Suchergebnisse

Furthering elementary English education in Japan
In 2020, foreign languages were introduced as a subject in the upper grades of elementary school in Japan. The main objective is to develop communicative competence in English education in Japan. It has consequently raised the urgent question of how it should be assessed.

ELEMENTARY AND SECONDARY EDUCATION ACT REFORM, REAUTHORIZATION AND ACCOUNTABILITY CONSIDERATIONS -- ELEMENTARY AND SECONDARY EDUCATION ACT REFORM, REAUTHORIZATION AND ACCOUNTABILITY CONSIDERATIONS -- CONTENTS -- PREFACE -- Chapter 1 ACCOUNTABILITY ISSUES AND REAUTHORIZATION OF THE ELEMENTARY AND SECONDARY EDUCATION ACT -- SUMMARY -- INTRODUCTION -- EVOLVING ROLE OF THE FEDERAL GOVERNMENT IN EDUCATION-RELATED ACCOUNTABILITY -- Standards-Based Reform Movement -- Goals 2000 -- The Improving America's Schools Act -- THE NO CHILD LEFT BEHIND ACT -- Adequate Yearly Progress

To spread education in case of highly marginalized section of our society has been a colossal task to any Govt. particularly to the tribal people. The strong point of a society lies in the task of education training, development and allocation of its man power resources. It can be said that education plays an imperative complete development of individuality so that one can make an original contribution to human life according to one's best competence. Making primary or elementary education available for all rural Indian children has been one of the major challenges for the all the Government. Furthermore, the quality of elementary education in rural India has also been a major cause of concern for the any Government. This paper draws attention of the readers about the conditions and settings of the rural schools in Karnataka State, South India.

"Serial no. 112-12." ; Shipping list no.: 2011-0343-P ; Includes bibliographical references ; Mode of access: Internet.

"[C.--5485.-II.]" ; "Presented to both Houses of Parliament by Command of Her Majesty." ; Chiefly statistical tables. ; Mode of access: Internet.

This book analyses the magnitude of public expenditure on education, the composition. of such expenditure, the flow of funds from the Centre to the districts, and the. bottlenecks in the process, with a focus on elementary education. Most of the. existing body of work in this area concentrates on Central Government`s budgetary. provisions instead. The significance of this research lies in that it dwells on. the major challenges confronting the States with regard to these issues. Public Provisioning for Elementary Education in India focuses on elementary. education in the context of the ongoing

Education is basic need of each and every child. It is an index of social, individual, economic development and progress of whole country. Elementary Education is the base of education pyramid. At this stage children learn many skill, habit formation, morality, adjustment with environment, know the world, culture, develop scientific temperament and logical thinking that will helped in carrier choice and succeed in future life. It is directed in article 45 of Indian Constitution provision of free and compulsory education up to age 14 and after 86th amendment Act 2002 made education a fundamental right for all children. In spite of these efforts universalization of elementary education cannot achieved its goal so Indian government has been started many schemes to hit the target. The current paper throws the light on various schemes like District Primary Education Program, Operation Blackboard, Sarva Shiksha Abhiyan, National Elementary Education Mission, Mid Day Meal and Non Formal Education etc.

The global economic crisis and the current conditions of market economy require an intelligent, spiritually rich, open-minded, creative, educated, skilled individual who is able to offer himself/herself in the labour market and promote his/her consumer education and participation in society during the economic downturn. Each person faces the increasing diversity of decision making daily in both personal and public life as responsible citizens in a democratic society, effective participants of global economy, knowledgeable consumers, enterprising and productive workers and competent decision makers. The research is carried out within the framework of the PhD thesis "Essence of Consumer Education in Elementary School" that aims to analyze consumer education content within elementary education, pupils' needs in the field of consumer education and create the appropriate learning content. The paper analyzes pupils' learning outcomes in consumer education in the context of sustainability.

Problem: There is a definite desire and demand from the people of India for elementary educational opportunities for all children. Since not all children between six and fourteen years of age are able to attend school, it is essential to know why. This study examined some of the factors which tended to influence the financial ability of the government to provide a sufficient number of schools so that all children may attend. Data Collection, Methods, and Procedures: Data has been collected from a review of selected resource material which answer the following questions: What is India presently spending on elementary education? What could India afford to spend annually for implementing universal elementary education? How much money is required to place all children into a school system? What other factors interfere with the potential financial resources which cannot be assigned to promote elementary education? Important findings: Under existing conditions, India is doing reasonably well regarding economic progress; but it could be improved considerable if all the available resources, manpower, and material were utilized to the maximum, thus greatly increasing the Gross National Product (GNP). Unfortunately, concerted effort from all concerned is greatly lacking. The caste and class-biased society is not single-minded, hence it fizzles out into different directions with very little improvement. The well-developed nations like the United Kingdom invest 6.2 percent of its GNP in education, USSR 7.00 percent, Japan 5.2 percent, and other developed countries an average of 4.5 percent, whereas India invested an average of 3 percent of its GNP in education. If India would invest 6 percent or more of its GNP to education, it could place all the children in school by 2000 A.D. If it does not, however, it may not be able to bring all the children into the school system. This is due to an increase in the population of more than ten million children per year, and the lack of available financial resources to educate them. At present, in addition to the children who are already in elementary school, the educational system absorbs an additional four million children from grades (standard) 1 to 8 each year, but six million children are left out of the school system every year. These are being added to the list of illiterates. Furthermore, unless the birth rate is considerably reduced soon, the increased GNP evident in the 1980s will be consumed by the increasing number of children and by other cultural factors – i.e., the destruction of one-third of the annual harvest of food. If this large quantity of food grain were conserved, it would undoubtedly support the entire elementary educational program in the country. Conclusions: Thus far the elementary-school system has boosted the enrollment in schools, but the educational authorities have not paid attention to retain those who have enrolled nor to control the dropout rate. It is time to enforce attendance laws in the public school system. Since education is the responsibility of the state, the Federal Government should provide financial assistance to help provide food for the poor families who lose part of their family in come when their children attend school. As long as elementary educational opportunity is denied by not allocating sufficient funds for education, future losses in various areas will be greater and social unrest will increase. This principle of loss has been frequently stated by well-known international economists. Well-developed industrial nations have learned of the need for education by experience and research evidences prove the value of universal education.

Amidst budget cuts, increased dependence on standardized testing, and the reduction of programs, school systems are dismissing the arts as an expendable luxury that is nonessential for improving SOL scores, despite their Federal status as a core-curriculum discipline. However, as both existing literature and current educators in the field of elementary education agree, the arts offer students a unique set of skills, traits, and perspectives not available elsewhere in the curriculum. While some teachers attempt to teach inter-disciplinary units in an effort to include the arts, this often leads to the arts being viewed as a method of teaching rather than its own distinct discipline. To ensure the arts' rightful place in elementary education, parents, educators, administrations, and government leaders need to develop an environment that recognizes and appreciates the arts' unique contribution to a holistic education.