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The present study was conducted with a view to investigate the relation in academic achievement and intelligence among physical education students of government and private schools. The sample consisted of 150 students from senior secondary schools from Muktsar city. Academic achievement scores were taken from the office report cards of the different schools and verbal intelligence test developed by R.K.Ohja and K.rayChowdhary (2005) were used. The statistical techniques like mean, SD and correlation were calculated. The result shows that there is relationship between academic achievement and intelligence and there is no significance difference between the academic achievement and intelligence on the basis of gender and type of schools.

Education is very important for all individual; disabled and non-disabled; to succeed in the development of a country. The increase in the number of disabled people (OKU) registered in every year, leads to the increase number of disabled students (OKU) at government special needs school. Due respect to the condition of the students, facilities in special needs schools should be always in good condition to ensure the education and learning process occurred in smoothly. However, there is always a problem with limited number of facilities in special education schools for a number of specific areas and consists of just a few basic things; provision of ramps, defective passages and disabling toilets and so on. Beside provision of non-compliance facilities within the schools also inhibit student movement and activity. Hence, this study aims to critically examine the relationship of facilities at special school in Malaysia and learning performance. This study focus on the Vocational Special Education Secondary School within Peninsular Malaysia. To understand the idea of study in depth many information had been reviewed from previous related study areas. Based on the questionnaire of previous study proved that learning performance of disable people can be effect by facilities. An important factor to increase the learning performance of the disable people are to providing the requirement by build OKU-friendly facilities. The results of the study represent the relationship of learning performance and facilities that can be used as a guideline and awareness to Ministry of Education (Special Education Division) in order to give equalities between normal people and disabled people. Keywords: Disabled Student, Facilities, Special Education School, Learning Performance

Research on school education is exceptionally active at present. This heightened level of activity is partly due to the realization that, compared to other countries, Germany knows very little about its school system. Before the results from the first cycle of PISA (Programme for International Student Assessment) were published at the end of 2001, for example, even the proportion of immigrant students attending German schools was largely unknown (Baumert and Schümer 2001). Although the situation has changed tremendously over the last 10 years, many questions remain open. One of the major research gaps pertains to how students' competencies and other aspects of educational success develop over time and across different stages of the education system. Similarly, information on factors shaping these developments is lacking. This is particularly the case for process factors within schools, classrooms, and families that affect student learning. Although considerable progress has been made in capturing cognitive competencies and skills, moreover, little is known about how they unfold over time. Also, the role "soft-skills," such as social competencies, play as determinants and outcomes of educational processes is largely unclear. To provide a basis for exploring these and other issues, it is necessary to make existing data sets available to researchers and to generate additional data sets with improved research designs and instrumentation.

Description based on v. 3. ; Includes index. ; "June 1993"--Vol. 3. ; Shipping list no.: 93-0353-P (v. 3). ; Distributed to some depository libraries in microfiche. ; At head of title: Committee print. ; Cover title. ; Mode of access: Internet.

"Is there life after death for secondary education? This book focuses upon the quality of learning. Educational 'Reform', too often begins with qualifications, examinations, institutional provision, paths of progression. Whilst these are important, their value lies in the support they give to learning in its different forms. This book starts with the aims of education and progresses onto what it means to learn (practically, theoretically, morally) taking into account the very many different needs of the learners. In so doing, it will be both philosophical in analysis and empirical in example. So much is happening 'from down below' that goes unrecognised by policy makers. But innovations too often get hampered by government interventions, by a bureaucratic mentality and by failure to spread good practice. The general argument of the book, therefore, will be illustrated throughout with detailed references to practical developments in schools, colleges, the third sector, youth work, independent training providers and professional bodies, all expressed from an international angle"--

Investment in secondary schooling in Sub-Saharan Africa has been neglected since the World Conference on Education for All at Jomtien. The World Education Forum in Dakar began to recognize the growing importance of post-primary schooling for development. Only 25 percent of school-age children attend secondary school in the region-and fewer complete successfully, having consequences for gender equity, poverty reduction, and economic growth. As universal primary schooling becomes a reality, demand for secondary schools is increasing rapidly. Gaps between the educational levels of the labor force