow either a quarter-based calendar system or a semesterbased
calendar system. In a quarter system, the academic year is divided into three sessions called
quarters. Each quarter lasts about There is usually an additional quarter in the
summer, where registration is optional. Foreign students are not required to attend courses
in the summer to maintain their status. In a semester system, the academic year is divided
into two sessions called semesters. Each semester lasts 16 weeks. Again, there may be an
optional session during the summer.
Students who have registered for at units in a session are said to be students. Students who
have registered for fewer than units in a session are called students. Foreign students must
maintain a course .
Step Into College
In addition to rigorous coursework, studies have shown that students' eventual college
enrollment goals are consistent with those of their peers. In other words, students who are
surrounded by other students with aspirations to attend highly-rated, competitive colleges
and universities will themselves decide to pursue similar aspirations. Assistance from teachers
and other school staff is also extremely beneficial. Students who receive help from their
educators in preparing for entrance exams, in writing their admissions essays, and in
completing their college applications are usually more successful at gaining admission to the
colleges of their choice.
The types of academic courses that students take in high school are proven to be a crucial
factor in getting students admitted into top colleges and universities. The rigor, or level
of difficulty, of students' high school coursework affects their likelihood of admission into
a competitive college. For example, many fouryear colleges and universities require advanced
mathematics courses for admission, and students who have completed a rigorous high school
math curriculum are more likely to enroll in the college of their choice than those students
who have not.
Therefore, the selection of which high school to attend has an enormous impact on a student's
ability to be admitted to some of the most highly rated and competitive colleges When choosing
a high school, consider the variety and level of courses offered, particularly in mathematics.
Also consider the success rate of previous students at gaining admission to top-rated fouryear
colleges. Finally, find out how committed and involved the teachers and staff are to helping
their students reach their full academic potential.
enrollment goals are consistent with those of their peers. In other words, students who are
surrounded by other students with aspirations to attend highly-rated, competitive colleges
and universities will themselves decide to pursue similar aspirations. Assistance from teachers
and other school staff is also extremely beneficial. Students who receive help from their
educators in preparing for entrance exams, in writing their admissions essays, and in
completing their college applications are usually more successful at gaining admission to the
colleges of their choice.
The types of academic courses that students take in high school are proven to be a crucial
factor in getting students admitted into top colleges and universities. The rigor, or level
of difficulty, of students' high school coursework affects their likelihood of admission into
a competitive college. For example, many fouryear colleges and universities require advanced
mathematics courses for admission, and students who have completed a rigorous high school
math curriculum are more likely to enroll in the college of their choice than those students
who have not.
Therefore, the selection of which high school to attend has an enormous impact on a student's
ability to be admitted to some of the most highly rated and competitive colleges When choosing
a high school, consider the variety and level of courses offered, particularly in mathematics.
Also consider the success rate of previous students at gaining admission to top-rated fouryear
colleges. Finally, find out how committed and involved the teachers and staff are to helping
their students reach their full academic potential.
Education system at Abrod
Whether you want to study at a top university, a top college, or at a
vocational or high school, a thorough understanding of how the education system
The education system requires that students complete 12 years of primary and
secondary education prior to attending university or college. This may be accomplished
either at schools, or at private schools. These 12 years
of schooling may also be completed outside the thus giving foreign
students the opportunity to pursue the benefits of the system and obtain a
quality education. Perhaps one of the most impressive facts is the large number of
presidents, prime ministers and leaders from other countries who have experienced the T
education system and graduated from a university or school in the . In many fields and
industries, the education system offers the most cutting, sough after programs
at the world's best schools. That is why graduating from an accredited school and
being exposed to the rigors of the education system is an investment in your future.
works is essential. Without a clear grasp of the education system, an international
student will find it difficult to make the right academic choices. The information provided
in the Overview of the education system section will help you develop that
understanding. You can also search our list of top universities, colleges, community colleges,
graduate schools, and boys and girls boarding schools in the education system. It is
no surprise that the education system and the school system hosts more
international students than any other country in the world!
Do you find the education system to be confusing and different from the education
system in your own country Do you want to attend a university in the high school
A graduate school The system offers international students the most
diverse set of education options in the world. In fact, an international student who elects
to take advantage of the education system can pursue anything from nuclear science
to film and dance. T education possibilities are almost endless.
You can learn more about specific areas of the T education system and the
school system high school, access to college, the unit system, school
accreditation, liberal arts education, associate degrees, bachelor's degrees, master's
and PhD degrees by clicking on the links on the left of this page. The education
system offers students the widest study options in the world.
vocational or high school, a thorough understanding of how the education system
The education system requires that students complete 12 years of primary and
secondary education prior to attending university or college. This may be accomplished
either at schools, or at private schools. These 12 years
of schooling may also be completed outside the thus giving foreign
students the opportunity to pursue the benefits of the system and obtain a
quality education. Perhaps one of the most impressive facts is the large number of
presidents, prime ministers and leaders from other countries who have experienced the T
education system and graduated from a university or school in the . In many fields and
industries, the education system offers the most cutting, sough after programs
at the world's best schools. That is why graduating from an accredited school and
being exposed to the rigors of the education system is an investment in your future.
works is essential. Without a clear grasp of the education system, an international
student will find it difficult to make the right academic choices. The information provided
in the Overview of the education system section will help you develop that
understanding. You can also search our list of top universities, colleges, community colleges,
graduate schools, and boys and girls boarding schools in the education system. It is
no surprise that the education system and the school system hosts more
international students than any other country in the world!
Do you find the education system to be confusing and different from the education
system in your own country Do you want to attend a university in the high school
A graduate school The system offers international students the most
diverse set of education options in the world. In fact, an international student who elects
to take advantage of the education system can pursue anything from nuclear science
to film and dance. T education possibilities are almost endless.
You can learn more about specific areas of the T education system and the
school system high school, access to college, the unit system, school
accreditation, liberal arts education, associate degrees, bachelor's degrees, master's
and PhD degrees by clicking on the links on the left of this page. The education
system offers students the widest study options in the world.
EMERGENCY MANAGEMENT PLANS FOR EDUCATION
School districts across the country will be able to improve and strengthen their emergency
management plans as a result of grants awarded today by the Department
of Education. The Readiness and Emergency Management for Schools discretionary grant
program will enable 98 school districts in 28 states to improve plans that address all four
phases of emergency management, Preparedness, Response, and Recovery.
student should feel unsafe in school Education Secretary Arne Duncan said.
fact is that no school can be a great school until it is a safe school first, and these
grants will support that effort.
In addition to addressing the four phases of emergency management, plans must commit
school districts to coordinate with officials in law enforcement, local government,
public safety public health and mental health train school officials in emergency management
; and provide a method for communicating emergency and reunification procedures to parents
and guardians. Projects should support the implementation of the National Incident Management
System and include plans designed to prepare districts for infectious disease outbreaks
and take into consideration districts special needs populations.
Funds may be used to coordinate with local emergency responders, including fire police,
and health and public health agencies conduct drills and exercises; purchase emergency
supplies and equipment and to train staff and students on emergency response procedures.
The grants are housed within the Office of Safe and which supports
efforts to create safe schools, respond to crises, prevent drug and alcohol abuse,
ensure the health and well being of students, and teach students good citizenship and
character. The office also coordinates the Department’s efforts in these areas with other
federal agencies, including the Department of Health and Human Services.
management plans as a result of grants awarded today by the Department
of Education. The Readiness and Emergency Management for Schools discretionary grant
program will enable 98 school districts in 28 states to improve plans that address all four
phases of emergency management, Preparedness, Response, and Recovery.
student should feel unsafe in school Education Secretary Arne Duncan said.
fact is that no school can be a great school until it is a safe school first, and these
grants will support that effort.
In addition to addressing the four phases of emergency management, plans must commit
school districts to coordinate with officials in law enforcement, local government,
public safety public health and mental health train school officials in emergency management
; and provide a method for communicating emergency and reunification procedures to parents
and guardians. Projects should support the implementation of the National Incident Management
System and include plans designed to prepare districts for infectious disease outbreaks
and take into consideration districts special needs populations.
Funds may be used to coordinate with local emergency responders, including fire police,
and health and public health agencies conduct drills and exercises; purchase emergency
supplies and equipment and to train staff and students on emergency response procedures.
The grants are housed within the Office of Safe and which supports
efforts to create safe schools, respond to crises, prevent drug and alcohol abuse,
ensure the health and well being of students, and teach students good citizenship and
character. The office also coordinates the Department’s efforts in these areas with other
federal agencies, including the Department of Health and Human Services.
info edu
I would like to go to the further education because there I
would get a global exposure in my chosen field. In my opinion, the quality
of education provided by the best universities in anywhere
else in the world.
Quality:
colleges are known worldwide for the quality of their facilities,
resources, and faculty. Accreditation systems ensure that institutions continue
to maintain these standards.
Choice:
The education system features many types of institutions, academic and
social environments, entry requirements, degree programs, and subjects in which
you can specialize.
Value:
A degree offers excellent value for the money. A wide range of tuition fees
and living costs, plus some financial help from colleges, make study in the
affordable for hundreds of thousands of international students each year.
Flexibility:
universities and colleges offer flexibility in choice of courses, but more
importantly there is also the option for students to move from institution to another.
Completing the first two years of a degree at one institution, usually a community
college, and then moving to another, is very common.
One year in the opened a new world of opportunities, which enabled me to grow
personally and professionally. I chose to study in the because of the enormous
opportunities that are available for people seeking personal and professional growth.
Education has a new website to help you find and share more information about
studying in the You will find that you can share information about studying
in the with your friends. You can now share information with your community
by clicking on the button to email the information to your friends and family or
share a page in your favorite social networking websites. The box will link you to
our social media websites where you can become a fan on Facebook, follow us on
Twitter or view our videos on our Education YouTube
channel. on the Education home page and at the Advising Center pages, you
will find information about upcoming Education news and events.
would get a global exposure in my chosen field. In my opinion, the quality
of education provided by the best universities in anywhere
else in the world.
Quality:
colleges are known worldwide for the quality of their facilities,
resources, and faculty. Accreditation systems ensure that institutions continue
to maintain these standards.
Choice:
The education system features many types of institutions, academic and
social environments, entry requirements, degree programs, and subjects in which
you can specialize.
Value:
A degree offers excellent value for the money. A wide range of tuition fees
and living costs, plus some financial help from colleges, make study in the
affordable for hundreds of thousands of international students each year.
Flexibility:
universities and colleges offer flexibility in choice of courses, but more
importantly there is also the option for students to move from institution to another.
Completing the first two years of a degree at one institution, usually a community
college, and then moving to another, is very common.
One year in the opened a new world of opportunities, which enabled me to grow
personally and professionally. I chose to study in the because of the enormous
opportunities that are available for people seeking personal and professional growth.
Education has a new website to help you find and share more information about
studying in the You will find that you can share information about studying
in the with your friends. You can now share information with your community
by clicking on the button to email the information to your friends and family or
share a page in your favorite social networking websites. The box will link you to
our social media websites where you can become a fan on Facebook, follow us on
Twitter or view our videos on our Education YouTube
channel. on the Education home page and at the Advising Center pages, you
will find information about upcoming Education news and events.
Higher edu
For those new to Education who are looking to expand international recruitment efforts,
please begin your search with our team of who oversee different countries and provide logistical support and training for the advisers in
their regions. These key individuals are great resources for understanding the various issues
on the ground in their regions that impact institutions.
Accredited colleges and universities as well as higher education membership association staff
are eligible to receive login access to
the Higher Education section of our site. The benefits of this access include:
Send Materials to Our Centers a downloadable spreadsheet of exactly what kinds of information each
center can receive, maximum quantities of each item, and specific mailing addresses.
Learn what are the three main levels of service provided by the different centers in our network.
Submit Information to Weekly Update weekly newsletter goes out to countries
with new academic program & scholarship information for international students.
Request Our logo for your international admissions website to
direct prospective students to our centers for on the ground, in country support for institutions.
Access Higher Education Resource Section this collection of searchable documents allows
representatives to retrieve presentations, conference registration materials, and other resources quickly.
Country Fact Sheets after logging on when accessing the individual centers’ web pages
and the clicking on the countries listed on the pages,
you can print/save a page fact sheet for that center and country.
Believe in Education and we will help you achieve your international education goals.
Special Events for Institutional Representatives and Higher Education Professional Organizations:
Education Triennial Africa Conference,
please begin your search with our team of who oversee different countries and provide logistical support and training for the advisers in
their regions. These key individuals are great resources for understanding the various issues
on the ground in their regions that impact institutions.
Accredited colleges and universities as well as higher education membership association staff
are eligible to receive login access to
the Higher Education section of our site. The benefits of this access include:
Send Materials to Our Centers a downloadable spreadsheet of exactly what kinds of information each
center can receive, maximum quantities of each item, and specific mailing addresses.
Learn what are the three main levels of service provided by the different centers in our network.
Submit Information to Weekly Update weekly newsletter goes out to countries
with new academic program & scholarship information for international students.
Request Our logo for your international admissions website to
direct prospective students to our centers for on the ground, in country support for institutions.
Access Higher Education Resource Section this collection of searchable documents allows
representatives to retrieve presentations, conference registration materials, and other resources quickly.
Country Fact Sheets after logging on when accessing the individual centers’ web pages
and the clicking on the countries listed on the pages,
you can print/save a page fact sheet for that center and country.
Believe in Education and we will help you achieve your international education goals.
Special Events for Institutional Representatives and Higher Education Professional Organizations:
Education Triennial Africa Conference,
abroad education
Education is a global network of more than 4000 advising centers
supported by the Bureau of Educational and Cultural Affairs at the countries
Department of State. The Bureau of Educational and Cultural Affairs
promotes mutual understanding between the and other
countries through personal and professional ties between private citizens
in the abroad, as well as by presenting countries history,
society, art and culture in all of its diversity to overseas audiences.
countries and foreign students alike can prepare for leadership roles in
today’s world through an international education.
Education Mission:
Millions advisers, many of whom have first-hand experience having studied in the
themselves, adhere to ethical standards, have received State Departmentapproved training about
higher education and the advising processof prospective students
learn about countries study opportunities through Education centers actively promote countries.
higher education around the
world by offering accurate, unbiased, comprehensive, objective and timely
information about educational institutions in the and guidance
to qualified individuals on how best to access those opportunities.
Education centers each year. Centers are staffed by professional.
Education centers also support countries study abroad by advising colleges
and universities about options for developing study programs in other countries.
Education advisers work in a variety of host institutions, such as Fulbright
Commissions, NGOs, countries embassies and consulates, bi-national centers, universities,
and public libraries. Their common goal is to promote international student mobility.
Find the center nearest you
ECA cooperates with countries-based NGOs to provide information to the higher education
community on international education policy, global education systems, how to recruit
international students, how to cooperate with Education centers around the world,
and how to maintain an international student friendly campus and website. Contact us
for more information.
The educationusa.info website is maintained by the Institute of International Education
on behalf of the Department of State.
supported by the Bureau of Educational and Cultural Affairs at the countries
Department of State. The Bureau of Educational and Cultural Affairs
promotes mutual understanding between the and other
countries through personal and professional ties between private citizens
in the abroad, as well as by presenting countries history,
society, art and culture in all of its diversity to overseas audiences.
countries and foreign students alike can prepare for leadership roles in
today’s world through an international education.
Education Mission:
Millions advisers, many of whom have first-hand experience having studied in the
themselves, adhere to ethical standards, have received State Departmentapproved training about
higher education and the advising processof prospective students
learn about countries study opportunities through Education centers actively promote countries.
higher education around the
world by offering accurate, unbiased, comprehensive, objective and timely
information about educational institutions in the and guidance
to qualified individuals on how best to access those opportunities.
Education centers each year. Centers are staffed by professional.
Education centers also support countries study abroad by advising colleges
and universities about options for developing study programs in other countries.
Education advisers work in a variety of host institutions, such as Fulbright
Commissions, NGOs, countries embassies and consulates, bi-national centers, universities,
and public libraries. Their common goal is to promote international student mobility.
Find the center nearest you
ECA cooperates with countries-based NGOs to provide information to the higher education
community on international education policy, global education systems, how to recruit
international students, how to cooperate with Education centers around the world,
and how to maintain an international student friendly campus and website. Contact us
for more information.
The educationusa.info website is maintained by the Institute of International Education
on behalf of the Department of State.