The United Nations Educational, Scientific and Cultural Organization (UNESCO) has recently announced five winners
E-learning boosts education for dozens of Norfolk children
Now, dozens of sick and excluded school children have been able to sit in their exams this summer due to an innovative E-learning programme run by Norfolk County Council.
The Norfolk County Council has set up hundreds of SAT GCSEs in school halls and classrooms across the county, so that these students can give their exam from home. Norfolk County Council has been helping these young people, who may ordinarily struggle to gain qualifications, to learn the curriculum and sit for their exams at home. The E-learning scheme is currently supporting nearly 100 children through online lessons, so that they can have one-on-one electronic sessions with teachers and in interactive classrooms, where they can communicate with other students. The scheme is delivering about 750 hours of education per week to children on a range of subjects from Maths, Science and English, to Art and Small Animal Care. One of the most useful tools for children's development and education is the interactive classroom, which allows youngsters to raise a virtual-hand in class, speak to their peers and listen to what the teacher and other members of the class are saying via a headset. The teacher in turn can keep an eye on the progress of the student and assess how much they are doing through an in-class monitor. The class cannot see the E-learner's image but can see a symbol representing the child and can work in groups with the e-learner via the computer.
TN Govt to provide necessary equipments for primary schools
The Tamil Nadu (India) Government has decided comprehensive scheme to provide fans and fluorescent lights to all panchayat union middle and primary schools across the state.
Under this plan, the government will provider power connections to all schools, fans and lights to all classrooms and teachers' rooms. Repairs and replacements of tiles, floors, doors and windows would also be undertaken in this plan. According to Pooja Kulkarni Additional Collector and Project Director, District Rural Development Agency, among 470 panchayat union middle and primary school buildings in Ramanathapuram district, 178 had been selected for creating such facilities in the first phase on an outlay of INR 1.5 million. Each school would have facilities worth INR 40,000 to INR 50,000, depending on the work.
Indian Bank launches e-Learning initiative
The Indian bank has launched an e-Learning initiative for its employees in association with US based e-learning solution provider, KESDEE.
Indian Bank is hosting KESDEE's 41 user friendly course libraries, which covers Risk Management, Asset and Liabilities management, anti-money launderies and an exclusive “Branch Management” module. The programme is aims to enhance the capabilities of the employees of the bank on a continuous basis. The programme would help the employees to gain expertise in their area of operation as well as other areas of interest, resulting in better and more efficient customer service.
Snapshot of India’s Development Deficits
As is well known, income or consumption poverty is often used as shorthand to capture economic wellbeing of people. However, there is almost a consensus view among social scientists by now that such a view of poverty is too narrow and it is absolutely necessary to go beyond hunger and malnutrition and include several other features in conceptualising poverty, such as deprivation (or poor access) in terms of clothing, shelter, basic social services including primary health care, sanitation, education, shelter etc., political powerlessness, socio-cultural marginalisation and exclusion, among others. By any reckoning, development deficits in India are huge in terms of attaining the MDGs (Millennium Development Goals).
In September 2000, the United Nations General Assembly adopted the UN Millennium Declaration through Resolution 55/2. The heads of the 191 states composing this international body agreed that they had “a collective responsibility to uphold the principles of human dignity, equality and equity at the global level”. The MDGs set forth a worldwide commitment to significantly reduce poverty and substantially improve the lives of the billions of people living in poverty. In particular, it highlighted 'life-and-death issues' for the billion-plus people living under extreme poverty throughout the world, who are subjected to deprivation that threatens their ability “to stay alive in the face of hunger, disease and environmental hazards”. These Goals, as is generally acknowledged, are simultaneously means and ends. The following are the well-known eight goals, and their progress is to be assessed through several operational indicators by the target date of 2015: a) Eradicate extreme poverty and hunger; b) Achieve universal primary education; c) Promote gender equality and empower women; d) Reduce child mortality e) Improve maternal health; f) Combat HIV/AIDS, malaria and other diseases; g) Ensure environmental sustainability; and h) A global partnership for development. It is obvious and may be a conscious choice, that the MDGs address only the symptoms of deprivation in the underdeveloped/developing regions, not the causes. The need for the underdeveloped countries to adopt strategies which would take them along trajectories of inclusive growth is not addressed even tangentially by the MDGs. It may be a common-sensical wisdom that addressing the structural constraints, which would facilitate a rapid transformation of agricultural and industrial sectors in such countries in a proactive manner would have to ultimately target the neo-liberal orthodoxy, and this may have been inconvenient for the script-writers of the 'UN Millennium Project'. In any case, available information would suggest that South Asia, after Sub-Saharan Africa is the worst performer in terms of approaching the 2015 MDGs targets. Among the indicators not related to environmental concerns, progress relating to only one, namely, the percentage incidence of poverty, is approximately on track; none has yet been met; progress towards half the targets is too slow and will not lead to the expected 2015 MDGs scenario, and the rest show little progress or even retrogressions. As already mentioned, only proportional poverty reduction seems to be on track; however, it may not mean substantial change in the absolute number of the poor (even by official definitions).
It is reported that 62% of the Indian population consumed less than the minimum requirement in 1990, 53% in year 2000 and is expected that this will be down to 31% by 2015. Some World Bank study also notes that (in 2000), three populous states, with more than 20% of the Indian population, had more than 60% of their citizens suffering from food deprivation. Per capita availability of foodgrains has been falling since the early 1990s, and the current level is among the lowest recorded for the last half century; since the early 1990s. There is already a Sub-Saharan Africa within India w.r.t. hunger. Unfortunately, the dominant discourses within the government as well as within the academia dismiss the need to urgently address this issue by justifying fall in foodgrains consumption as a matter of voluntary choice, instead of recognizing the devastating effects of such developments.
There are huge disparities between rural and urban areas in terms of IMR (infant mortality rate). There are great variations among states, Orissa being worst performer with 96 and Kerala the best with 14
Educomp to invest INR 255 crore in school venture
Educomp Solutions Ltd., an education company is planning to invest INR 255 million to set up 100 schools across the country.
The company will invest INR 55 million through equity in its subsidiaries, Educomp Infrastructure and Educomp School Management Company, while rest of the investment would be arranged through debt. The company is also entering into partnerships with real estate developers such as with the Delhi-based DLF Ltd that gives Educomp a preference to set up schools in all the townships that the real estate firms develops. These schools would be based on the Central Board of Secondary Education curriculum. The company has developed 'Learning Leadership System' that is a framework of intellectual property on how a school runs.
McGraw-Hill offers interactive learning program through iPod
McGraw-Hill Higher Education, a premier provider of print and digital teaching and learning solutions for the post-secondary and higher-education markets, is the first major educational publisher to offer college-level content for the iQuiz game application on Apple's iPod.
McGraw-Hill Higher Education's EZ Test Online program can create and deliver multiple-choice or true/false quiz questions using iQuiz for iPod. EZ Test Online combines high quality content with the ability to prepare and deliver tests to students in a variety of ways. To set up and deliver a quiz to students via iPod, instructors simply press the iQuiz button in EZ Test Online to export a quiz ready for use with iQuiz. Once students download the quiz into their iPod, they can use the interactive iQuiz to practice and learn the content specific for their course. Students can quickly self-assess and receive their quiz scores instantly. EZ Test Online is accessible to busy instructors virtually anywhere via the Web, and the program eliminates the need for them to install test software.
Malaysia Education Ministry allocates RM15mil for ICT studies
The Higher Education Ministry of Malaysia will allocate RM15mil to train 4,000 students in information and communication technology (ICT) in 2007.
The ministry has set up the first industry-based professional certification programme, 3P in partnership with Prestariang Systems Sdn Bhd. It offers a wide range of IT professional certifications with multinationals like Microsoft, Cisco Systems and Macromedia. The ministry presented certificates to the 15 top students out of the 1,000 trained in 2006 under the programme. They are from UiTM, Universiti Malaya, International Islamic University Malaysia, Universiti Malaysia Sarawak and Universiti Sains Malaysia.
Guru Govind Singh University to host students from Laos
The Guru Gobind Singh Indraprastha University (GGSIPU) is all set to host 30 students from Lao People's Democratic Republic as part of a bilateral cooperation programme on Information and Communication Technology between the two countries.
Thirty candidates including 23 boys and seven girls were selected on the basis of a written test and interview conducted by the University in Lao PDR. Ten of them have worked with the Ministry of Information Technology in their home country. The students of Lao PDR will pursue a three-year course titled “Master of Computer Applications in Software Systems” at the University School of Information Technology at GGSIPU. All the expenses of these students, including tuition fees, course ware, boarding, lodging, living expenses and traveling, will be borne by the Government of India.
PM of India asks for reforms in higher education
Prime Minister of India Mr. Manmohan Singh's has called for reforms in higher education, recommending higher remuneration for faculty and mandatory curricula revision every three years.
The Planning Commission has said that Government of India should look at alternatives so as to improve the wages of professors and to tap the large pool of teachers of Indian origin. It has been proposed that the faculty (including research students) can get a share of the money earned from research projects for the corporate world. The Planning Commission has also proposed that some faculty be recruited on salaries higher than government pay scales, on contract basis for five years with no assurance of automatic renewal. The contract system would be mostly for NRIs with special research funding support. Tenured appointments should also be available at a certain stage for professors achieving objectively set academic standards. In order to improve teaching methods, it recommended less “chalk-talk classroom teaching” and a more interactive tutorial-seminar system which should be practical. Addressing the criticism by the corporate world that most students coming out of the higher education system are unemployable, it recommended that universities revise curricula once in three years and the revision be open to outside peer review. The process of revision should be decentralized to departments rather than academic councils of the universities. The Government of India is aiming to bring two percent students under the scholarship fold and double the number of junior research fellowships. This is aimed at improving research quality. The Government of India is also working on information communication technology for all 367 universities and on connecting 18,000 colleges through the National Knowledge Network, as recommended by the National Knowledge Commission. The Planning Commission also said that it had given in-principle approval to the setting up of three new IITs, seven new IIMs, 20 National Institutes of Technology, five Indian Institutes of Science Education Research, 20 IIITs, two Schools of Planning and Architecture.
















