scholarly journals Some empirical evidences about the educational sector of Pakistan; & Some Suggestion for improvement

2016 ◽  
Vol 3 (6) ◽  
pp. 116
Author(s):  
Tariq Mahmood ◽  
Abdul Quddus Suhaib ◽  
Idrees Lodhi ◽  
Razia Shabana
Keyword(s):  
Developing Countries ◽  
Secondary Education ◽  
Primary Education ◽  
Economic Condition ◽  
Complete Information ◽  
Admission Policy ◽  
Universal Primary Education ◽  
Education Department ◽  
Level Of Education ◽  
Universal Secondary Education

<p><em>In this article, some actual problems regarding the education department of Punjab province are presented. Mostly all of them are observed by the author himself during his duty during Govt. survey for admission policy for gaining hundred percent targets. For this purpose, first survey was done for U.S.E. (Universal primary Education), while second survey was completed for U.S.E. (Universal Secondary Education). In both surveys, after getting complete information about the children regarding their particulars, they knew that how many children are remaining to get education. In this way, targets were set for every school under union councils for admissions in primary and secondary levels. During survey, different problems had to face to whom, who were doing door to door survey of concerned villages in village areas and concerned streets in city areas. Some of children’s parents behaved in inhuman behavior about giving particulars of their children. Some of them did not inform about their daughters’ particulars. In short, level of education is attached with economic condition of the developing countries.</em><br /><em><br /></em></p>

Improving the International Development Architecture

2020 ◽  
pp. 105-128
Author(s):  
Constantine Michalopoulos
Keyword(s):  
Twentieth Century ◽  
Developing Countries ◽  
International Development ◽  
Primary Education ◽  
Developed Countries ◽  
Universal Primary Education ◽  
The Core ◽  
Development Goals ◽  
Run Up ◽  
Collaborative Efforts

The end of the twentieth century and the beginning of the next millennium was characterized by an extraordinary burst of international cooperation on development. At the core of this cooperation was the UN Millennium Summit in September 2000 and the related agreement to achieve the Millennium Development Goals (MDGs). The U4 played a role both in the run-up to the MDG agreement and in linking the achievement of the MDG objective of ending poverty to collaborative efforts between donor and recipient, with partners in the driver’s seat setting their own priorities. This chapter starts with a discussion of the agreement to establish the MDGs at the UN and its implications for development. Then it turns to the perennial question of how much aid developed countries should commit to provide to developing countries, and what donors and recipients must do to make aid more effective, two central issues of the Monterrey Conference on Finance for Development in 2002. The last part discusses the special U4 and international community efforts to achieve universal primary education and to battle HIV/AIDS, malaria and other diseases.

scholarly journals DESIGN AND LICENSING TRENDS OF THE GENERAL EDUCATIONAL PROGRAMS IN LATVIA

2016 ◽  
Vol 2 ◽  
pp. 196
Author(s):  
Ivans Jānis Mihailovs ◽  
Aira Aija Krūmiņa
Keyword(s):  
Secondary Education ◽  
General Education ◽  
Primary Education ◽  
Education Program ◽  
Political Change ◽  
Science And Technology ◽  
Secondary Level ◽  
Educational Programs ◽  
Level Of Education ◽  
Primary And Secondary Education

The general education program designing and licensing trends in Latvia in the period from 2010 to 2014 are analyzed in the article. Based on the general education program licensing data, it found that there isn’t a trend to license author’s program in primary education, while the secondary level of education author's programs are designed and licensed more often. The fact that primary education is more licensed programs in mathematics, science and technology, but in general secondary education – the humanitarian and social direction of the program suggest a possible gap in primary and secondary education. At the same time it found that a quarter of all licensed educational programs is not implemented, which could be result of socio-economic and political change in society.

scholarly journals PENTINGNYA MENCIPTAKAN SUASANA PEMBELAJARAN BAGI ANAK USIA DINI

2019 ◽  
Vol 2 (2) ◽  
pp. 45
Author(s):  
Ni Nyoman Perni
Keyword(s):  
Early Childhood ◽  
Secondary Education ◽  
Early Childhood Education ◽  
Primary Education ◽  
Public Life ◽  
Economic Cycle ◽  
Level Of Education ◽  
Childhood Education ◽  
Development Level ◽  
Parents And Children

<p><em>Education is an important asset for the advancement of a nation, therefore, every citizen should and must follow the level of education, good early childhood education, primary education, secondary education or higher. In the field of education, a child from birth requires proper care in meeting the educational needs along with an understanding of the characteristics of early childhood education becomes very important and a major concern. Because of the importance of education, the parents will be held responsible how they educate their children. This will also apply for tutors, teachers or caregivers. Therefore, give the best education for our children in accordance with the development level of children, in order to be child respect for parents and teacher at the school There are four main considerations importance of early childhood education, namely: (1) prepare manpower quality (2) encourage the acceleration of the economic cycle and the low social costs (3) to improve equity in public life (4) to help parents and children.</em></p>

scholarly journals Socio-economic condition of fish farmers of Jhikargachha upazila in Jessore district, Bangladesh

2018 ◽  
Vol 3 (4) ◽  
pp. 462-475
Author(s):  
Abdulla Al Asif ◽  
Md Ahsan Bin Habib
Keyword(s):  
Primary Education ◽  
Age Structure ◽  
Economic Condition ◽  
Fish Farming ◽  
Secondary Level ◽  
Well Water ◽  
Cow Dung ◽  
Socioeconomic Condition ◽  
Level Of Education ◽  
Tube Well

The present study was conducted to assess the livelihood status of fish farmers and socioeconomic condition in the Jhikargachha upazila, Jessore, Bangladesh. Data were collected from 50 fish farmers for a period of six months from June 2016 to November 2016. The study indicated that 38% of the farmers were in age structure of 50-60 years, 44 farmers (88%) were Muslims and others Hindu (12%). About 82% farmers had a primary occupation of agriculture and others were involved in business (8%), service (4%) and politics (4%). It was found that, 66% farmers had joint family and others lived in separated family (34%). Majority (44 farmers) respondents had concrete house and rest of (6 farmers) had semi-concrete house. Almost (44%) farmers used concrete toilet and rest of farmers used semi-concrete (56%). All the respondents used to drink tube well water for drinking and other household works. Out of 50 fish farmers, 4% had no education (illiterate), 36% had primary education, 42% secondary level (Up to X), 10% S.S.C., 4% H.S.C. and 4% bachelor level of education. In the study area, 32% of the farmers had ponds of 34-66 dec, 28% had pond of 15-33 dec, 14% had ponds of up to 100 dec, 22% had ponds of 101-330 dec and 4% had ponds of 330-above dec. It was found that, 62% farmers had training on fish farming and rest 38% farmers had no training on fish farming. Among 50 farmers 64% farmers were found used to invest their own credit and rest 36% farmers took loan from bank, NGO, money lender and broker agency. Most of the farmers were interested to stock rui, catla and mrigal and other species. In the study area, cow dung was used by 50 (100%) of farmers, 47 farmers used urea, 40 farmers used TSP and 34 farmers used MoP. It was found that, 40% farmers produced fish between 1001 kg – 2000 kg/year and 17 (34%) farmers produced 3001 kg-above/year. The highest income was 3,30,75,000Tk/Year and the lowest income from a pond was 20000 Tk/Year. In the study area, every farmer had at least one mobile phone. Almost 96% farmers were used to go MBBS doctor and only 4% to homeopathic treatment.Asian J. Med. Biol. Res. December 2017, 3(4): 462-475

scholarly journals Perspectives on literacy: Exploring functional vs. sociocultural views on adult literacy learning in the case of Uganda

2013 ◽  
Vol 2 ◽  
pp. 21-39
Author(s):  
Sarah Hasaba
Keyword(s):  
Developing Countries ◽  
Primary Education ◽  
Adult Literacy ◽  
Literacy Learning ◽  
Literacy Program ◽  
Universal Primary Education ◽  
Education Levels ◽  
Development Goals ◽  
Program Challenges ◽  
Adult Literacy Program

Illiteracy remains a global concern, especially among developing countries like Uganda. The 1990 World Education Conference in Jomtien, Thailand drew attention to the increasing number of illiterate individuals in the world, especially in developing countries. Consequently, the Education For All (EFA) campaign was launched, with UNESCO spearheading it. The campaign urged both developed and developing countries to invest in improving literacy and education levels among children and adults. The support for universal primary education has been enormous, with the United Nations putting forward eight Millennium Development Goals in 2000 to be achieved by 2015; goal 2 emphasizes universal primary education. This paper explores adult literacy promotion as an EFA effort and presents UNESCO’s drive for functional literacy. It also presents the Ugandan government’s Functional Adult Literacy Program and juxtaposes it against other alternative approaches to literacy learning, such as the social and sociocultural views of literacy. Findings from research conducted in 2006 and 2011 on the Functional Adult Literacy Program in Uganda not only point to program challenges limiting its effectiveness, but also call for a social approach to implementing any adult literacy program.

In Memoriam. Professor Stefan ERNST

2015 ◽  
Vol 39 (4) ◽  
pp. 665-666
Author(s):  
Mirosław Chorazewski
Keyword(s):  
Secondary Education ◽  
Primary Education ◽  
Unexpected Death ◽  
Uranyl Compounds ◽  
Liquid Phases ◽  
German Speaking ◽  
In Memoriam ◽  
The University ◽  
Phd Thesis ◽  
Molecular Acoustics

Abstract It is with great sadness that we inform our readers about the recent death of Professor Stefan Ernst. Stefan Ernst was born in Piaśniki, Upper Silesia, on November 03, 1934, to parents of Polish-German descent. His primary education started during the war at a German-speaking school in Wirek and continued in Olesno, where he also got his secondary education. As chemistry studies were not yet available at the University ofWrocław in 1953, he started studying biology and switched to chemistry a year later. He received his master’s degree in chemistry in 1959, as one of the first graduates in that major. Then, he started his work on application of thermodynamics and molecular acoustics in investigation of liquid phases under the guidance of the Prof. Bogusława Jeżowska-Trzebiatowska. On 28 November 1967, he defended his PhD thesis entitled “Association-Dissociation Equilibria and the Structure of Uranyl Compounds in Organic Solvents” at the University of Wrocław. Professor Stefan Ernst was a linguist, a polyglot, a renowned thermodynamisist and a researcher of molecular acoustics. With great regret and shock we have learned of his sudden and unexpected death on August 03, 2014, in a hospital in Kraków.

Food insecurity transitions among rural households in Nigeria

2020 ◽  
Vol 39 (1) ◽  
Author(s):  
Oluwakemi Adeola Obayelu ◽  
Emem Ime Akpan
Keyword(s):  
Food Security ◽  
Secondary Education ◽  
Food Insecurity ◽  
Primary Education ◽  
Rural Households ◽  
Farm Size ◽  
Dependency Ratio ◽  
Male Adult ◽  
Access To Credit ◽  
Food Expenditure

Food insecurity dynamics of rural households in Nigeria was assessed using a panel data. Results showed that 44.4% of households that were food secure in the first panel transited into food insecurity in the second panel, while 32.5% that were mildly food insecure transited into food security. Furthermore, 25.7% transited from moderate food insecurity to food security, while 38.2% transited from severe food insecurity to food security. About 35.1% of households were never food insecure; 11.4% exited food insecurity 28.0% entered food insecurity; while 25.48% remained always food insecure. Having primary education, secondary education, dependency ratio, household size, share of non-food expenditure and farm size explained food insecurity transition. However, the likelihood of a household being always food insecure was explained by gender, female-to-male-adult ratio, marital status, primary education, secondary education, dependency ratio, share of non-food expenditure, farm size, access to credit and access to remittance.

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