Full Degree Programs

Full Degree Programs

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The programs listed in this resource are taught in English and are offered in exciting places like Australia, Ireland, United Kingdom and Europe. Explore these world class institutions and improve your education and your opportunities.

Many opportunities are available for students wishing to go to a college or university in a foreign country. Search and sort through our databases to find the place that is right for you!

Improve your ability

In an exam where the required scores for achieving a percentile of 99 rarely cross the 65-75 per cent range,

perfect knowledge is not the prerequisite to clear it. In fact, you can easily crack the CAT even if you solve

around 40 per cent of the questions in an average test. A good way to gauge your potential to crack the exam

would be to pick 10-20 test papers and divide your  section into blocks of five questions each. If, for every five

questions, you can solve more than two questions on an average, you should focus on developing your ability to

decide whether you can solve a particular question, while reading it for the first time. This will help you

attempt only those questions that you can actually solve during the test.

"Dan"

efforts through analytic work

Finally, the World Bank also supports efforts through analytic work and the sharing of global knowledge and

good practice. The Bank’s analytic work has, for example, helped establish benchmarks for quality, efficiency,

and resource mobilization in the education sector

Developing Countries goals

Work with individual countries on  goals requires a mutual accountability between developing countries and

donors. On one hand, developing countries need to develop sound education sector programs throughbroad

based consultation, lead the development and implementation of a national education program, coordinate donor

support, and demonstrate results on key performance indicators. On the other hand, donors need to help

mobilize the additional resources needed to achieve  goals, work to make donor education funding more

predictable, align donor work with country development priorities, and coordinate donor support around one

education plan (including the harmonization of donor procedures as much as possible.

policy of world bank

Policy work is a key component of the Bank’s work to realize . This work involves analysis of individual

countries’ education systems and enhancing the capacity of ministries of education to develop and implement

policies and programs, as well as to generate reliable data with which to monitor and evaluate educational

performance.

Support of World Bank

The World Bank supports the Education for All Fast Track Initiative as the primary vehicle for accelerating

progress toward quality, universal primary education, and other  goals. The Bank supports  through specific

operations in almost 95 countries worldwide through multidimensional efforts



improve primary school access and equity, as well as educational quality and learning outcomes


improve the dropout and retention rates of girls, as well as their learning outcomes

help education systems cope with HIV/AIDS

pomote early childhood development

potect prospects in fragile states

low quality education

Poor learning outcomes and low quality education also remain overriding concerns in the education sector. For

example, in many developing countries, less than 70 percent of primary school pupils who enroll in first grade

reach the last grade of schooling. Additionally, pupil/teacher ratios in many countries exceed and many primary

teachers lack adequate qualifications.

Gender gap in education

Although the gender gap in education  is narrowing, girls are still at a disadvantage when it comes to access and

completion of both primary and secondary school. Despite recent gains in girls’ enrollment at both the primary

and secondary levels particularly in low-income countries in Sub-Saharan Africa and South Asiacountries are

unlikely to achieve gender parity at either the primary or at secondary level by 2105. The majority of these

countries are in Sub-Saharan Africa.

Achieved

Access to schooling in developing countries has improved since some 47 out of 163 countries have achieved

universal primary education  and an additional 20 countries are estimated to be  to achieve this goal by 2015.

However, huge challenges remain in 44 countries, 23 of which are in Sub-Saharan Africa. These countries are

unlikely to achieve universal primary education by 2015 unless domestic and international efforts are accelerated

substantially.

Achevement

Achieving the Education for All goals is critical for attaining all 8 in part due to the direct impact of education on child and reproductive health, as well as the fact that  has created a body of experience in partner collaboration toward the 2015 targets. Simultaneously, achieving the other , such as improved health, access to clean drinking water, decreased poverty, and environmental sustainability, are critical to achieving the education

Although there has been steady progress towards achieving many goals, challenges remain. Today, there are about 77 million children of school age, including 44 million girls, who are still not in school due to financial, social, or physical challenges, including high fertility rates, HIV/AIDS, and conflict.

progress

After a decade of slow progress, the international community reaffirmed its commitment to  in Dakar, Senegal, in April 2000 and again in September of that year. At the latter meeting, 189 countries and their partners adopted the two  goals that are also Millennium Development Goals . Although  2 and 3 refer only to issues of universal primary education and gender parity, respectively, the World Bank recognizes that achieving these goals requires supporting the full  commitment.

childhood care and education

Expand and improve comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.

Ensure that by 2015 all children, particularly girls, those in difficult circumstances, and those belonging to ethnic minorities, have access to and complete, free, and compulsory primary education of good quality.

Ensure that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programs.

Achieve a 50 % improvement in adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults.

Eliminate gender disparities in primary and secondary education by 2005, and achieve gender equality in education by 2015, with a focus on ensuring girls' full and equal access to and achievement in basic education of good quality.

Improve all aspects of the quality of education and ensure the excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.

Best words about the education

Education is what remains after one has forgotten what one has learned in school.

The only thing that interferes with my learning is my education.

It is a miracle that curiosity survives formal education. To penetrate and dissipate these

clouds of darkness, the general mind must be strengthened by education.

No part of the education of a politician is more indispensable than the fighting of elections.

Education is the most powerful weapon which you can use to change the world.

Genius without education is like silver in the mine.

Education from a wide range of Audio Visual products

Education from a wide range of Audio Visual products, to tailored Audio Visual solutions

for your workplaces, from the design stage to the final installation and commissioning of the

system. Education can design, integrate, supply and install Audio Visual systems for Boardrooms,

conference facilities, Auditoriums and meeting spaces such as university and school lecture

theatres. We take the time to understand the needs of both the users and the organisation.

We work with you to grasp the key requirements of the meeting space and the role that the

audio visual technology needs to play Tailored solutions for Business, , Corporate, Churches

 and Education:

The importance of learning

The importance of learning emphasises to enable the individual to put his potentials to optimal


use is self-evident. Without education, the training of human minds is incomplete.

No individual is a human being in the working world until he has been educated in

the proper sense. Now I'm not saying you're not a human being without education.

The mind was made to be trained and without education, a person is incomplete in

that sense. Education makes man a right thinker and a correct decision-maker.



It achieves this by bringing him knowledge from the external world, teaching him

to reason, and acquainting him with past history, so that he may be a better judge

of the present. Without education, man, as it were, is shut up in a windowless room.

With education, he finds himself in a room with all its windows open to the outside world.

In other words, people who are not educated have less opportunity to do what they want to do.



A person who gets a good education will become a more dependable worker, a better citizen,

and a strong consumer. For example, people would rate higher an educated man rather than a

non-educated person. When looking at the long-term impact of education, our economy needs

these educated people to know how to keep the economy efficient and not get into a bind in

the future. Someone said if they were Bill Gates would they

understand the economy better Of course not, but that's not what I am trying to say.

The more educated someone is, the more knowledge one obtains on different subjects.

Each person has a different level of understanding for each subject there is to learn about.

That is why there are experts in every field you could go into and each part is a piece of the

puzzle that makes this world/economy grow.


THUS EDUCATION IS THE BACKBONE OF EVERY ONE..........

class size

Reports on a recently released study which seems to prove the importance of early education. That's interesting. But it was this paragraph which caught my eye:


Class size  which was the impetus of Project Star  evidently played some role. Classes with students did better than classes with  Peers also seem to matter. In classes with a somewhat higher average socioeconomic status, all the students tended to do a little better."



Small classes allow more individual attention and more interaction with teachers and students. Discipline issues tend to disappear. Children don't slip through the cracks the way they do in the larger class settings.



What do you think Is kindergarten more important than high school
Do class sizes matter Leave a comment here or post in the Private Schools Forum.

Grants Commission

In order to develop the higher education system, the government had established the University


Grants Commission in 1953. The primary role has been to regulate the standard and

spread of higher education in India. There has been a marked progress in the expansion of

higher education if we look at the increase of higher educational institutes in India.

The higher education system in India comprise of more than17000 colleges, 20 central

universities, 217 State Universities, 106 Deemed to Universities and 13 institutes of

Natioanl importance. This number will soon inflate as the setting up of 30 more central

universities, 8 new  and 5 new Indian Institutes of Science are now proposed.



Education System in India:

The present education system in India mainly comprises of primary education, secondary

education, senior secondary education and higher education. Elementary education consists

of eight years of education. Each of secondary and senior secondary education consists of two

years of education. Higher education in India starts after passing the higher secondary

education or the 12th standard. Depending on the stream, doing graduation in India can take

three to five years. Post graduate courses are generally of two to three years of duration.

After completing post graduation, scope for doing research in various educational institutes

also remains open.

constitutional amendment

India Education Present Condition:


Soon after gaining independence in 1947, making education available to all had become a

priority for the government. As discrimination on the basis of caste and gender has been

a major impediment in the healthy development of the Indian society, they have been made

unlawful by the Indian constitution.





The 86th constitutional amendment has also made elementary education a fundamental right

for the children between the age group- 6 to 14. According to the 2001 census, the total

literacy rate in India is 65.38%. The female literacy rate is only 54.16%. The gap between

rural and urban literacy rate is also very significant in India. This is evident from the

fact that only 59.4% of rural population are literate as against 80. 3% urban population

according to the 2001 census.

Historical Background

India Education Historical Background:


The Vedas, Puranas, Ayurveda,Yoga, Kautilya's Arthasahtra are only some of the milestones that

the traditional Indian knowledge system boasts of. There are evidences of imparting formal

education in ancient India under the Gurukul system.



Under the Gurukul system, young boys who were passing through the Brahmacharya stage of life

had to stay at the Guru or the teacher's home and complete their education.

Although the ancient system of education has produced many geniuses and still a major area of

research, it was hardly egalitarian. Women and people of lower castes gradually lost their

right to educate themselves. The spread of Jainism, Buddhism, Bhakti and Sufi movements did

have some liberating effects on the condition of the women, sudras and atisudras. But it is

the English language and the reformation movements of the 19th century that had the most

liberating effect in pre-independent India. Thus, the Britishers, although rightly criticized

for devastating the Indian economy, can also be credited for bringing a revolution in the

Indian education system.

ceases to fascinate

With its plurality and paradoxes, India never ceases to fascinate. And education in India is


only one among various other elements that have captured the attention of the world. While the

United Nations is worried about the presence of a large number of illiterates, various other

countries are amazed by the quality of some of the human resources that the Indian education

system has produced.



The growth of the Indian economy in the recent past and the compulsion to sustain it is also

forcing the Indian government to accelerate the process of developing all the branches of the

Indian education system. Therefore, it would be very interesting to understand and analyze the

various structures of education in India, its present condition and future developments.

Ultimate Opportunity

Introduction:

A postgraduate course in the country gives you the ultimate opportunity to pursue your own
 specialist interests. Such a course encourages a student to initiate and develop original
 research under the supervision of academics at the top of their fields. The Advanced
Professional Diploma in Management Studies is a well-structured & well-designed one to enable
 students to broaden  deepen their management knowledge and skills. It is the ideal choice
 at postgraduate level, for young learners and middle-level managers who wish to progress
higher in their organisations or chosen field. It also is a suitable qualification for those
 wishing a change in their career path.
Eligibility Criteria:

A First Degree in any discipline, a BTEC Higher National Diploma
Indian students should have cleared their graduation exams.
Individuals having experience of working in a management position.
Advanced Professional Diploma in Management Studies aims to develop the following skills.
Systematic understanding of knowledge and a critical awareness of current problems and new
insights, much of which is at the forefront of the professional area of management
Comprehensive understanding of management techniques and ability to apply
Originality in the application of knowledge, together with a practical understanding of how
established techniques of research and enquiry are used to create and interpret knowledge
in the area of management
make
 sound judgements and communicate their conclusions clearly to specialist and non-specialist
 audiences Demonstration of self-direction and originality in tackling and solving problems
Ability to act autonomously in planning and implementing tasks. 
Critical evaluation of current research and advanced scholarship in the area of management
Ability to develop and apply novel approaches in handling complex and unpredictable situations
Ability to operate effectively in highly critical situations by dealing effectively with
problems and employing a high level of skill, judgement and insight Ability to respond to changl
 and initiate change Ability to deal with complex issues creatively yet systematically,

Course Design:

The course follows the British Curriculum. It is a qualification of 370 guided learning hours
 comprising nine units of 50 hours each. To achieve the entire qualification, a learner
 must successfully complete three core units and six specialist units. The course is structured
 around formal classes, video-conferencing lectures, seminars, and case studies. In addition,
 students will be expected to undertake private study. There is a strong emphasis on practical
 skills development alongside the development of requisite knowledge and understanding in the
 sector.

information

As far as we are concerned, the information about  2010 provided here are authentic and
correct. But we are providing the details of the entrance exam with the caution that you verify
 them with the concerned authorities.


Introduction

The  Institute of Technology  Sciences conducts BITS admission Test or BIT SAT for
admission to its Integrated First Degree Programmes that are offered at its Goa, Pilani
and Hyderabad campuses.

The integrated First degree Programmes include BE. (Hons), B. Pharm (Hons), MSc. (Hons),
 Msc. (Tech) degrees. BITSAT is an online Test. Candidates who have passed their 12th
 standard in 2008 or earlier are not eligible for appearing in BITSAT 2010. In addition
 to applying and appearing for BITSAT 2010, candidates also need to apply to BITS giving
details of their 12th exam. The selection of the candidates is made entirely on the basis
 of merit.

Eligibility criteria

Those who are appearing for the 12th standard are eligible for taking the 2010.
 For admission to the B.E. (Hons) courses, through  2010, one need to have a minimum
aggregate of 80 % marks in Physics, Chemistry and Mathematics and at lest 60% in each of the
subjects.

For admission to the B. Pharm (Hons) and M.Sc. (Hons) Biological Sciences, candidates need
 to pass the 12th standard with a minimum aggregate of 80 % marks in Physics, Chemistry and
Mathematics or Biology and at lest 60% in each of the subjects. Candidates are also expected
to have adequate proficiency in English and they would have to decide whether they wish to
appear for Mathematics or Biology subject in 2010.

universities

There are more than 1000 universities and about 1220  Universities of Applied
Science listed in the official guidebooks and web-sites. Unfortunately most of the information
 materials are available in German only, and admission in most cases is depending on 
language proficiency as well. While a few universities and  today offer programs
taught in English  in particular executive programs in selected business and science fields -
the vast majority of programs are taught in German, no matter whether they lead to a traditional
 university diploma or to one of the newer bachelor's and master's degrees which have
been introduced  .

At the universities, for many decades a master's level degree was the first degree available
and only the recent higher education reforms, which have introduced two level programs at both
the bachelor's and master's level have opened a chance to leave university earlier. The bachelor
's degree was introduced to avoid the drastic rates of non completer, which in some university
 subjects were as high as 85%. The  universities of applied science offer
shorter and more practice oriented programs. They generally lead to credentials at the bachelor'
s level, but more and more also offer master's programs for those students
eligible for further study. A number of colleges of art and music offer programs in these
reas.

Higher education in a more international setting and with English as the language of instruction

is offered by several American and British institutions. Some of these have established a campus
 of their own in , such as Schiller International University in Other
nstitutions operate in close cooperation with state institutions,for instance,
. There are also some newer  institutions,
one of which is that is founded and follows state approved
curricula. Some 'international' institutions are business units of large state
universities, such as  International University  attached to
Dresden, International Department  attache or Institute of Management & Technology attached to Universität

An enterprising new sector of private institutions in higher education has developed over the
last two decades. Some of these institutions follow international patterns with their curricula,
 such as,  in , or Internationale  Again, in some cases
with private universities, an English name of an institution does not automatically mean
that programs are taught in English. Another new development is the creation of corporate
universities, such as . Only few have reached a point beyond regular in service
 training, and in most cases corporate programs are open to employees only.

Thrust of government

Certain policy measures need to be taken by the government. The basic thrust of government education spending today must surely be to ensure that all children have access to government schools and to raise the quality of education in those schools. One of the ways in which the problem of poor quality of education can be tackled is through common schooling. This essentially means sharing of resources between private and public schools. Shift system is one of the ways through which common schooling can be achieved. The private school can use the resources during the first half of the day and the government school can use it during the second half. It is important to remember that the quality of education is directly linked to the resources available and it is important for the government to improve resource allocation to bring about qualitative changes in the field of education. Common schooling is one of the ways in which government can use limited resources in an efficient way and thus improve resource allocation.

Another reason for poor quality of education is the poor quality of teachers in government schools .Government schools are unable to attract good quality teachers due to inadequate teaching facilities and low salaries. The government currently spends only  of its  on education which is inadequate and insufficient. To improve the quality of education , the government needs to spend more money from its coffers on education.

Most economists feel that the only panacea to the ills of the public schooling system is the voucher scheme. Under the voucher system, parents are allowed to choose a school for their children and they get full or partial reimbursement for the expenses from the government. But however, the voucher system will further aggravate the problem of poor quality of education in government schools. Such a system will shift resources from government schools to private schools. This will worsen the situation of government schools which are already under-funded. Moreover, if the same amount given as vouchers can be used to build infrastructure in schools then the government can realize economies of scale. For example- The centre for civil society is providing vouchers worth  annum to  girls. This means that the total amount of money given as vouchers is  If the same amount can be used to construct a school and employ high quality teachers who are paid well then a larger section of the society will enjoy the benefit of education. A school can definitely accommodate a minimum of  students.

I hope government takes certain appropriate policy measures to improve the education system otherwise inequalities are going to be widespread and basic capabilities will remain stunted. Let us strengthen the case for a stronger education system.

Contribution

Why is world still  developing and what is stopping it from being a developed world This particular question strikes me every time when I read something about education system. I see  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 90 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. Has about  million people under the age of 25 years out of which only 11% are enrolled in tertiary institutions compared to the world average of 23%.

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 focussing 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 Q be an individual who completed his MBA from  colleges and let R be an individual who completed his MBA . The average rate of return for an MBA student is 7.5% (hypothetical). Q gets a rate of return of 5% and R gets a rate of return of 10% due to the difference in the reputation and quality of the management school. Let the income of P, Q and R be 1.In a period of 10 years, P will be having the same

mission education

The mission is to advance the lactation consultant profession through leadership, advocacy, professional development and research.  considers professional development to be the cornerstone of the association's services to members.  Educational Mission is to provide leadership in professional education for lactation consultants, to meet member needs for educational resources, and to facilitate communication related to educational goals and initiatives.

 committed to promoting evidence-based practice and providing resources for education and professional development through the Journal of Human Lactation, Standards of Practice for Lactation Consultants, Scope of Practice, Clinical Guidelines for the Establishment of Exclusive Breastfeeding, position statements, conferences, study modules, and other educational opportunities. All educational programs comply with the International Code of Marketing of Breast milk Substitutes and its subsequent World Health Assembly resolutions.

 official sponsor of the Accreditation and Approval Review Committee  on Education in Human Lactation and Breastfeeding. Information about accreditation

 encourages all providers of lactation education to meet the following criteria:

Adhere to the profession's Standards of Practice and Code of Ethics.
Adhere to the International Code of Marketing of Breast milk Substitutes and its subsequent World Health Assembly resolutions.
Include areas of the Blueprint.
Support and promote  membership and  credential to students.
Have an established process for developing and administering programs that adheres to standard business practices.
Disclose commercial support and any potentially biasing factors resulting from that support.
Furnish a supportive learning environment, learning resources, and a program planned and conducted by qualified individuals.
Prepare graduates with the competencies necessary to provide safe, competent and ethical care in a variety of settings through a curriculum that incorporates current research findings and the best available evidence to guide lactation consulting practice.
Have written learning outcomes based on identified needs, and methods to evaluate a participant's attainment of the specified learning outcomes.
Issue certificates of completion to and record the participation of each individual who qualifies for the award of contact hours.
 

India gets 1 billion dollar World Bank loan to improve education

Washington: The World Bank has approved two education projects worth $1.05 billion for India, designed to boost the number of children enrolling in and completing elementary school, and to improve the quality of engineering education across the country.

India has made significant progress in meeting its education goals, especially at the primary level, the bank said announcing additional support for the Sarva Shiksha Abhiyan  a nationwide programme aimed at providing quality elementary education to all children.

The bank has supported the SSA with two IDA credits totaling $1.1 billion since 2003.

"SSA - the largest ongoing Education for All programme in the world - has been remarkably successful, particularly in achieving greater access to elementary education," said Roberto, the World Bank Country

distance education

As stated in the United Nations Universal Declaration of Human Rights, every one has the right to education and “technical and professional education shall be made generally available”. Education International considers that all individuals have the right to equal access to education at all levels and at any age without discrimination and without financial ability to pay determining the ability to pursue.  believes that promoting greater access to vocational education and training  is particularly important because of the crucial role it plays in providing opportunities for people from all backgrounds, including those who have been marginalized in the lab our market.

recognizes that vocational education and training is particularly vulnerable to emerging commercial pressures worldwide. Once the primary responsibility of public institutions in many countries, the provision of vocational education and training now straddles the public, private and for-profit sectors. Economic globalization, trade liberalization, new information and communication technologies, lab our market deregulation, and the growth in cross-border provision have intensified the commercialization of vocational education at both the national and international levels. Taken together, these developments threaten to undermine quality, accessibility, equity, and the status and employment rights of staff.

 promotes the advancement of vocational education and training in particular through the implementation of   conventions and recommendations. They are:

Recommendation on Technical and Vocational Education and Training for the 20th Century
Recommendation concerning Human Resources Development
1 Alternative terms used internationally include technical and vocational education and training vocational and technical education and training technical and vocational education vocational and technical education and further education and training.

Health

Over the past few decades, teaching has become a more complex activity, both because of the new demands placed on teachers by technological and cultural developments and because of the increasing deterioration of employment relations. These factors have had an impact on the quality of education, and on teachers’ working conditions.

Education International works to ensure that school is a healthy and safe environment for both the education workers and students.

School health and safety covers a wide range of issues, and they are often inter-related, depending on the situation of the education system in each country, below are a few examples:

Infrastructure:

Safe drinking water and proper sanitation facilities in schools
Faulty building material, such as asbestos
Infectious diseases:

HIV/AIDS
Psychological illnesses:

Teacher burn-out
Physical dangers:

Violence in school
concern for the health and safety of teachers and education workers stems from two reasons. Firstly, there is a need to protect teachers’ basic personal and labour rights as well as children’s right to learn; secondly, if we wish to provide quality education for all, we need teachers who are fit and fully available to do their job in adequate conditions.

Status of Teachers

As the global union federation representing teachers and education workers worldwide, Education International defends the rights and status of the teaching profession.

The  Recommendation concerning the Status of Teachers adopted in 1 has essentially served as a charter of rights for teachers worldwide. It is so significant that the  October, the anniversary of its signing, became the date chosen for World Teachers’ Day. Similarly, the Recommendation on the Status of Higher Education Teaching Personnel adopted in made further commitments regarding college and university faculty.

Hence, teachers, professors and other education workers at all levels of the education system now have international instruments that defined their responsibilities and asserted their rights as professionals and as workers.

In adopting the Recommendations, governments unanimously recognised the fundamental importance to society of having highly-qualified education workers who are equipped to do their best for the next generation. Although governments the world over claim to support the values and principles in the Recommendations, many do not actually demonstrate respect for the rights enshrined in them, nor do they implement policies that comply with them. Therefore, it is critically important that the  Committee of Experts on the Application of the Recommendation on the Status of Teachers and the Recommendation on the Status of Higher-Education Teaching Personnel continues to monitor the application of the Recommendations, and to rule on violations of teachers’ rights.

 reports on and evaluates the situation of teachers’ rights around the world, and then submits a detailed report to the  during its triennial meetings.

policy

The Solidarity Fund was established to assist member organisations in emergencies such as natural disasters, famine, war, persecution or other life threatening situations. The assistance provided by the  Solidarity Fund is used mainly for short-term relief to help ensure the survival of organisations and their members.

The Fund, established with voluntary contributions from member organisations and administered by the EI Secretariat, represents a visible example of solidarity among teachers around the world. Natural and man-caused disasters that threaten the lives of teachers and their families call for our solidarity through the delivery of immediate and effective assistance.

At the  World Congress in , the role of the Solidarity Fund was extended to providing financial support for development cooperation activities with member organisations in developing countries. The decision of the  Congress opened the way for the Fund to be not only reactive to emergency situations but also pro-active by cooperating with teacher organisations in developing countries and countries in transition. The Congress also decided that EI itself and its member organisations should be invited to allocate of their annual income to this work. The of income’ contribution is lodged annually in the Solidarity Fund.

Education is one of the most important tools to combat poverty and terrorism and to establish democratic political systems. As an international trade union organisation,  has to ensure that colleagues in member organisations are able to carry out their professional role even in life-threatening situations.

key activities

Research is one of the key activities of Education International. Through our research we work to provide teachers and education unions with the knowledge and policy tools they need to meet everyday challenges to public education systems. We keep abreast of developments and trends across the education sector and assist unions in developing solid fact-based argumentation for the advancement of quality education worldwide.

The topics and issues we cover include: quality in education; commercialisation and privatisation of public education; teacher education and training; global trends, such as migration and its impact on education; the status of teachers worldwide; and teachers’ working conditions in different settings.

We undertake research at Education International because we strongly support equal access to quality education for all persons everywhere, and fair working conditions for all teachers. As part of the work of our Research Network, we provide a platform for the exchange of information, ideas and projects that are mutually beneficial to our members.

In order to have an impact on policy decisions at the global level, we aim to empower Education International through independent and critical research. Beyond that, we conduct studies that are important not only for teachers and education unions, but for everyone concerned about the universal right to free, quality public education for all.

Ethics

Education is the key to participation in the global economy of the 21st century, and it should help to build societies that are fair and just for all their citizens, that respect universal values of democracy and human rights, whose development will be equitable and sustainable. Education has the crucial role of promoting democracy and building tolerant societies so as to bring about a world where all peoples can live in peace and harmony, and where diversity is respected.

The debate concerning the ethics of education that took place in the United States at the beginning of the 20th century has gained renewed, worldwide interest in the past two decades. The contemporary debate targets two overlapping sides of the role morality plays in education: the moral behaviour of the teacher and the morality children learn in school.

Education International , officially entered this debate when the Declaration on Professional Ethics  was adopted by  3rd World Congress held in , Thailand. The document was further updated at its 4th World Congress in Porto Alegre, Brazil.

The  mainly intended as a blueprint for affiliates' own guidelines. It is complementary to the International Labour Organisation  Declaration on Fundamental Principles and Rights at Work  and draws on the  Recommendation concerning the Status of Teachers and the United Nations Universal Declaration of Human Rights

demand equal treatment for all

Education International's non-discrimination policies demand equal treatment for all. Since ,  World

Congresses have adopted specific resolutions that recognise the role of teacher unions and education systems

in preserving and defending indigenous peoples' rights to education.

In the international arena,  is lobbying  to promote the use of curricula that reflect the history, cultures and

lifestyles of indigenous peoples and that recognise their knowledge, skills, values and beliefs.

EI participates in the activities of the United Nations' bodies organised for the issue of indigenous peoples.

Examples are the Working Group on Indigenous Populations and the Permanent Forum of Indigenous Issues.

EI attends the Forum's annual sessions since its creation in .

Trade Union Rights

One of the founding principles of Education International is the protection of the Human and Trade Union Rights of all education personnel, including the Education Right of all children. As such,  encourages the ratification and implementation of international conventions on the protection of such rights. Should any national government be found to be violating a treaty that it ratified,helps its affiliate to file a complaint at the intergovernmental body concerned.

Under Trade Union Rights, works on the protection of the freedom to form and join unions, the freedom to strike, equality opportunities and equal pay in the area of gender equality and non-discrimination.

Under Human Rights, works on education rights, children rights, academic freedom, equality non-discrimination in terms of gender, national or ethnic origins, sexual orientation or identity, disability, age, religious belief and political belief

 The voice of academics worldwide, representing national organisations that, all together, give voice to more than 3 million university and research personnel working in the higher education and research sector. Committed to strengthening its membership base in this sector and in building both regional and global co-ordination and networking, promotes the advancement of higher education and research, in particular through the implementation of the  Recommendation Concerning the Status of Higher Education Teaching Personnel.                                




Among the issues that most concern education personnel working in the sector,strongly defends the exercise of academic freedom, the protection of intellectual property rights, the advancement of terms and conditions of employment linked to the right of all education personnel to collective bargaining.  is also deepening its work on the sensitive issue of brain drain/brain gain.


The  Pan European Structure has been recognised as a consultative member of the Bologna FollowUp Group  at the Bergen Ministerial Conference in - through this official recognition, academics are now on track. The  consists of ministries responsible for of higher education, the European Commission, the Council of Europe and representatives of academic staff, students and rectors. The group reviews and pushes the process forwards. For more information about the Bologna Process visit click here.

The programme and activities of  at the global level related to equality of women and men in the union, education sector and society encompass the following: gender equality; non-discrimination, with particular focus on gender, racial discrimination, lesbian and gay rights, Indigenous peoples, migrants, ethnic minorities; and children’s rights.

Equality is a core value for raises awareness and promotes campaigns for the equity of  labour standards of education unions, teachers and personnel. The fight against all forms of discrimination in employment, unions and society requires addressing traditional barriers between men’s work and women’s work, and other causes of inequality, unfairness and exclusion.  is involved in a range of education, training initiatives for affiliates, advocacy work and actions relevant to promoting equality of women and men, girls and boys, in the society, the education sector and unions.

The right to quality education is an overarching aim and campaign, one which empowers women, their children and the society in which they live.

Special attention continues to be given to the protection of children rights agreed standards, especially the rights of equality and the right to education, threatened by inconsistencies on the minimum age of employment, minimum age for marriage, trafficking, exploitation or just for being a poor or excluded child.

responsibility

Education International insists that education is a human right and a public good, and it is the responsibility of all governments to provide all women and men, boys and girls, free quality public education. In recent years,  has expressed concerns that proposals for a significant increase in the scope of trade liberalisation might see education services covered by commercial trade agreements.  has actively lobbied to have education services excluded from the scope of the General Agreement on Trade in Services .

The General Agreement on Trade in Services, is one of several agreements adopted in as part of the then established World Trade Organization . The  is a multilateral agreement that defines restrictions on a broad range of government measures that affect the trade in services. There are compelling reasons to be concerned that the poses serious threats to vital public interest regulations, including those governing education.

Knowledge and intellectual property, provided through education, should likewise be available for free to all. More and more countries find it increasingly difficult to obtain copyright clearance and pay royalties for materials needed by teachers and students.  therefore expresses similar concerns over trade in intellectual property, regulated through the Streaty.

education for al

One of the founding principles of Education International is the advocacy of free quality

public education for all. Education is a human right. It is the duty of every government

to provide free quality public education to its cititzens. Education International also

believes that literacy is the cornerstone of all sustainable societies, and the key to break

the poverty cycle and stop the spread .


Beyond  Lessons in hope for refugee children

Beyond is the second production completed through the  initiative called Video for

Union Educators . The  Project, with assistance from the  Foundation, produces

short documentaries on themes relevant to the achievement of Education For All and

principal aims.


This is the story of a remarkable school for Burmese refugees in the Thai border city of

Mae Sot. Together, teachers and students have found an educational pathway leading away

from war and represssion.

                                                                 

Right to Education

All children have the right to education,a right that is defended by  within the framework of

its global action campaign for free quality public education for all. Early childhood education

should be seen as an integral part of this right.


Essentially, early childhood education might be considered to be education which takes place

before compulsory education, whether it is an integrated part of the education system or wholly

independent of it. This includes kindergartens, nurseries, pre-school classes, child-care

centres and other similar institutions. It goes beyond what some refer to as pre-school

education as it is an education in its own right, having not only the purpose of preparing

children for school,In other words, flagrant inequality which is, once more, detrimental to those who

are most disadvantaged. In high-income countries, where demand for such education services is

on the increase, two different concepts continue to exist side-by-side on the one hand,

 but for life in the same way as all other parts of the education systems

 contribute to this process. There are other ways to describe early childhood education. In the

International Standard Classification of Education , used by all major providers

of international educational statistics, it is referred to as 0 and primary education as




In low-income countries, where education for all is still far from becoming a reality, the

provision of early childhood education is still very limited and, more often than not,

organised on a private basis, and therefore only available to children from the wealthiest of

families.

structures which are mainly social in character, and whose main objective remains the provision

of childcare services for the parents of young children, thereby enabling them to hold down

employment; at the other extreme, we find structures with a more educational focus, also

offering a social service but whose primary vocation is the promotion of a child's development.

The educational nature of these establishments is currently being intensified, responding as it

 does to children's needs, needs which are now recognised by teachers, families and society in

general.

Organisation

comprehensive programme against child labour which is designed

to encourage the active participation of all affiliates and to produce measurable results.

 In this area, EI co-operates closely with the International Confederation of Free Trade Unions

 the International Labour Organisation , the United Nations Children's Fund

 and the United Nations Educational, Scientific and Cultural Organisation ,

national trade unions, union centres and various non-governmental organisations such as the

Global March Against Child Labour.


World Day Against Child Labour 2010.A production of Education International, in cooperation with the SNE and the National Education


To mark the World Day against the Child Labou, EI releases a new publication in

collaboration with the ILO International Programme for the Elimination of Child Labour.

Entitled “Go for the Goal: End Child Labour, this publication reflects EI’s recognition

of the linkages between eliminating child labour and achieving the goal of quality education


 for all.


Teachers around the world are determined to help tackle the problem of child labour. This short

 documentary shines the spotlight on successful strategies by the Moroccan National Teachers'
Union  to prevent child labour by reducing school drop-out rates.

HOW IS THE PRESENT EDUCATION SYSTEM IS THERE

                                             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.

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.”

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.

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

something about India’s education

Why is India still a developing country and what is stopping it from being a developed country

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.

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, 

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.

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

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.

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.

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'

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.

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

sources other than the conventional class room where the learning experience occurs including

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.