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It is an established fact that basic education improves the level of human well-being especially with regard to life expectancy, infant mortality and nutritional status of children, as well as a significant contribution to economic growth. Universal Elementary Education (UEE) has arranged a programme called Sarba Shiksha Abhiyan. It is a historic stride towards achieving the long cherished goal of Universalisation of Elementary Education (UEE) through a time bound integrated approach, in partnership with States. This book provides an in depth examination of the educational program called Sarba Shiksha Abhiyan.
What will Asia look like ten years from now? Find out by taking a look through the eyes of the Asia's next generation of leaders Following economic booms in Hong Kong, Singapore, South Korea, and Taiwan—the four Asian Tigers—attention has shifted to success stories in other Asian economies. However, a number of challenges have also emerged that could threaten the region's development over the next decade. Through the Eyes of Tiger Cubs offers a unique glimpse into the younger generation's view of Asia's future. It draws on the perspective of more than 80 visionary young Asians, who have identified the key issues and who see innovative solutions for areas as diverse as education and labor markets, demographics and healthcare, energy and the environment, and governance and geopolitics. The book's insights are based on a collection of think-pieces from a broad range of young Asians—the result of a competition organized by the Asia Business Council, Time magazine, the Lee Kuan Yew School of Public Policy at the National University of Singapore, as well as additional research by the Council. The book is unique in that it: Provides a viewpoint in contrast to the usual perspective of businesses, governments, economists, and journalists Brings together the responses of almost a hundred young Asian thinkers to the questions "What is the biggest challenge facing Asia over the next ten years?" "Why?" and "What should be done about it?" Offers policy makers, business leaders, and others who are concerned about the future of Asia a unique glimpse into the younger generation's vision The next generation has a high stake in ensuring Asia's long-term growth. Gain a unique perspective on how the leaders of tomorrow see the future.
This is one of the first volumes to comprehensively discuss resource constraints and institutional challenges in realizing the Fundamental Right to Education (RTE) in India. It looks at various aspects of the Sarva Shiksha Abhiyan (SSA), the primary vehicle to implement RTE and a flagship programme to universalize elementary education in the country. The book presents a comparative perspective across regions and states and evaluates the effective delivery of SSA at the grassroots level. Using rich empirical data, not yet available in the public domain, it provides valuable lessons for the planning and financing arrangements of SSA-RTE between the centre and the states, and towards understanding access, equity and quality of education. The work will be a major resource for scholars and researchers of education, economics, public policy, development studies, and politics.
9789351720553 B08-UPSC PRE G.S.Solved Q.Paper (1998-2015) Preliminary Examination ...................................................................................1-8 1. Ancient India ....................................................................................................9-15 2. Medieval India ...............................................................................................16-23 3. Modern India..................................................................................................24-46 4. Indian Geography ..........................................................................................47-75 5. World Geography ..........................................................................................76-96 6. Indian Polity & Governance ...................................................................... 97-117 7. Economy ................................................................................................... 118-150 8. Physics ..................................................................................................... 151-158 9. Chemistry ................................................................................................ 159-167 10. Biology ...................................................................................................... 168-182 11. Science & Technology ............................................................................ 183-193 12. General Knowledge & Current Events ................................................ 194-236 13. General Mental Ability .......................................................................... 237-261 General Studies Solved Paper — 2012 Categorised ................... 262-277 General Studies Solved Paper — 2013 Categorised ................... 278-290 General Studies Solved Paper — 2014 Categorised ................... 291-303 General Studies Solved Paper — 2015 Categorised ................... 304-316 Tags: UPSC, IAS, SSC, CSAT, Civil Services Exams
This ground-breaking book considers current perspective on educational reform in the Asia-Pacific regions with a focus on a new era of special education, particularly as this relates to the educational reform towards inclusive education.
The International Handbook on Learning, Teaching and Leading in Faith Based Schools is international in scope. It is addressed to policy makers, academics, education professionals and members of the wider community. The book is divided into three sections. (1) The Educational, Historical, Social and Cultural Context, which aims to: Identify the educational, historical, social and cultural bases and contexts for the development of learning, teaching and leadership in faith-based schools across a range of international settings; Consider the current trends, issues and controversies facing the provision and nature of education in faith-based schools; Examine the challenges faced by faith-based schools and their role and responses to current debates concerning science and religion in society and its institutions. (2) The Nature, Aims and Values of Education in Faith-based Schools, which aims to: Identify and explore the distinctive philosophies, characteristics and guiding principles, values, concepts and concerns underpinning learning, teaching and leadership in faith-based schools; Identify and explore ways in which such distinctive philosophies of education challenge and expand different norms and conventions in their surrounding societies and cultures; Examine and explore some of the ways in which different conceptions within and among different religious and faith traditions guide practices in learning, teaching and leadership in various ways. (3) Current Practice and Future Possibilities, which aims to: Provide evidence of current educational practices that might help to inform and shape innovative and successful policies, initiatives and strategies for the development of quality learning, teaching and leadership in faith-based schools; Examine the ways in which the professional learning of teachers and educational leaders in faith- based settings might be articulated and developed; Consider the ways in which coherence and alignment might be achieved between key national priorities in education and the identity, beliefs, and the commitments of faith-based schools; Examine what international experience shows about the place of faith-based schools in culturally rich and diverse communities and the implications of faith-based schooling for societies of the future.