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Western-style education was introduced to Bhutan during the reign of Ugyen Wangchuck (1907-26). Until the 1950s, the only formal education available to Bhutanese students, except for private schools in Ha and Bumthang, was through Buddhist monasteries. In the 1950s, several private secular schools were established without government support, and several others were established in major district towns with government backing. By the late 1950s, there were twenty-nine government and thirty private primary schools, but only about 2,500 children were enrolled. Secondary education was available only in India. Eventually, the private schools were taken under government supervision to raise the quality of education provided. Although some primary schools in remote areas had to be closed because of low attendance, the most significant modern developments in education came during the period of the First Development Plan (1961-66), when some 108 schools were operating and 15,000 students were enrolled.
The First Development Plan provided for a central education authority--in the form of a director of education appointed in 1961--and an organized, modern school system with free and universal primary education. Since that time, following one year of preschool begun at age four, children attended school in the primary grades--one through five. Education continued with the equivalent of grades six through eight at the junior high level and grades nine through eleven at the high school level. The Department of Education administered the All-Bhutan Examinations nationwide to determine promotion from one level of schooling to the next. Examinations at the tenth-grade level were conducted by the Indian School Certificate Council. The Department of Education also was responsible for producing textbooks; preparing course syllabi and in-service training for teachers; arranging training and study abroad; organizing interschool tournaments; procuring foreign assistance for education programs; and recruiting, testing, and promoting teachers, among other duties.
The core curriculum set by the National Board of Secondary Education included English, mathematics, and Dzongkha. Although English was used as the language of instruction throughout the junior high and high school system, Dzongkha and, in southern Bhutan until 1989, Nepali, were compulsory subjects. Students also studied English literature, social studies, history, geography, general science, biology, chemistry, physics, and religion. Curriculum development often has come from external forces, as was the case with historical studies. Most Bhutanese history is based on oral traditions rather than on written histories or administrative records. A project sponsored by the United Nations Education, Scientific, and Cultural Organization (UNESCO) and the University of London developed a ten-module curriculum, which included four courses on Bhutanese history and culture and six courses on Indian and world history and political ideas. Subjects with an immediate practical application, such as elementary agriculture, animal husbandry, and forestry, also were taught.
Bhutan's coeducational school system in 1988 encompassed a reported 42,446 students and 1,513 teachers in 150 primary schools, 11,835 students and 447 teachers in 21 junior high schools, and 4,515 students and 248 teachers in 9 high schools. Males accounted for 63 percent of all primary and secondary students. Most teachers at these levels--70 percent--also were males. There also were 1,761 students and 150 teachers in technical, vocational, and special schools in 1988.
Despite increasing student enrollments, which went from 36,705 students in 1981 to 58,796 students in 1988, education was not compulsory. In 1988 only about 25 percent of primary-school-age children attended school, an extremely low percentage by all standards. Although the government set enrollment quotas for high schools, in no instance did they come close to being met in the 1980s. Only about 8 percent of junior high-school-age and less than 3 percent of high-school-age children were enrolled in 1988.
Bhutan's literacy rate in the early 1990s, estimated at 30 percent for males and 10 percent for females by the United Nations Development Programme (UNDP), ranked lowest among all least developed countries. Other sources ranked the literacy rate as low as 12 to 18 percent.
Some primary schools and all junior high and high schools were boarding schools. The school year in the 1980s ran from March through December. Tuition, books, stationery, athletic equipment, and food were free for all boarding schools in the 1980s, and some high schools also provided clothing. With the assistance of the United Nations Food and Agriculture Organization's World Food Programme, free midday meals were provided in some primary schools.
Higher education was provided by Royal Bhutan Polytechnic just outside the village of Deothang, Samdrup Jongkhar District, and by Kharbandi Technical School in Kharbandi, Chhukha District. Founded in 1973, Royal Bhutan Polytechnic offered courses in civil, mechanical, and electrical engineering; surveying; and drafting. Kharbandi Technical School was established in the 1970s with UNDP and International Labour Organisation assistance. Bhutan's only junior college--Sherubtse College in Kanglung, Tashigang District-- was established in 1983 as a three-year degree-granting college affiliated with the University of Delhi. In the year it was established with UNDP assistance, the college enrolled 278 students, and seventeen faculty members taught courses in arts, sciences, and commerce leading to a bachelor's degree. Starting in 1990, junior college classes also were taught at the Yanchenphug High School in Thimphu and were to be extended to other high schools thereafter.
Education programs were given a boost in 1990 when the Asian Development Bank granted a US$7.13 million loan for staff training and development, specialist services, equipment and furniture purchases, salaries and other recurrent costs, and facility rehabilitation and construction at Royal Bhutan Polytechnic. The Department of Education and its Technical and Vocational Education Division were given a US$750,000 Asian Development Bank grant for improving the technical, vocational, and training sectors. The New Approach to Primary Education, started in 1985, was extended to all primary and junior high schools in 1990 and stressed self-reliance and awareness of Bhutan's unique national culture and environment.
Most Bhutanese students being educated abroad received technical training in India, Singapore, Japan, Australia, New Zealand, Britain, the Federal Republic of Germany (West Germany), and the United States. English-speaking countries attracted the majority of Bhutanese students. The vast majority returned to their homeland.
Last Update: 2014-11-09
ni Luis P. Gatmaitan, M.D.
Sapatero si Tatay. Kilalang-kilala ang mga likha niyang sapatos dito sa aming bayan. Marami ang pumupunta sa amin para magpasadya. Ayon sa mga sabi-sabi, tatalunin pa raw ng mga sapatos ni Tatay ang mga sapatos na gawang-Marikina. Matibay, pulido, at malikhain ang mga disenyo ng kanyang mga sapatos.
"Paano mo ba naiisip ang ganyang istilo? Kay ganda!"
"Siguro, dinadalaw ka ng musa ng mga sapatos at suwelas."
"Parang may madyik ang iyong kamay!"
Sa lahat ng papuri, matipid na ngingiti lamang si Tatay. Tahimik na tao si Tatay. Bihirang magsalita.
Lumaki akong kapiling ang mga sapatos na gawa ni Tatay. Madalas ay kinaiinggitan ako ng mga kalaro at kaklase ko. Buti raw at sapatero ang Tatay ko. Lagi tuloy bago ang sapatos ko kapag pasukan, kapag pasko, kapag bertdey ko, o kung nakatanggap ako ng honors sa klase. Ginagawan pa niya ako ng ekstrang sapatos kapag may mga tira-tirang balat at tela.
"Buti ka pa Karina, laging bago ang sapatos mo. Ako, lagi na lang pamana ng ate ko. Sa 'kin napupunta lahat ng pinagkaliitan n'ya," himutok ng isang kaklase.
Nasa Grade II na ako nang muling magbuntis si Nanay. Kay tagal naming hinintay na magkaroon ako ng kapatid. Sabi ng Lola ko, sinagot na raw ang matagal nilang dasal na masundan ako.
"Naku, magkakaroon na pala ako ng kahati sa mga sapatos! Pero di bale, dalawa na kaming igagawa ni Tatay ng sapatos ngayon."
Habang nasa tiyan pa si baby, narinig kong nag-uusap sina Tatay at Nanay.
"Nagpa-check up ako kanina. Sabi ng doktora, babae raw ang magiging anak natin!"
"Talaga! Kung babae nga, pag-aralin natin ng ballet . Gusto kong magkaanak ngballet dancer ! Ngayon pa lang ay pag-aaralan ko nang gumawa ng mga sapatos na pang- ballet ."
Pero hindi lahat ng pangarap ni Tatay ay natupad. Nagulat kaming lahat nang makita ang bago kong kapatid. Wala itong paa. Ipinanganak na putol ang dalawang paa!
Nakarinig kami ng kung ano-anong tsismis dahil sa kapansanan ng kapatid ko. Siguro raw ay binalak na ipalaglag ni Nanay ang kapatid ko kaya kulang-kulang ang parte ng katawan. Nilusaw raw ng mga mapinsalang gamot ang kanyang mga paa. Isinumpa raw ng mga diwata ng sapatos si Tatay dahil mahal na itong sumingil sa mga pasadyang sapatos. O baka raw ipinaglihi si Susie sa manika.
"Nanay, bakit po ba walang paa si Susie?"
"Nagkaroon kasi ako ng impeksyon anak. Nahawa ako ng German measleshabang ipinagbubuntis ko pa lang ang kapatid mo. At.iyon ang naging epekto," malungkot na kuwento ni Nanay.
Hindi na magiging ballet dancer ang kapatid ko. Malulungkot si Tatay. Araw-araw, ganu'n ang naiisip ko kapag nakikita ko ang mga paa ni Susie. Kaya pinilit ko si Nanay na muling pag-aralin ako sa isang ballet school (dati kasi, ayaw kong mag-ballet). Pero.
"Misis, bakit hindi n'yo po subukang i-enrol si Karina sa piano, o sa painting, o sa banduria class? Hindi yata talagang para sa kanya ang pagsasayaw," sabi ng titser ko sa Nanay ko.
Nalungkot ako. Hindi para sa aking sarili, kundi para kina Tatay at Susie, at sa mga pangarap na masyadong mailap.
Saksi ako kung paanong minahal siya nina Tatay at Nanay. Walang puwedeng manloko kay Bunso. Minsan, habang kami ay nagpipiknik sa parke, may isang mama na nakakita kay Susie.
"Tingnan n'yo o, puwedeng pang-karnabal 'yung bata!" turo nito kay Susie.
Biglang namula si Tatay sa narinig. Tumikom ang mga kamao. Noon ko lang nakitang nagsalubong ang mga kilay ni Tatay. Muntik na niyang suntukin ito. "Ano'ng problema mo, ha?"
Mabuti't napigilan siya ni Nanay.
Isang gabi, habang nakahiga kami sa kama , narinig kong kinakausap ni Tatay si Susie.
"Anak, hindi baleng kulang ang mga paa mo. Mas mahalaga sa amin ng Nanay mo na lumaki kang mabuting tao.at buo ang tiwala sa sarili." Masuyo niya itong hinalikan.
Hindi tumigil si Tatay sa paglikha ng sapatos para sa akin. Pero napansin ko, kapag sinusukatan niya ang paa ko, napapabuntung-hininga siya. Pagkatapos ay titingin sa kuna.
"Sayang, Bunso, di mo mararanasang isuot ang magagarang sapatos na gawa ni Tatay." bulong ko sa kanya.
Lumaki kami ni Susie na malapit ang loob sa isa't isa. Hindi naging hadlang ang kawalan niya ng paa para makapaglaro kami. Marami namang laro na di nangangailangan ng paa. Lagi nga niya akong tinatalo sa sungka, jackstone ,scrabble, at pitik-bulag. Ako ang tagapagtanggol niya kapag may nanghaharot sa kanya. Ako ang tagatulak ng wheelchair niya. Ako ang ate na alalay!
Noon ko natuklasan na marami kaming pagkakatulad. Parehong magaling ang aming kamay kaysa aming mga paa. Ako, sa pagpipinta. Siya, sa pagsusulat ng mga kuwento. At oo nga pala, si Tatay, kamay rin ang magaling sa kanya!
Minsan, ginising ako ni Susie. Sabi niya, nanaginip siya ng isang pambihirang sapatos. Napakaganda raw nito sa kanyang mga paa.
"May paa siya sa panaginip?" gulat na tanong ko sa sarili.
"Maniwala ka, Ate, kay ganda ng sapatos sa panaginip ko. Kulay dilaw na tsarol na may dekorasyong sunflower sa harap!"
Magbebertdey siya noon . At napansin ko, tuwing nalalapit na ang kanyang kaarawan, nananaginip siya ng mga sapatos.
"Ate, nanaginip na naman ako ng sapatos. Kulay pula ito na velvet at may malakingbuckle sa tagiliran."
Binanggit din niya sa akin ang sapatos na kulay asul na bukas ang dulo at litaw ang mga daliri niya. Ang sapatos na puti na may kaunting takong at may ribbon na pula. Ang sapatos na yari sa maong na may burdang buwan at mga bituin. Ang sandalyas na parang lambat. Ang kulay lilang sapatos na may nakadikit na bilog na kristal sa harap.
Manghang-mangha ako sa kung paanong natatandaan niya maski ang pinakamaliliit na detalye ng mga sapatos - ang disenyong bulaklak, ribbon, butones, sequins ,beads , o buckle . Inaangkin niya ang mga sapatos na 'yon.
"Ate, paglaki ko, susulat ako ng mga kuwento tungkol sa mga sapatos na napapanaginipan ko. Ikaw ang magdodrowing, ha?"
Paglipas pa ng ilang taon, namahinga na si Tatay sa paglikha ng mga sapatos. Gumagawa na lamang siya ng sapatos para sa mga suking di matanggihan. Noong nagdaos siya ng kaarawan, niregaluhan ko siya ng isa kong painting na may nakapintang isang pares ng maugat na kamay na lumilikha ng sapatos. Binigyan naman siya ni Susie ng isang music box na may sumasayaw na ballet dancer .
"Pinasaya n'yo ang Tatay n'yo," sabi ni Nanay.
Pagkatapos noon , naging masasakitin na siya. Labindalawang taon si Susie nang pumanaw si Tatay.
Isang araw, hindi sinasadya'y napagawi ako sa bodega. Naghahalungkat ako ng mga lumang sapatos na puwedeng ipamigay sa mga bata sa bahay-ampunan Sa paghahalughog, nabuksan ko ang isang kahong mukhang matagal nang hindi nagagalaw. Naglalaman ito ng maliliit na kahon. Mga kahon ng sapatos na maingat na nakasalansan!
" Para kanino ang mga sapatos? May umorder ba na hindi nai-deliver?" tanong ko sa sarili.
Pero nang masdan ko ang mga pares ng sapatos na 'yon, nagulat ako. Taglay ng mga sapatos ang pinakamahuhusay na disenyo ni Tatay. Iba-iba ang sukat nito. May sapatos na pang-baby. May sapatos na pambinyag. May pang- first communion . May pangpasyal. May pamasok sa eskuwelahan. May pangsimba. May sapatos na pang-dalagita.
Lalo akong nagulat nang mabasa ang kanyang dedication sa nakasabit na papel:
Para sa pinakamamahal kong si Susie,
Alay sa kanyang unang kaarawan
Inisa-isa ko ang mga kahon. Lahat ng sapatos na nandoon ay para kay Susie. Diyata't iginagawa ni Tatay si Susie ng mga sapatos?
Para kay Susie, lugod ng aking buhay
Sa pagsapit niya ng ikapitong kaarawan
Taon-taon, hindi pumalya si Tatay sa paglikha ng sapatos sa tuwing magdaraos ng kaarawan si Susie! Sandosenang sapatos lahat-lahat.
Handog sa mahal kong bunso
Sa kanyang ika-12 kaarawan
Napaiyak ako nang makita ang mga sapatos. Hindi ko akalaing ganu'n pala kalalim magmahal si Tatay. Binitbit ko ang sandosenang sapatos at ipinakita ko kina Nanay at Susie.
"H-Hindi ko alam na may ginawa siyang sapatos para sa 'yo, Susie." Namuo ang luha sa mga mata ni Nanay. "Inilihim niya sa akin ang mga sapatos."
"A-Ate, ito ang mga sapatos na napanaginipan ko." Hindi makapaniwalang sabi ni Susie habang isa-isang hinahaplos ang mga sapatos.
Noon ko lang naalala ang mga sapatos na ikinukuwento ni Susie.
Dilaw na tsarol na may dekorasyong sunflower sa harap. Kulay pulang velvet na may malaking buckle sa tagiliran. Asul na sapatos na bukas ang dulo at litaw ang mga daliri. Kulay puti na may kaunting takong at may ribbon na pula. Sapatos na yari sa maong na may burdang buwan at mga bituin. Sandalyas na parang lambat. Kulay lilang sapatos na may nakadikit na bilog na kristal sa harap.
Naisip ko, tinawid kaya ng pag-ibig ni Tatay ang mga panaginip ni Susie para maipasuot sa kanya ang mga sapatos?
Hindi ko tiyak.
Ang tiyak ko lang, hindi perpekto ang buhay na ito. Gaya ng hindi perpekto ang pagkakalikha sa kapatid ko. Pero may mga perpektong sandali. Gaya ng mga sandaling nilikha ni Tatay ang pinakamagagarang sapatos para kay Susie.
Last Update: 2014-11-08
Education in India
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Education in the Republic of India
Indian Department of Education
Ministry of Human Resource Development
Smriti Zubin Irani
National education budget (2005–2012)
Budget 991 billion(US$16 billion)
Primary languages Hindi, English, or State language
System type federal, state, private
Compulsory Education 1 April 2010
Post secondary 25%
Education in India is provided by the public sector as well as the private sector, with control and funding coming from three levels:central, state, and local. Under various articles of the Indian Constitution, free and compulsory education is provided as a fundamental right to children between the ages of 6 and 14.
India has made progress in terms of increasing the primary education attendance rate and expanding literacy to approximately three-quarters of the population in the 7-100 age group, by 2011. India's improved education system is often cited as one of the main contributors to its economic development. Much of the progress, especially in higher education and scientific research, has been credited to various public institutions.
At the primary and secondary level, India has a large private school system complementing the government run schools, with 29% of students receiving private education in the 6 to 14 age group. Certain post-secondary technical schools are also private. The private education market in India had a revenue of US$450 million in 2008, but is projected to be a US$40 billion market.
As per the Annual Status of Education Report (ASER) 2012, 96.5% of all rural children between the ages of 6-14 were enrolled in school. This is the fourth annual survey to report enrollment above 96%. Another report from 2013 stated that there were 229 million students enrolled in different accredited urban and rural schools of India, from Class I to XII, representing an increase of 2.3 million students over 2002 total enrollment, and a 19% increase in girl's enrollment. While quantitatively India is inching closer to universal education, the quality of its education has been questioned particularly in its government run school system. Some of the reasons for the poor quality include absence of around 25 percent of teachers everyday. States of India have introduced tests and education assessment system to identify and improve such schools.
In India's education system, a significant number of seats are reserved under affirmative action policies for the historically disadvantaged Scheduled Castes and Scheduled Tribes and Other Backward Classes. In universities, colleges, and similar institutions affiliated to the federal government, there is a minimum 50% of reservations applicable to these disadvantaged groups, at the state level it can vary. Maharashtra had 73% reservation in 2014, which is the highest percentage of reservations in India.
The University of Mumbai, established 1857, is one of the three oldest modern state universities in India.
• 1 Education system
o 1.1 Overview
o 1.2 Primary education
o 1.3 Secondary education
o 1.4 Private schools
o 1.5 Homeschooling
o 1.6 Higher education
o 1.7 Technical education
o 1.8 Open and distance learning
• 2 Quality
o 2.1 Literacy
o 2.2 Attainment
o 2.3 Public school workforce
o 2.4 Higher education
o 2.5 Vocational
• 3 Women's education
• 4 Rural education
o 4.1 Vocational education
o 4.2 Science education
o 4.3 English as a second language
• 5 Issues
o 5.1 Facilities
o 5.2 Curriculum issues
o 5.3 Accreditation
o 5.4 Employer training
• 6 Central government involvement
o 6.1 Initiatives
o 6.2 Budget
o 6.3 Public expenditure on education in India
o 6.4 Legislative framework
• 7 Historical
• 8 See also
• 9 References
• 10 External links
Children lining up for school in Kochi.
A school bus in Indore
The central and most state boards uniformly follow the "10+2+3" pattern of education.:3 In this pattern, study of 12 years is done in schools or in colleges,:44 and then 3 years of undergraduate education for a bachelor's degree. The first 10 years is further subdivided into 5 years of primary education, 3 years of upper primary, followed by 2 years of high school.:5 This pattern originated from the recommendation of the Education Commission of 1964–66.
The National Council of Educational Research and Training (NCERT) is the apex body for curriculum related matters for school education in India. The NCERT provides support and technical assistance to a number of schools in India and oversees many aspects of enforcement of education policies. Other curriculum bodies governing school education system are:
• The state government boards, in which the majority of Indian children are enrolled.
• The Central Board of Secondary Education (CBSE). CBSE conducts two examinations, namely, the All India Secondary School Examination, AISSE (Class/Grade 10) and the All India Senior School Certificate Examination, AISSCE (Class/Grade 12).
• The Council for the Indian School Certificate Examinations (CISCE). CISCE conducts three examinations, namely, the Indian Certificate of Secondary Education (ICSE - Class/ Grade 10); The Indian School Certificate (ISC - Class/ Grade 12) and the Certificate in Vocational Education (CVE - Class/Grade 12).
• The National Institute of Open Schooling (NIOS) conducts two examinations, namely, Secondary Examination and Senior Secondary Examination (All India) and also some courses in Vocational Education.
• International schools affiliated to the International Baccalaureate Programme and/or the Cambridge International Examinations.
• Islamic Madrasah schools, whose boards are controlled by local state governments, or autonomous, or affiliated with Darul Uloom Deoband.
• Autonomous schools like Woodstock School, The Sri Aurobindo International Centre of Education Puducherry, Auroville, Patha Bhavanand Ananda Marga Gurukula.
In addition, NUEPA (National University of Educational Planning and Administration) and NCTE (National Council for Teacher Education) are responsible for the management of the education system and teacher accreditation.
The Indian government lays emphasis on primary education, also referred to as elementary education, to children aged 5 to 14 years old. The Indian government has also banned child labor in order to ensure that the children do not enter unsafe working conditions. However, both free education and the ban on child labour are difficult to enforce due to economic disparity and social conditions. 80% of all recognized schools at the elementary stage are government run or supported, making it the largest provider of education in the country.
School children, Mumbai
However, due to a shortage of resources and lack of political will, this system suffers from massive gaps including high pupil to teacher ratios, shortage of infrastructure and poor levels of teacher training. Figures released by the Indian government in 2011 show that there were 5,816,673 elementary school teachers in India. As of March 2012 there were 2,127,000 secondary school teachers in India.Education has also been made free for children for 6 to 14 years of age or up to class VIII under the Right of Children to Free and Compulsory Education Act 2009.
There have been several efforts to enhance quality made by the government. The District Education Revitalization Programme (DERP) was launched in 1994 with an aim to universalize primary education in India by reforming and vitalizing the existing primary education system.85% of the DERP was funded by the central government and the remaining 15 percent was funded by the states. The DERP, which had opened 160000 new schools including 84000 alternative education schools delivering alternative education to approximately 3.5 million children, was also supported by UNICEF and other international programmes.
This primary education scheme has also shown a high Gross Enrollment Ratio of 93–95% for the last three years in some states. Significant improvement in staffing and enrollment of girls has also been made as a part of this scheme. The current scheme for universalization of Education for All is the Sarva Shiksha Abhiyan which is one of the largest education initiatives in the world. Enrollment has been enhanced, but the levels of quality remain low.
Secondary school students
Senior School students in Punjab
Secondary education covers children aged 14 to 18, a group comprising 88.5 million children according to the Census, 2001. The final two years of secondary is often called Higher Secondary (HS), Senior Secondary, or simply the "+2" stage. The two halves of secondary education are each an important stage for which a pass certificate is needed, and thus are affiliated by central boards of education under HDR ministry, before one can pursue higher education, including college or professional courses.
UGC, NCERT and CBSE directives state qualifying ages for candidates who wish to take board exams. Those at least fifteen years old by the 30th of May for a given academic year are eligible to appear for Secondary board exams, and those seventeen by the same date are eligible to appear for Higher Secondary certificate board exams. It further states that upon successful completion of Higher Secondary, one can apply to higher education under UGC control such as Engineering, Medical, and Business Administration.
A significant feature of India's secondary school system is the emphasis on inclusion of the disadvantaged sections of the society. Professionals from established institutes are often called to support in vocational training. Another feature of India's secondary school system is its emphasis on profession based vocational training to help students attain skills for finding a vocation of his/her choosing. A significant new feature has been the extension of SSA to secondary education in the form of the Rashtriya Madhyamik Shiksha Abhiyan.
A special Integrated Education for Disabled Children (IEDC) programme was started in 1974 with a focus on primary education. but which was converted into Inclusive Education at Secondary Stage Another notable special programme, the Kendriya Vidyalaya project, was started for the employees of the central government of India, who are distributed throughout the country. The government started the Kendriya Vidyalaya project in 1965 to provide uniform education in institutions following the same syllabus at the same pace regardless of the location to which the employee's family has been transferred.
The National Policy on Education (NPE), 1986, has provided for environment awareness, science and technology education, and introduction of traditional elements such as Yogainto the Indian secondary school system.
According to current estimates, 29% of Indian children are privately educated. With more than 50% children enrolling in private schools in urban areas, the balance has already tilted towards private schooling in cities; and, even in rural areas, nearly 20% of the children in 2004-5 were enrolled in private schools.
Most middle-class families send their children to private schools, which might be in their own city or at distant boarding schools such as Rajkumar College, Rajkot, the oldest private school in India. At such schools, the medium of education is often English, but Hindi and/or the state's official language is also taught as a compulsory subject.Preschool education is mostly limited to organised neighbourhood nursery schools with some organised chains.
Many privately owned and managed schools carry the appellation "Public", such as the Delhi Public Schools, or Frank Anthony Public Schools. These are modeled after British public schools, which are a group of older, expensive and exclusive fee-paying private independent schools in England.
According to some research, private schools often provide superior results at a multiple of the unit cost of government schools. However, others have suggested that private schools fail to provide education to the poorest families, a selective being only a fifth of the schools and have in the past ignored Court orders for their regulation.
In their favour, it has been pointed out that private schools cover the entire curriculum and offer extra-curricular activities such as science fairs, general knowledge, sports, music and drama. The pupil teacher ratios are much better in private schools (1:31 to 1:37 for government schools) and more teachers in private schools are female.There is some disgreement over which system has better educated teachers. According to the latest DISE survey, the percentage of untrained teachers (parateachers) is 54.91% in private, compared to 44.88% in government schools and only 2.32% teachers in unaided schools receive inservice training compared to 43.44% for government schools. The competition in the school market is intense, yet most schools make profit. However, the number of private schools in India is still low - the share of private institutions is 7% (with upper primary being 21% and secondary 32% - source : fortress team research). Even the poorest often go to private schools despite the fact that government schools are free. A study found that 65% of schoolchildren in Hyderabad's slums attend private schools.
Homeschooling is legal in India, though it is the less explored option. The Indian Government's stance on the issue is that parents are free to teach their children at home, if they wish to and have the means. HRD Minister Kapil Sibal has stated that despite the RTE Act of 2009, if someone decides not to send his/her children to school, the government would not interfere.
Main article: Higher education in India
See also: List of Indian institutions of higher education
The Auditorium at Indian Institute of Management Calcutta, Kolkata.
Indian Institute of Management,Ahmedabad.
VESIT, Engineering College underMumbai University
The social sciences and business management departments are housed at the Alipore campus, University of Calcutta inKolkata
After passing the Higher Secondary Examination (the grade 12 examination), students may enroll in general degree programmes such as bachelor's degree in arts, commerce or science, or professional degree programmes such as engineering, law or medicine.India's higher education system is the third largest in the world, after China and the United States. The main governing body at the tertiary level is the University Grants Commission (India), which enforces its standards, advises the government, and helps coordinate between the centre and the state. Accreditation for higher learning is overseen by 12 autonomous institutions established by theUniversity Grants Commission. In India, education system is reformed. In the future, India will be one of the largest education hubs.
As of 2012, India has 152 central universities, 316 state universities, and 191 private universities. Other institutions include 33,623 colleges, including 1,800 exclusive women's colleges, functioning under these universities and institutions, and 12748 Institutions offering Diploma Courses. The emphasis in the tertiary level of education lies on science and technology. Indian educational institutions by 2004 consisted of a large number of technology institutes. Distance learning is also a feature of the Indian higher education system. The Government has launched Rashtriya Uchchattar Shiksha Abhiyan to provide strategic funding to State higher and technical institutions. A total of 316 state public universities and 13,024 colleges will be covered under it.
Some institutions of India, such as the Indian Institutes of Technology (IITs), Indian Institute of Science and University of Mumbai have been globally acclaimed for their standard of undergraduate education in engineering. The IITs enroll about 10,000 students annually and the alumni have contributed to both the growth of the private sector and the public sectors of India. However the IIT's have not had significant impact on fundamental scientific research and innovation. Several other institutes of fundamental research such as the Indian Association for the Cultivation of Science (IACS), Indian Institute of Science (IISc), Tata Institute of Fundamental Research (TIFR), Harishchandra Research Institute (HRI), are acclaimed for their standard of research in basic sciences and mathematics. However, India has failed to produce world class universities both in the private sector or the public sector.
Besides top rated universities which provide highly competitive world class education to their pupils, India is also home to many universities which have been founded with the sole objective of making easy money. Regulatory authorities like UGC and AICTE have been trying very hard to extirpate the menace of private universities which are running courses without any affiliation or recognition. Indian Government has failed to check on these education shops, which are run by big businessmen & politicians. Many private colleges and universities do not fulfill the required criterion by the Government and central bodies (UGC, AICTE, MCI, BCI etc.) and take students for a ride. For example, many institutions in India continue to run unaccredited courses as there is no legislation strong enough to ensure legal action against them. Quality assurance mechanism has failed to stop misrepresentations and malpractices in higher education. At the same time regulatory bodies have been accused of corruption, specifically in the case of deemed-universitie
Last Update: 2014-11-08
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