jaipur rugs foundation

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                today I am going to tell you about the jrf...

jaipur Rugs Foundation (JRF) was established under the Rajasthan Public Trust Act in the year 2004 by Mr. Nand Kishore Chaudhary, Founder of the JAIPUR group. JRF is a non-profit organization that catalyzes sustainable livelihoods for people engaged in the entire carpet value chain by empowering them to establish collective enterprises through enhancing their artisanal and business skills. The overall work mandate of JRF is to reach out to remote rural areas and establish bonds with the undeserved communities, especially women, enabling them to start weaving not just rugs but also their own lives.

Our core focus of JRF is to provide skill building and skill up-gradation training to those artisans who are associated with carpet weaving and thereby substantially increase their income. Since most of the artisans involved are women, increased income will make meaningful contributions in alleviating poverty. We facilitate income generating opportunities at the door steps of artisans residing in the remotest of the locations and forward & backward linkages with the aid of our strategic partners.

Verticals

There are two major verticals upon which our functioning depends on- these shown below in tabular form:

Enterprise Development

Skill Development

Sustainable Livelihoods

Grassroot Enterprisest

• Enabling the unskilled poor people (especially women) to become skilled artisans in carpet value chain through community mobilization and organizing trainings for skill development.

• Providing market linkages through industry affiliations, thus ensuring access to sustainable livelihoods.

• Collectivization of individual artisans into suitable groups and institutions so as to promote community ownership through grassroot enterprises.

Social Development

Facilitation and Linkages

Awareness Generation

Field Interventions

• Starting with artisans and their families, JAIPUR would like to gradually penetrate into integrated village development in the arenas of: Education, Health ,Hygiene and Sanitation, Non-Conventional Energy

...and more as per community needs and partnership possibilities with the other Base of the Pyramid (BoP) champions

 

Sports And Education in U.S.A

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We help athletes to receive athletic scholarships to universities in the U.S.A.. These scholarships allow them to continue their sports career after secondary school graduation and help to ensure their future with a diploma that is recognized all over the World.

Along with receiving a great education, you will continue your sport at a high level, live and study in a very international and friendly environment, meet people who come from a variety of cultures, travel a lot with your team and, no less important for international students, upon returning from the U.S., you will speak fluent English.

You have a chance to get all this for free, while others pay a lot of money.



IMPORTANT !



ITF, WTA, ATP ranked tennis players - athletic scholarships for Spring and Fall semesters of 2014 are waiting for you right now ! Please apply via "contact us".

All athletes aiming to start a university in 2014 - sooner you will apply, better schools and larger scholarships we can find for you!!!

Testimonials

„Thank you for your work, care and patience, as well as the leadership and the time devoted to fulfill my dream. I am in New York !!! The great school - Manhattan College. Here I have a wonderful coach, who also works with athletes who will go to the London Olympics, highly professional teachers and friendly students all around. That's exactly what I was looking for. Thank you and good luck!"

if you want to more about it so click on the given link.
http://www.sport-education-usa.com/en/sports

EducationUSA

 

Your Source on U.S. Higher Education

IIE assists the U.S. Department of State in managing the Regional Education Advising Coordinators who work with the more than 400 EducationUSA Centers worldwide and help advisers to provide prospective students with resources, workshops and information on studying in the United States.

 

 

 

　

EducationUSA is a global network of more than 400 advising centers supported by the Bureau of Educational and Cultural Affairs at the U.S. Department of State. The Bureau of Educational and Cultural Affairs (ECA) fosters mutual understanding between the United States and other countries by promoting personal, professional, and institutional ties between private citizens and organizations in the United States and abroad, as well as by presenting U.S. history, society, art and culture in all of its diversity to overseas audiences. The foreign students of yesterday are becoming the world leaders today.

 

EducationUSA Mission

 

EducationUSA centers actively promote U.S. higher education around the world by offering accurate, unbiased, comprehensive, objective and timely information about educational institutions in the United States and guidance to qualified individuals on how best to access those opportunities. Millions of prospective students learn about U.S. study opportunities through EducationUSA centers each year. Centers are staffed by professional advisers, many of whom have first-hand experience having studied in the United States themselves, adhere to ethical standards, and/or have received State Department-approved training about U.S. higher education and the advising process.

 

EducationUSA advisers work in a variety of host institutions, such as Fulbright Commissions, IIE offices, AMIDEAST offices, American Councils, U.S. embassies and consulates, bi-national centers, universities, and public libraries who share a common goal: assisting students from their country in accessing U.S. higher education opportunities.

 

EducationUSA staff in Washington also work with the U.S. higher education community, providing information on international education policy, global education systems, the importance of recruiting international students, how to cooperate with EducationUSA centers around the world, and how to maintain an international-student friendly campus and website.

Where U.S. stands in education internationally

*The United States was one of the few countries that cut spending on public education during the financial crisis.

While public investment in education for all levels of education combined increased by an average of 5% among OECD countries between 2008 and 2010, it dropped by 1% in the United States. Among the 31 countries with available data for the period, only four countries in addition to the United States cut back on public expenditure on educational institutions: Estonia (by 10%), Hungary (by 10%), Iceland (by 3%) and Italy (by 7%).

*Despite the drop, the United States still spent more on public education on a per-student basis than any other surveyed country.

In 2010, the United States spent 7.3% of its GDP on all levels of education combined. This is well above the OECD average (6.3%), and more than all other OECD countries, except Denmark (8.0), Iceland (7.7%), Israel (7.4), Korea (7.6%), and Norway (7.6%). Across all levels of education, annual per-student spending by educational institutions in the United States (USD 15 171) is higher than in any other country.

*Early education in the United States is not as well developed as in many of the other countries.

For most children in a majority of OECD countries, especially in European countries, education now begins well before they are five years old. In the United States, in 2011, only 50% of children were enrolled in early childhood education at the age of 3, compared to 68% on average among OECD countries. In some countries, such as Belgium, Denmark, France, Iceland, Italy, Norway, Spain and Sweden more than 90% of 3-year-olds were enrolled in early childhood education. The typical age for entering early childhood education in the United States is 4 years old, but in 2011, only 78% of children this age were enrolled, compared with 85% of 4-year-olds across OECD countries.

*Teachers salaries increased far less in the United States than in most other countries from 2000-2011, and these salaries are not competitive with those of similarly educated workers.

Of the 26 OECD countries with available data, teachers’ salaries increased between 17% and 20% in real terms between 2000 and 2011 – however, in the United States, the increase has been 3%. Only in France and Japan did teachers’ salaries at all three levels fall in real terms by almost 10% during that period. However, during the first years of the economic crisis (2009-11), teachers’ salaries fell for the first time since 2000, by around 2% at each of the three levels of education (primary, lower and upper secondary) for OECD countries with available data.

*Teachers in the United States spend more time in front of the class than their peers in other countries.

On average, primary school teachers spend almost 1 100 hours a year teaching (the OECD average is 790 hours); lower secondary teachers teach for about 1 070 hours a year (the OECD average is 709 hours); and upper secondary school teachers spend about 1 050 hours a year in the classroom (the OECD average is 664 hours). In most OECD countries, the number of hours of teaching per year tends to decrease as the level of education rises; but in the United States, the number of teaching hours is roughly the same in primary, lower secondary and upper secondary education.



*Fewer international students came to the United States in 2011 than in previous years.

In 2011, about 4.3 million tertiary-level students were enrolled outside their country of citizenship. North America is the second most attractive destination for foreign students (21% of the total share) after Europe (48% of the total share). The share of international students choosing the United States to pursue their tertiary studies dropped from 23% in 2000 to 16% in 2011, whereas other countries such as Australia, Korea, New Zealand, the Russian Federation, Spain and the United Kingdom saw their share increase by at least one percentage point during the same period.

*Teachers in the United States spend more time in front of the class than their peers in other countries.

On average, primary school teachers spend almost 1 100 hours a year teaching (the OECD average is 790 hours); lower secondary teachers teach for about 1 070 hours a year (the OECD average is 709 hours); and upper secondary school teachers spend about 1 050 hours a year in the classroom (the OECD average is 664 hours). In most OECD countries, the number of hours of teaching per year tends to decrease as the level of education rises; but in the United States, the number of teaching hours is roughly the same in primary, lower secondary and upper secondary education.

Higher education in India

                                                                         hey friends ,

today i am going to tell you about the higher Education in India

Indian Institute of Management, Ahmedabad (Gujarat)

Indian Institute of Technology, Mumbai (Maharashtra)

India's higher education system is the third largest in the world, next to the United States and China.[1] The main governing body at the tertiary level is the University Grants Commission, which enforces its standards, advises the government, and helps coordinate between the centre and the state.[2] Accreditation for higher learning is overseen by 12 autonomous institutions established by the University Grants Commission.[3]

Indian higher education system has expanded at a fast pace by adding nearly 20,000 colleges and more than 8 million students in a decade from 2000-01 to 2010-11..[4] As of 2011, India has 42 central universities, 275 state universities, 130 deemed universities, 90 private universities, 5 institutions established and functioning under the State Act, and 33 Institutes of National Importance.[2][5][6][7][8][9] Other institutions include 33,000 colleges as Government Degree Colleges and Private Degree Colleges, including 1800 exclusive women's colleges, functioning under these universities and institutions as reported by the UGC in 2012. The emphasis in the tertiary level of education lies on science and technology.[10] Indian educational institutions by 2004 consisted of a large number of technology institutes.[11] Distance learning and open education is also a feature of the Indian higher education system, and is looked after by the Distance Education Council.[11] Indira Gandhi National Open University is the largest university in the world by number of students, having approximately 3.5 million students across the globe.[12][13][14]

Some institutions of India, such as the Indian Institutes of Technology (IITs), Indian Institutes of Management (IIMs), National Institute of Technology (NITs) and Jawaharlal Nehru University have been globally acclaimed for their standard of education.[11] The IITs enroll about 8000 students annually and the alumni have contributed to both the growth of the private sector and the public sectors of India.[15] However, India still lacks internationally prestigious universities such as Harvard, Cambridge, and Oxford.[16].

Rashtriya Counsil Of School Education

 

Secondary: The candidate should have completed 14 Years of age on 1st March of the year of admission;

　

Note: The candidate would be required to submit one of the following documents as a proof of age:

School leaving certificate of Govt./Recognized school duly countersigned by the district education officer or equivalent rank of the area concerned, date of birth certificate from Municipal Committee/Registrar of birth &death along with an affidavit by the parents/guardian in confirmation of the name and date of birth of the candidate.

In case Municipal Committee record of Date of birth is not available and the candidate has never studied in any Govt./ Recognised school, then the parents/guardians may give an affidavit confirming the Date of birth and name and parenthood of the candidate, attested by the Oath Commissioner/ Notary Public.

India's education system failed to achieve objective, needs reform: Supreme Court

hey friends,
                  today I am going to tell you India's education system failed to achieve objective, needs reform...

New Delhi: The Supreme Court said today that the education system in the country has failed to achieve its objective and it has to be reformed immediately.

"It is unfortunate that today education instead of reforming the human behaviour, in our humble opinion, appear to have failed to achieve its objective. Instead we find troubled atmosphere in the society at large, which calls for immediate reformation with the efforts of one and all," a bench of justices BS Chauhan and FM Ibrahim Kalifulla said.

The bench said that in comparison to earlier times, the literacy level has increased but it did not result in better human value which calls for transformation in education system.

"With great respect, it will also have to be stated that bereft of improvement in the educational field when we pose to ourselves the question as to what extent it has created any impact, it will have to be stated that we are yet to reach the preliminary level of achievement of standardised literate behavior." the top court said.

"In fact, in the earlier years, though the literate level was not as high as it now stands, the human value had its own respected place in the society," the bench said.

The court passed the order on a petition filed by Maharishi Mahesh Jogi Vishwavidyalaya of Madhya Pradesh challenging the state government's decision to amend the law under which the university was set up.

The Supreme Court said it is still a matter of concern that so many people are illiterate and it is imperative that the institution, the teachers, the parents, the students and the society play a role in bringing transformation in the present system.

"When the British rule ended in 1947, the literacy rate was just 12 per cent. Over the years, India has changed socially, economically, and globally. After the 2011 census, literacy rate in India, during 2011 was found to be 74.04 per cent. Compared to the adult literacy rate here, the youth literacy rate is about 9 per cent higher.

"Though this seems like a very great accomplishment, it is still a matter of concern that still so many people in India cannot even read and write. The number of children who do not get education especially in the rural areas are still high. Though the government has made a law that every child under the age of 14 should get free education, the problem of illiteracy is still at large," the bench said.

 

Education System In India

hey friends,             

 today I am going to tell you about the education system in India.

 

 

 

The School System in India

 

Details of how the school system works in India, including the type of education available…

According to the 2009 Right to Education Act, schooling is free and compulsory for all children from the ages of 6 to 14. However, improvements are slow being implemented and

disadvantaged groups may still not have adequate access to education.

A high value is placed on education, as it ensures a stable future. All parents want their children to attend the best private English schools, but places are limited. The admission

process is therefore highly competitive.

Most Indian schools have a strong focus on academic subjects, with little scope for creativity and few or no extra-curricular activities. Traditional schooling methods tend to

emphasise rote learning and memorisation, rather than encouraging independent or creative thinking. There is a strong focus on examinations from an early age. This makes the

atmosphere at Indian schools competitive.

Many expats prefer to send their children to international schools. Others choose a more progressive Indian school that is less traditional in its teaching style.

The Education System:

 

The Indian education system is structured as follows:

    Pre-school: Education at this level is not compulsory. The Montessori system is especially popular at the pre-school level
    Private playschools: Catering for children between the ages of 18 months and three
    Kindergarten: This is divided into lower kindergarten (for three- to four-year-olds) and upper kindergarten (for four- to five-year-olds)
    Primary school: First to fifth standard/class/grade (for six- to ten-year-olds)
    Middle school: Fifth to eighth standard/class/grade (for 11- to 14-year-olds)
    Secondary school: Ninth and tenth standard/class/grade (for 14- to 16-year-olds)
    Higher secondary or pre-university: 11th and 12th standard/class/grade (for 16- to 17-year-olds). This is when students choose an academic area on which to focus
    Undergraduate: A BA is a three-year degree. Specialised courses such as medicine and engineering can be longer
    Postgraduate: A one-year course

Types of Schools:-

    Public/government schools: Most schools in India are funded and run by the government. However, the public education system faces serious challenges including a lack of adequate

infrastructure, insufficient funding, a shortage of staff and scarce facilities.
    Private schools: Since many government schools do not provide adequate education, Indian parents aspire to send their children to a private school. Some expats choose to send their

children to private Indian schools
    International schools: There are international schools in all major cities. They are attended by expat and Indian children.
    National open schools: Provide education up to the higher secondary level for children whose schooling has been interrupted and have been unable to complete formal education.
    Special-needs schools: Provide non-formal education and vocational training to children with disabilities.

 

 

A discriminatory system:
Asha Malhotra  
Asha Malhotra, Principal, Kendriya Vidalaya, Chamera 2, Chamba

The reforms have thrown up yet another contentious query — is the grading system discriminatory? Agrees Asha Malhotra, Principal, Kendriya Vidalaya, Chamera 2, Chamba, “How can

you put one student with 90 per cent and another with 95 per cent in the same category?” Besides, she feels “A category of grades that says ‘Needs Improvement’ is absolutely

preposterous, more so since the country hardly provides enough vocational opportunities afterwards. We need a change the mindset against blue-collar jobs as nobody wants to be a

plumber or electrician.” Indeed, as India churns out millions of unemployable graduates, it is woefully short of youth with specific skill sets. Although the CBSE has already

introduced many vocational subjects in the past it is aware that vocational education needs more attention.

Foolproof method:

Vineet Joshi, Chairman and Secretary, CBSE,

allays fears and insists that the present Class IX, which will have the prerogative of not taking the board examination, will be the “first

beneficiary” of a system that has been framed to benefit all. The increased frequency of assessments, including formative (quizzes, discussions, project work) and summative

assessment, involvement of more than one teacher in evaluation process, these all are measures to safeguard the student community and promote quality education.

top CBSE school in dehradun

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                now you can see top CBSE school in Dehradun for your child.

if you want to admit your child into any school so you take any information by going on the given link.

http://www.sarkariexam.com/top-cbse-schools-in-dehradun/19424 

fylfot public school

hey friends,

                today i am going to tell you best school in Dehradun.

here your child can learn more an more things and here your child also can learn how you can face your opponent...

all types of facility is available here.

every year children go for their education tour in which they learn so many thing ...

teachers are very expirenced.

it is near tea estate banjarawala.

want to know more so,

go to the given email address: ruchika1_2005@yahoo.com .

 

Asian Public School in dehradun

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               today i am going to tell you best school in Dehradun.

Asian Public School.

this is best boarding school in dehradun.

this is CBSE pattern...

if you want to more about it so click on the given link.

www.theasianschool.net