Give Your Child The Best Education
A good education is the foundation of a good life and the overall development of a child is entirely dependent on the educational background of the child. An individual can achieve what he believes in if he has the right educational background and approach towards life. Play Schools In Indirapuram makes the role of a good primary school or preparatory school enormously significant in not only preparing the small children for the secondary school, but also in shaping their future right. As a parent, you cannot afford to go wrong when it comes to choose a primary school for your child. It is your prime duty to choose the best preparatory school to ensure a rock-hard foundation for your little child.
If your child is somewhere between three and a half years old and you are searching for a best preparatory school for him/her, you should first know what all facilities and features make a primary school the best in the category.
School In Indirapuram a best primary school is one which makes it a point to nurture a child’s potential to the full in all areas ranging from academics to art. The children are taught to be well-mannered besides being intrusive. They know the fact that a curious mind learns faster than an apathetic one, and so never discourage your child from being curious.
The Foundation Stage is the first stage of the life with its focus on major learning areas – physical development, knowledge and understanding of the environment, innovative development, personal, social and emotional development, and development of communication, language and literacy. A good preparatory school gives strong prominence on the foundation stage for the children aged between three and five.
The best primary schools are very much aware that each child is different and so will experience different stages of development. As a result, their staff plans activities taking into account the distinctive needs of every child.
Education Prohibited In Meles Zenawi’s Tyrannical, Fake ‘ethiopia’
We cannot accept anymore the myth that nobody can be worse than Hitler, Stalin, and Pot Pot; the reason we cannot is simple: the worse already exists, and if we do not see it in all its aspects, dimensions and activities, we simply let it expand. Even if an impotent and marginal state like pariah, bogus-Ethiopia, can generate nightmares of incredible extent. If not by itself, by the justified reactions it can provoke to its inhuman practices.
Amhara and Tigray ruled Abyssinia: the realm of ignorance and barbarism
Parochial and iniquitous relic of eras bygone for Europeans and unknown to Americans, Meles Zenawi’s tyranny has more in parallel and common with the Medieval times of Sigeric, Geiseric, Hilderic, and Athalaric than with 19th century despotisms and 20th century dictatorships.
Ruled by quasi-analphabetic monks, whose heretic Christianity had been refuted by Constantinople and Rome, the Amharas and the Tigrays based their society on fear and blind, unquestioned faith. Their hatred of Catholic and Protestant missionaries and European explorers of Gueze, their own old and liturgical language, caused torture and death to many willing to expand Lights and Knowledge in that part of the world.
Literacy was traditionally viewed very suspiciously by the debteras, these heretic and mostly illiterate monks, who read their Scriptures with the utmost difficulty; to cover their ignorance, they order their servants to hide manuscripts and to kill Westerners who attempt to take them for study and publication in Europe and America. In a place like this, ‘public school’ is never an institution truly accepted and irreversibly adopted by the local, anachronistic establishment.
It goes without saying that, with the expansion of the Amhara kingdom at the end of the 19th and the beginning of the 20th century, the enslaved peoples, the Oromos, the Sidamas, the Afars, and the Ogadenis became the object of unprecedented genocide. The genocide had a definitely cultural educational dimension; they could not let them preserve their national and cultural identity because this would soon create liberation struggles as it did. For a moment, the Abyssinian tyranny decided to export Amhara culture and education to the enslaved peoples. This was Pandora’s box.
With their national languages written in Latin, thank to the educational efforts of European missionaries and academia, the Oromos, the Ogadenis, the Sidamas and the other enslaved peoples learnt to great extent Amharic as a foreign language, and this helped them understand better their invaders, their brutal and barbaric culture, and their totalitarian and anachronistic mentality. As a matter of fact, it became easier to the oppressed peoples of Abyssinia to differentiate themselves from the oppressors.
The problem was ‘solved’ in another way at the times of the pro-Communist Mengistu tyranny; Amharic would become in Abyssinia what Russian was in the Soviet Union. This effort lasted almost two decades, and generated among the oppressed peoples an even stronger feeling of refutation of the oppressors. In today’s Abyssinia, the majority of those who can speak Amharic hate, despise and detest Amharic as language of their oppressors and tyrants. Useless for them, except when in contact with the tyrannical administration, Amharic will become even more insignificant, when the Oromos, the Sidamas, the Afars, and the Ogadenis achieve their independence and statehood. The reason is simple: if for the entire country, the literacy rate is approximately 43%, literacy among Amharas does not exceed 20%.
Today, with Meles Zenawi’s effort to embellish the Abyssinian tyranny and make resemble a democracy, police practices are pursued in most of the provinces trying to turn children originating from the oppressed peoples away from the schools. The totalitarian Zenawi administration realized that the only way for fake ‘Ethiopia’ to survive is to resemble a mortuary; either they butcher of they kick out of the school without pretext. UNESCO and the other international bodies, world academia and NGOs should focus on the following document issued before some days by the Oromo Liberation Front.
A 2007 Mortuary called ‘Ethiopia’
It bears witness to an obscurantism far worse than that of Hitler and Stalin; and this is not an exaggeration or a figure of speech, but the tragic reality of a 2007 Mortuary called ‘Ethiopia’.
Expulsion of Oromo students form schools continued
Since its ascendance to power the Ethiopian minority regime has been bent on campaigns of terror on anything Oromo well across the board. In recent past, it focused on expulsion of Oromo professionals from their jobs and deriving Oromo kids their rights to education. Accordingly, this month alone, 9 Oromo students were expelled from schools in West Shawa zone of Oromia for no known reasons.
The names of the victimized students are:
1. Girma Nagassa (previously imprisoned for 8 months and later released without charges),
2. Getacho Idoosaa (also been suspended from school for a year before)
3. Dagitu Tashome
4. Anbassa Tariku
5. Tadassa Tasu
6. Dajane Ababiyaa
7. Tamira Tarafa
8. Garado Asafaa
9. DajaneAduyna
Residents of the areas have identified the following under cover government security officials who are behind the crime against Oromo kids in the area:
1. Shanbal Nagassa (works for district administration office)
2. Baqale Banti (vice administrator of the district)
3. Sichala Dheressaa
4. Balate kumaa (member of school board)
5. Ababa Lelisa (works for rural development office)
6. Alamayo Tafaa
We would like to alert Oromos in the region to be aware of the covert operations of these individuals and take necessary precautionary measures.
Victory for the Oromo People!
[Top]Top 10 Advantages Of Interactive Video Conferencing In Modern Education System.
Extend course offerings to unreachable locations Offer courses to advanced learners, special needs students, faculty, staff, and parents, home based students and community members who earlier had limited or no access to your educational courses due to distance constraints. These can now connect to your lectures and classes over Video Conferencing. In Australia the introduction of video conferencing has helped rural Institutes expand by 500%!
2. Enhance and share expertise with Subject Matter Experts For locations with limited access to specialised instructors, campuses can connect to share resources and subject matter expert teachers in order to offer programs to all students across distant locations and even remote villages.
3. Student Collaboration Projects across geographic boundaries One science project, ten eager minds, and three locations. There are no boundaries for peers to learn teamwork and advance their skills together. Collaborate with another class in another city to discuss issues and ideas, participate in a student-led discussion about a science project; offer prep classes; and much more!!
4. Interactive, virtual field trips Take students on exciting, educational field trips without leaving the classroom. See Museums, ancient fossils, dance programs or live aquariums. With crystal clear HD video, its as good as being there.
5. Student-Parent-Teacher Benefit – Video Conference can give busy parents direct access to teachers which ultimately supports their children’s academic achievement. The bond between parent and teacher also increases, as video communication widens the scope of communication. There is no need to fret over ignored parent-teacher conferences, as these regular meetings can easily take place at more convenient times for both instructors and parents. This saves both time and travel expense for both parties involved.
6. Video conferencing for Administrative purpose – In today’s competitive environment, educational institutions are highly concerned with inter campus connectivity, operating more efficiently, and reducing travel costs. Administrators must manage busy schedules that are filled with meetings, briefings, and regulatory requirement deadlines.
7. Enable accelerated decision making, and accomplish organisational goals and objectives via Video Conferencing.
8. Eliminate the need for travel and time out of office Save time and expenses associated with travel when you connect virtually for administrative meetings or Trainings and Lectures.
9. Share Expertise & New Employee Trainings Connect with colleagues, collaborate on projects, host new employee Trainings, and discuss significant issues between campuses.
10. Greater access Allow administration and staff to tap into the field of experts to participate in educational programs such as graduate degree activities, continuing education course work, professional development, and access to other resources otherwise not available locally.
[Top]How To Improve Rural Education In India
Indian literacy rate in the year 2011 census was 74.04 Government of India has taken several measures to improve the literacy rate in villages and towns of India. State Governments has been directed to ensure and improve literacy rate in districts and villages where people are very poor. There has been a good improvement in literacy rate of India in last 10 years but there is still a long way to go.
Many children living in rural areas receive a level of education which is very poor. But City areas level of education is very good.
To compare with city education and rural education:
“There are many schools in cities and towns but there are very few schools in villages and the rural areas.
“Transportation facilities like bus pick and in city schools where as children in rural areas have to walk miles to reach their schools.
“Basic amenities like no drinking water in provided in some of the schools in villages.
“Level of education in City schools is far advanced as compared to the basic level taught in rural schools.
“Computer facility is there city areas but no computer facility in villages.
“Group classes are taken by using video conferencing and audio conferencing in City schools where as no such facilities are provided for students in rural schools.
“The teachers are given tools like laptops, printers to provide notes and other important notices to the children in city schools while there are no such facilities in the rural schools.
“School infrastructure in case of cities areas is much more advanced as compared to that in schools in rural areas where some times children are even made to sit on the floor due to non-availability of furniture.
” School education in city areas is more advanced especially since there is a lot of computer aided teaching.
“Apart from the course curriculum rural schools are not able to involve children in other activities like sports, co-curricular activities and competitions. Such events and activities tend help in the over all development of the children.
Government of several measures India has taken to improve the education in villages and towns of India. But some step to improve rural side education.
List of Steps taken by Government of India to improve rural areas side education in India:
Step1: To provide free standard education to rural children.
Step2: Supporting children for higher education.
Step3: Guiding and Supporting Research scholars in Educational Development.
Step4: Implementing new teaching methodologies and Assessment system.
Step5: Promoting all schools to stress free environment.
Step6: Free education programs to poor people living in villages.
Step7: To provide Free Internet facility.
Step8: In our schools in rural side monthly once arrange seminar on any one topic example how to develop our communication?
Step9: In rural side must to teach spoken English. Because in this world English is very important. Most of the country speaking in English so rural side the government takes the step to provide free spoken English.
Step10: Maintain rank card system. Giving gift to top ranking students.
Step11: Extra caring to teach the poor students.
Step12: Yearly twice arranges the industrial visit.
Step13: Arrange the bus facility.
Step14: Maintain uniform education for all states. The Government of Tamil Nadu has been implemented the Common School System is called “Samacheer Kalvi” or Tamil Nadu Uniform System of School Education or Equitable education system. This is very good System. This System purpose is to make same quality syllabus which can stop discrimination based on economy, caste, religion and background for all school boards in Tamil Nadu. If we will have uniform education system in the states poor children can get more advantages of better education.
AN INVESTIGATION INTO THE EFFECTS OF IMPROVISED INSTRUCTIONAL MATERIALS ON THE PERFORMANCE OF SENIO
ABSTRACT The result of improvised instructional materials on students’ performance longitude and latitude at the senior technical colleges was assessed. Two hundred students of all senior technical colleges participated in the study. The students were grouped into two:- control group and experimental group (20 students formed each group “control and experimental”) preset was administered to both groups. Alter exposing the experimental group to treatment, post-test was administered. Mean and standard deviation was computed; ranked are used to answer the research question for the study. The t-test statistics was used in testing the null hypothesis formulated. The finding of this study shows that the group taught with improvised instructional materials performed better than the group taught without any instructional materials. Recommendations were offered on ways to promoting, encouraging and arousing the interest of teachers in the improvisation of mathematics equipment and materials.
INTRODUCTION For the purpose of definition, technical colleges are a post-secondary vocational training programme whose major purpose is the production of technicians and craftsmen. It is a special grade of vocational education which can be distinguished from other educational programmes because more mathematics and science are required in the training programme Okorie (2000) Today the population of Technical colleges has continue to decrease in the country, equally there had been an enormous decrease in the students population. This is due to the unimpressive state of the nation’s economy, the government has found it very difficulty to adequately finance technical colleges and also provide the scientific equipment required by these colleges. Therefore many technical colleges in the country operate without standard mathematics and science laboratories. Obviously the situation is not likely to improve in the nearest future judging from political and economic state of the nation, due to inadequate funding of the schools and colleges in the country. Consequently, the demand for mathematics and science equipment will continue to remain by these schools and colleges and the most feasible way to adjust with this demand is to resort to the improvisation of teaching equipment and materials. In Nigeria and other foreign countries, a lot of research work on improvisation of teaching of mathematics and science subjects had been carried out as part of the effort to promote, encourage and arouse the interest of mathematics and science teachers, educators and curriculum developers in improvisation of teaching equipment and materials. Alghomlan (1990) explain why mathematics teacher should improvise with available materials in other to achieve their aims in teaching. Therefore instructional materials help the teacher to meet individual differences of learners in class by using aid that appeal to different sense (Moronfola, 1983) Aina (2013), stressed that instructional materials are to supplement verbal explanation of concepts or any description so that the learning could be real to the student, therefore the national policy on Education (2004) emphasizes the teaching and learning of science principles, it also stated that the provision and use of science will lay a sound bases for scientific and reflective thinking among pupils. Ugoata (2006); Nwagbo (2008), asserted that teaching equipments and materials are often lacking in our schools. However, some of the equipments needed for teaching mathematics in technical colleges can be improvise to arose the interest of the students. Abimbola (1999), stressed that the primary purpose of instructional materials is to make learning more effective, and also facilitate it. Provision and use of instructional materials for mathematics teaching will lay a sound basis for scientific and reflective thinking among technical students. Studies have shown that the students enjoyed or gain more when improvised materials were used for teaching physics (Aina 2013).this was also supported by Eyetsemitan (2000) and Achimigu (2006) that the use of instructional materials improve achievement in basic science. METHODOLOGY An experimental design was used for this study, in which quasi-experimental approach was used. There was an experimental group and a control group. The experimental group was exposed to improvised materials. Their performances were later compared using the mean scores in pre-test and post test scores. Senior students of all the five Technical colleges in Kwara State were used for this study A total of 200 students comprising of 155 males and 45 females constitute the entire population which was considered appropriate and manageable by the researcher. These students were divided in to two groups. One group was experimental (20) and other group was for control (20) Two groups (A & B) of senior students from all the five technical colleges in the state were taught mathematics lesson on the determination of distance between two points on the earth surface along the lines of latitude. The duration was 45minites each. Each group comprised of twenty (20) students. Group A was taught with improvised instructional materials, while group B, was taught without using improvised materials. At the end of the lesson, group A and B were given a written test, their script were collected and marked, and the scores were later analyzed.
HYPOTHESIS There is no significant difference between the performances of students taught using improvised instructional materials and those taught without using instructional materials.
DATA ANALYSIS Student’s scripts were marked and the scores obtained by each of the two group of student were recorded independently. The mean score of each group was then calculated t – test was also computed to find out whether or not there was any statistical significant difference in the two mean score. RESULTS Table 1 shows the number of students that took part in the pre-test and post- test for each of the two group, i.e. experimental group and control group the table therefore shows that 200 student took part in the pre-test and the 200 students took part in protest. TABLE 1: DISTRIBUTION OF STUDENTS S/NOGroupsNumbers of students Pre- testPost- test AExperimental Group100100 BControl group100100 Total200200
Table II: – shows the mean scores of the two groups in the pre- test. The results indicate that the students had little or no prior knowledge of longitude and latitude due to their poor performance in the pre- test conducted. Table II: MEAN SCORES FOR THE PRE- TEST DescriptionExperimental groupControl group Total score75-IK No of students100100 Mean score23.824 Table III shows the test computation of students taught with improvised instructional material i.e. locally made “globe of the earth” and their counterpart without improvised material
VariablesNoMeanSDDfCalc.tCritical value tDecision Students taught with improvised material10082.59.85998.641.970Rejected Students taught without improvised material10041.56.75 HYPOTHESIS There is no significant difference between the performance of student exposed to improvised instructional material and those not exposed to it. The hypothesis was tested using t-test statistics at 0.05 alpha level of significant. Judging from table 111 above, it is indicated that die t-calculated value is 8.64, while the critical or t- table value in 1-970. Since the t-calculated value is greater than the t-table, therefore null hypothesis is hereby rejected. Hence there is significant difference in the performance of student taught using improvised instructional materials and their counterparts taught without improvised instructional materials. DISCUSSION OF FINDING Pretest mean scores for the two groups are higher than the scores of their post- test of die two groups, experimental group scores was also higher than that of control group scores. Differences in their scores indicate the effectiveness of treatment given to the experimental group. This was confirmed by the t-test statistics computation of the two groups. The treatment easily aroused their interest, aid their retention and stir-up the cognitive conflict in them, thereby engage them in active participation in the lesson presented. The control groups in order hand were just presented with facts and reasons. These act allowed students to a passive participation in the lesson thereby do courses mass failure in mathematics as a subject. CONCLUSION Mathematics teaching/learning at both junior and senior students of technical colleges required a lot of handling of teaching equipment and materials by the student’s before any meaningful learning could be achieved by the teacher. Therefore, in the absence of no unready made equipment, mathematics teachers should be encouraged and advised to always design and construct equipment and material by improvising from the available resources. RECOMMENDATIONS Based on the finding of this study the researcher makes the following recommendations: 1.That a comprehensive syllabus be prepared along with appropriate suggested teaching equipment and material by curriculum planners who are in charge of mathematics to guide mathematics teachers, so that the teaching and learning of mathematic in Nigeria may be thorough enough to achieve the technological development. 2.The national commission for college of education should introduce into the present NCCE curriculum for mathematics a detail comprehensive course on improvisation of mathematics equipment and materials.
REFERENCES Abimbola, A. (1999). Principles and practice of Education Technology, Ibadan, Nigeria: International Publisher. Aina, J. K. (2013). Instructional materials and Improvisation in Physics Class: Implication for Teaching and Learning. IOSR Journal of Research & Method in Education Aigbomlan, D.O. (1990) Improving the attitude of primary school science teachers toward improvisation, Journal of Science Teachers Association of Nigeria, 26 (2), 53-58 Achimugu, L. (2006). Resources Materials for Teaching Primary Science. In U. Nzewi (ed). Science Teachers Association of Nigeria Annual Conference Proceedings, 339-345. Heinemann Publishers Plc. Eyetsemitan, P.E. (2002). Curriculum Design and Development: The Teaching and Learning of STM with the Primary Science Curriculum. In M.A.G. Akale (eds) 43rd Science Teachers Association of Nigeria Annual Conference Proceedings, 420-425. Heinemann Publishers Plc. Federal Ministry of Education (2004) National policy on Education. Lagos, NERDC Morohunfola, P.I (1983). A study of relationship between instructional resources and students’ academic performance. (Unpublished master’s thesis) University of Ilorin, Ilorin, Nigeria.
Nwagbo, C. (2008). Science, Technology and Mathematics (STM) curriculum development; Focus on problems and prospects of Biology Curriculum Delivery. N. Udofia (eds) 49th Science Teachers Association of Nigeria Annual Conference Proceedings. 13-15. Heinemann Publishers Plc. Okorie, JU (2001) Vocational industrial education, league of researchers in Nigeria (LRN) Bauchi Nigeria. Uyoata, U.E. (2006). Availability, selection and utilization of instructional resources for teaching Primary Science in Uyo Local Government Education Authority, Akwa.
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