cisa schools

Up to the 17th century

The first millennium and the few centuries preceding it saw the flourishing of higher education at Nalanda, Takshila, Ujjain, & Vikramshila Universities. Art, Architecture, Painting, Logic, Grammar, Philosophy, Astronomy, Literature, Buddhism, Hinduism, Arthashastra (Economics & Politics), Law, and Medicine were among the subjects taught and each university specialized in a particular field of study. Takshila specialized in the study of medicine, while Ujjain laid emphasis on astronomy. Nalanda, being the biggest centre, handled all branches of knowledge, and housed up to 10,000 students at its peak.

Education under British Rule

British records show that indigenous education was widespread in the 18th century, with a school for every temple, mosque or village in most regions of the country. The subjects taught included Reading, Writing, Arithmetic, Theology, Law, Astronomy, Metaphysics, Ethics, Medical Science and Religion. The schools were attended by students representative of all classes of society.

The current system of education, with its western style and content, was introduced & funded by the British in the 20th century, following recommendations by Macaulay. Traditional structures were not recognized by the British govt and have been on the decline since. Gandhi is said to have described the traditional educational system as a beautiful tree that was destroyed during the British rule.

After Independence

After independence, education became the responsibility of the states. The Central Government’s only obligation was to co-ordinate in technical and higher education and specify standards. This continued till 1976, when the education became a joint responsibility of the state and the Centre.

After 1976

In 1976, education was made a joint responsibility of the states and the Centre, through a consititutional amendment. The center is represented by Ministry of Human Resource Development’s Deparment of Education and together with the states, it is jointly responsible for the formulation of education policy and planning.

NPE 1986 and revised PoA 1992 envisioned that free and compulsory education should be provided for all children up to 14 years of age before the commencement of 21st century. Government of India made a commitment that by 2000, 6% of the Gross Domestic Product (GDP) will be spent on education, out of which half would be spent on the Primary education.

In November 1998, Prime Minister Atal Behari Vajpayee announced setting up of Vidya Vahini Network to link up universities, UGC and CSIR.

Education in India – Recent Developments

The Indian Education System is generally marks-based. However, some experiments have been made to do away with the marks-based system which has lead to cases of depression and suicides among students. In 2005, the Kerala government introduced a grades-based system in the hope that it will help students to move away from the cut-throat competition and rote-learning and will be able to focus on creative aspects and personality development as well.

Development of education in India regards that free and compulsory education should be provided to all children up to fourteen years of age before the commencement of 21st century. Moreover, the 86th Amendment of the Indian constitution makes education a fundamental right for all children aged 6-14 years. Education travelled a long way and thus Indian education system introduced certain advantageous system such as Online education In India. Online education is a system of education training which is delivered primarily via the Internet to students at remote locations. The Online courses may not be delivered in a synchronous manner. Online education enables the students to opt for many online degrees or online courses from various online universities. Thus online education encompasses various degrees and courses. This course has various advantages, as pursuing an online course can be done simultaneously with one`s present occupation. Moreover, an online degree assists in increasing the career prospects

Non-formal education in India has become part of the international discourse on education policy in the late 1960s and early 1970s. Non formal education refers to the learning process throughout life. In addition to that non-formal education is about acknowledging the importance of education, learning and training which takes place outside recognized educational institutions. There are four characteristics associated with non formal education system. This system is a proof for the Development of education in India as this system helps to focus on clearly defined purposes

Indian education has different phases. Students are provided with extensive scope and courses to choose from. One enjoys the opportunity of selecting the required field. The system of Distant Education in India is becoming increasingly popular. The students choosing distance learning process are benefited with the modern pattern followed. The availability of distance learning courses has assured that a person can pursue education from any state or university accordingly. Development of education in India ensures that all Indian citizens will receive education in spite of financial constrains or unavailability of colleges and schools.

University Education

This massive system of higher education in India constitutes of 342 universities (211 State, 18 Central, 95 deemed universities) 13 institutes of national importance, 17,000 colleges and 887 polytechnics. University Grant Commission (UGC), a national body, coordinates and looks after the maintenance of standard of university education in India. The university education in India starts with undergraduate courses. Depending upon the nature of course pursued its duration may vary from three to five and a half years.

Medical Courses

This course at undergraduate level is known as MBBS (Bachelor of Medicine Bachelor of Surgery). It is of four and a half year’s duration plus one year of obligatory internship. Various medical colleges conduct entrance examination for admission to this course. An all India level examination is also conducted by CBSE for admission to colleges all over India based over 15% reserved seats. The important medical colleges of India are:

All India Institute of Medical Science (AIIMS), New Delhi
Air Force Medical College (AFMC), Pune
Christian Medical College (CMC), Ludhiana
Christian Medical College (CMC), Vellore
Grants Medical College, Mumbai
Institute of Medical Science (BHU), Varanasi
Jawaharlal Institute of Post Graduate Medical Education and Research (JIPMER), Pondicherry
Maulan Azad Medical College (MAMC), Delhi
Lady Harding Medical College (LHMC), Delhi (for girls only)
Mahatma Gandhi Institute of Medical Science , Wardha

Engineering Course
The bachelor of Engineering (BE) or bachelor of Technology (B Tech) is a four-year course. It has wide range of options. Some of them are:

Aeronautical and Aerospace engineering
Agriculture engineering
Computer engineering
Electronic and electrical engineering
Industrial engineering
Marine engineering
Mining engineering

The best engineering colleges of India are:

Delhi college of Engineering, Delhi
Indian Institute of Technology, Delhi
Indian Institute of Technology, KANPUR
Indian Institute of Technology, Kharagpur
Indian Institute of Technology, Mumbai
Indian Institute of Technology, Chennai
Indian Institute of Technology, Roorkee
Institute of Technology, BHU
NIT Karnataka, Surathkal
National Institute of Technology, Warangal

Management Course
In India education in management is one of the most sort out courses. The institutes, which impart education in management, are known as “Business Schools”. In India management education is given at two levels, undergraduate and post-graduate. Undergraduate degree courses include BBA, BBS, BBM. Postgraduate degree course is known as MBA (Masters of Business Administration). Some of the important Business schools of India are:

Indian Institute of Management, Ahmedabad
Indian Institute of Management, Bangalore
Indian Institute of Management, Kolkata
Indian Institute of Management, Lucknow
Indian Institute of Management, Indore
Faculty of Management Studies, Delhi
Indian Institute of Foreign Trade, Delhi
Symbiosis, Pune
JBIMS, Mumbai
XLRI, Jamshedpur

The other professional courses offered by Indian universities include, Architecture, Dental, Fashion Designing, Travel and Tourism.

Some important facts about Indian education:

Ayurveda is the earliest school of medicine known to the world and ‘charaka’ is known as the father of Ayurveda. He developed this system some 2500 years back.
Takshila was the first university of world established in 700 B.C.
Nalanda University, built in 4 AD, was considered to be the honor of ancient Indian system of education as it was one of the best Universities of its time in the subcontinent.
Indian language Sanskrit is considered to be the mother of many modern languages of world.
Place value system was developed in India in 100 B.C.
India was the country, which invented number system.
Aryabhatta, the Indian scientist, invented digit zero.
Trigonometry, algebra and calculus studies were originated in India.

Challenges in Introducing Value Education at Higher Education in India

Dr.R.Murali

Head

Department of Philosophy

The Madura College(Autonomous)

Madurai-11

Murali_phil@hotamil.com

Value Education is the much debated and discussed subject in the plethora of education in India. Of course it is true that the main purpose of any education will go with Value orientation. More concentration on Value education has been given at the primary and secondary level of school education than in higher education in India. Values could be effectively imparted to the young minds rather than to the matured ones. It may be the important reason for this prime importance given at the school level. There are so many modules designed with the help of agencies like NCERT and others for effectively imparting the value education to the school students. In this context, many innovative educational practices are being identified by the experts. Good number of experiments and studies are being conducted in the recent days on the effectiveness of teaching value education at school level. Some schools have very innovative and radical course designs to impart the values.

Effective teaching practices in imparting value education ranges from story telling, exhibitions, skits, one act play and group discussions to various other formats. New methods have been evolved by educationists to create an effective learning sphere. The usage of electronic gadgets also gains importance in the teaching-learning practices of value education. But at the higher education level, due to various reasons, the importance given to value education is not as much as it is given at the school level. The curriculum and the teaching methods also could be subjected to scrutiny. It is true that colleges are meant for a kind of specialization in some field of education. But in the Indian social context, the youth require direction and counseling at this stage. They have been exposed to various challenges at this stage which demands the intervention of educationists for his/her betterment. His/her character building also strengthens at this juncture. Students’ perception on various life factors and events are getting shaped at this stage. On the whole they evolve their own philosophy of life. Their sensitivity and knowledge are getting direction at this stage. Hence, an effective value orientation becomes inevitable to the students of colleges. Keeping this requirement in mind, States like Tamilnadu introduced a compulsory paper/course on value education to undergraduate students of all colleges in the State under the choice based credit system.  Though this kind of effort is made with the good intention of imparting values to the youth, many limitations in bringing out the expected outcome could be identified.

The problem mainly begins with the definition of values. Defining the term ‘value’ poses a challenge to all scholars. The term value is loaded with varieties of meaning. Each meaning reflects its own philosophical position. Generally the term value is spontaneously associated with religious values. It is believed by many Indians that values are nothing but the religious and spiritual guiding principles of life. Hence, it is supposed  that the path is already been laid for the life journey. But in the context of modernity and modernism there rises a fundamental question of whether value education is required at all in a modern state.  There are those who argue that modern life is based on science and technology, and both are value neutral. They view that the values are bugbear held out by people living in the past, glued to outdated religious principles that have no relevance to the 21st century. At this point, there is also another group of modernist who propagate the necessity of value education at learning centres in order to safe guard the democratic state and its values. The values they wish to cultivate are modern secular values such as honesty, respect to other, equality, collectivity, democracy, respecting the human rights, sharing equal space in the public sphere and so on. These values are considered as the products of enlightenment period. Hence, four positions could be arrived at on the basis of the above understanding. The are:

There are religious values which are very much essential for every one and must be included in the curriculum.
The religious values should not find place in the educational system. They may operate at the private sphere.
There are non-religious secular values and they must find space in the education.
There is no need for teaching value education in the academics because they cannot be cultivated through formal learning and such value cultivation will make the individual biased.

In consequence to these positions, following questions arouse.

Whether value education should find place in the educational system?
If it is required, then what sort of values should be given preference in the curriculum?
What is the importance to be given to the religious values which are primarily developed on the basis of scriptures?
Can modern values alone are sufficient enough or is there any possibility of blending the values of modernity with religious values?
If religious values are to be given importance in the curriculum, which religion will find prime place? If there are contradictory propagation on a single virtue by two religions, then how are they to be handled?
Similarly religions differ on the practices also. Right from eating patterns, dress mode, marriage systems, war tactics, killing, punishments to various other aspects, religions differ on their outlook. In this situation, what sort of perceptions need to be taught?

Besides these questions, another billion dollar question would be raised on the methodology of effectively imparting those values. Then again as it is mentioned earlier, the school education can very well include this education easily because the system itself is advantageous for it to accommodate. But at the college level, the system finds it very difficult to work out.  So this study could analyse the theoretical problems relating to the identification of values to be included in the curriculum at the one side and the problem of effective designing of the curriculum and imparting those values on the other side.

II

The necessity for imparting values to the students of all levels has been felt by everyone. The world today is facing unprecedented socio-political and economic challenges. Problems of life are becoming increasingly intense and complex. Traditional values are decentered. ‘An environment of strife pervades all countries and broken homes have become common. An insatiable hunger for money and power, leads most of people to tension and absence  of peace of mind and all kinds of physical and mental ailments have become common place” 1. In the present day context of frequent and often violent social upheavals, we have to look at the problem of restlessness of the youth, their frustration born out of futility of their search for meaning of life and the purpose for which they are living, often leading to evil and wickedness. This calls for a new approach to, and a new vision of education. It is obviously felt that the present educational system promotes rat race and keep the student community in a sense of insecurity. Educational institutions have become the pressure cookers building pressures in the minds of youth. Also a loft sided educational pattern which insists on instrumental and technical rationality for the successful life in terms of gaining money and power has invaded the educational system of India. The person who is deemed to be unfit for this survival race becomes disqualified and ineligible to live in this market economy based life.    The spate of industrialization and economic growth in developed nations has brought about a perceptible change in this scenario. And developing countries including India are feeling the ripple effects of this development. Values earlier considered essential by all societies have been eroded and have given way to unethical practices around the globe. Where honesty and integrity were loved and appreciated, greed, corruption and red tapism have come in, bringing in their wake, unethical responses which have pervaded all walks of life and are thwarting efforts of a few enlightened individuals to promote value based society.2 Hence, implementation of well structured education is the only solution available with all states. With growing divisive forces, narrow parochialism, separatist tendencies on the one hand and considerable fall in moral, social, ethical and national values both in personal and public life on the other, the need for promoting effective programmes of value orientation in education has assumed great urgency. Development of human values through education is now routinely seen as a task of national importance. Value education though supposes to be the part and parcel of the regular education, due to the market influences, it could not be so. Hence, it has become an inevitable need to include an exclusive curriculum for value education at all levels.

Now the next question would be about the nature of value education. What sort of values should be given preference in the curriculum is the prime problem in the introduction of value education. This problem surfaces because we can find varieties of values prescribed on the basis of various scriptures and theories. Sometimes they are contradictory to each other. This issue has been thoroughly discussed earlier. But the solution to the problem of the nature of value education is primarily dependent on the social conditions that prevail in the state. There need not be an imported value educational pattern to be prescribed in India. The burning social issues would demand the required value education.  Though India is considered to be the land of divinity and wisdom, the modern value system throws challenges to the ancient value pattern. Right from the Gurkula pattern to the varna ashrama values, all values are under scrutiny by modern rationality. Hence, the relevance of the golden values prescribed by the then society is questionable in the present situation. On the other hand, the so called modern values which have been listed earlier also subjected to criticism by philosophers like post modernists. They question the very nature of the rationality of the enlightenment period. Because critics of modernity strongly declare that the modern rationality is the reason for the deterioration of human concern in the world and they paved the way for inhuman killing and escalation of values. The reason of the modernism is considered as the root of power politics which leads to inhuman behaviour of the power system, according to them. Hence the modern values like democracy, civil rights, environmental ethics, professional ethics, discipline and all such values are found useless in bringing harmony in the society. The values like discipline, tolerance, peace bears the negative connotation in this context. Hence, what sort of modern values are to be included in the curriculum is a challenge thrown towards the educationists. At one side the fanatic  and fundamentalist features of religious values and on the other side the modern values based on the market economy and other factors are to be excluded and a well balanced curriculum with genuine worthy values suitable to the society has to be identified and included in the educational system. In this context, it becomes obvious that there cannot be any universal pattern of values to be prescribed in the system.   When a suitable blend of religious and modern values is to be done, the designing of such course demands an unbiased, scrupulous, intelligent approach on the part of the academician who designs such course. Thus the spiritual values of sensitizing the youth for happy world and rational values for a just world are very much required. Religious values can be taken but not with the label of any particular religion, democratic values are to be included but not with its dogmatic inhuman approach. Thus there need a perfect blend of both. This is the real challenge thrown to the Indian academicians.

After the identification of these values, they need to be inculcated not to be informed to the students. Mostly listing the values is done very easily, but imparting them effectively requires genuine spirit and innovative educational practices. In the Vedic period, the gurukula system prevailed in which the student has to thoroughly undergo a pattern life with the guru shishya hierarchy. Whatever the guru declares are the values of life. But in the modern context, which is supposed to be the democratic sphere, a sense of equality and freedom has to prevail the learning situation. Also the values identified cannot be preached on the basis of the religious faiths. So the teacher has to find effective working module to internalize the values in the minds of the youth. The teachers’ understanding about the values prescribed and his/her commitment in imparting them also play a crucial role here. How to sensitize the teacher before carrying the values to the students is also a challenge to the educationists. The value education class room, if it is dealt with full seriousness and sincerity would be very interesting and challenging sphere for students and teachers. At times they need to sail at the same level with the students. The hierarchy may get disappeared. Value education demands a total responsibility from the teachers. They become more accountable. On the other side, a teacher who is committed to a set of values would always like to preach and impose them on the young minds. That extreme should also to be avoided with a balance of mind. Value education cannot be done by just delivering lectures and screening films. It requires a strong interaction between the students and the society.  A lot could be experimented at this sphere. For which the supreme value ‘integrity’ is expected from the educator.

It is observed that many modules of teaching values have been designed and tested. Some are seemed to be very effective. In Tamilnadu, especially in aided colleges, with all good intention the government has introduced the value education as a compulsory scheme at the undergraduate level. But each university has its own syllabus for the same. The scrutiny of those syllabi also reveals a lot of variations in conceiving the value education. In some universities, some religion based institutions are given the responsibility of designing and even carrying out the course. Similarly the teachers who have not been exposed to any such type of training in value education are given the responsibility of teaching values. The introduction of value education for all under graduate courses is done at the cost of a core paper of that course. The teachers who have been handling their hardcore subject papers had to meet the shortage of workload due to this programme and to solve this problem, they have been entrusted with the job of teaching value education paper. This is done with the aim of avoiding the workload problem of existing teachers. The most valuable and sensitive part of education has been made like a mechanical dogmatic part. At this juncture, the fate of value education at the college level could be imagined. How to solve this issue is again a challenge to the educationists of Tamilnadu. The same fate could be observed in many other states of India. Hence, two important problems surfaces here, one at the syllabus level and the other at the teaching level. As it is discussed earlier the syllabus could be designed by way of paying attention to all aspects but imparting the same requires not only innovative teaching methods, but also innovative training method of the educators. It is as good as training the driver to drive the car; the teacher needs to be trained in imparting the values. The technical education employs teachers with sound knowledge in the subject, similarly it is essential to have teachers with sound mind and creative teaching skill to teach value education. Value education is definitely not to be dealt with compartmentalization but it should be taken as a part of the whole educational system. As Nietzsche puts it, the society requires masters to create and impart values, not the slaves who accept all the values imposed on them without any critical understanding.

If education fails to impart necessary values to its citizens, it will definitely have a telling effect on the society. All efforts to bring just and peace in the world will become futile if proper value education is not imparted.

Notes:

Kireet Joshi, Philosophy of  Value Oriented Education Theory and Practice, ICPR

Publications, New Delhi,p.217.

2.   Ibid., p.218.

Mba In Abroad
Management is an organized art of organisation.MBA Finance is the most popular choice among students of MBA colleges. With the recent economic downturn, many business schools students’ are now opting for other areas of specializations like MBA Marketing or HR. A specialization in HR will help you manage the organization’s biggest asset. While MBA Marketing will enable you to develop strategies to sell your product, retain your existing customers and find new ones. Management has not merely built new careers but also improved already successful ones through executive and part time management courses offered by reputed MBA colleges. With a BA degree can join a part-time MBA programme. Students can also option for Distance Learning programmes through various business schools and complete their degree from home. Understanding the globalization of business practices is an important area of learning for students studying in master of business administration (MBA) programs today and many graduate business programs offer study tour programs for experiential learning. INTERNATIONAL EXPERIENCE is critical for MBA faculty and students, but providing such experience as part of the curriculum is often difficult for relatively small programs.MBA programs are most often divided into years. The curriculum of year 1 is the same for all students, and includes introductory and generic courses in a large variety of areas, which include :Accounting 2. Marketing 3. Human Resources 4. International Business and Finance.The second year of studies will generally allow students to pick a concentration or specialization

Mba Distance Education and Programs in India
Management Education in India has been getting tremendous attention in recent years. An MBA is regarded as the most popular business qualification today. Those who cannot pursue an MBA in a regular Management institute can option for a part-time or distance MBA. There are many institutes offering MBA through distance education in india. Distance MBA from a reputed institute holds significant value. The distance education institute provides good study materials, regular assignments and practice tests. A student must make sure that the institute offering MBA is recognized by All India Council for Technical Education (AICTE). Correspondence education has opened a new way for professionals. Major institutes offering Distance MBA in India are: ICFAI University 2. NMIMS (Narsee Monjee Institute of Management Studies) 3. XLRI, Jamshedpur 4. IGNOU (Indira Gandhi National Open University) 5. TASMAC 6. Symbiosis Centre for Distance Learning (SCDL) 7. Tamil Nadu Open University 8. Annamalai University, Directorate of Distance Education 9. Pondicherry University, Directorate of Distance Education
There are many other institutions offering management degree and diploma programs like Karnataka State Open University, Anna University, Indian Institute of Finance, Madhya Pradesh, Kurukshetra University, Maharshi Dayanand University, IMT Distance and Open Learning Institute. Symbiosis Centre for Distance Learning is one of the most popular autonomous distance learning institutes of India with main campus in Pune and new campuses in Bangalore and Nasik.
Duration of Distance Learning MBA ranges from 1 to 8 years, depending upon the rules and regulations of the particular University, though the average duration is 3-4 years.

Mba Distance Education and Programs in Abroad
Distance learning abroad has become an excellent alternative to formal education for those who want to pursue higher education from a foreign University. Advantage of International Distance Education is that it has made available quality education to all at much lower cost. The availability of the distance learning courses from abroad has helped a lot of people in the developing countries to fulfill their educational ambitions. MBA programs are most preferred courses which students option for doing from abroad. Some of the preferred destinations for MBA programs abroad are United States, Canada, United Kingdom, Ireland, Australia and Singapore.gmat preparations. Eligibility: Min. 4 yrs education after 10+2 GMAT Essential Work experience Recommended Toefl essential Cost: 20 lac to 40 lac INR per annum Duration: 2 years Intakes: September and Jan/Feb Australia/NZ Eligibility: 3-year graduation accepted GMAT not required for most B-schools Work experience essential IELTS essential Cost: 10 lac to 25 lac INR per annum Duration: 12-18 months Intakes: Feb / July very few intakes in September UK/Ireland Eligibility: 3-year graduation accepted GMAT recommended Work experience essential IELTS Essential Cost: 15 lac to 35 lac INR per annum Duration: 12 months. Most of the countries allow students to work part time 20 hours per week except countries like Singapore where students are not allowed to work while studying. Students can take up jobs in stores, restaurants, call centers, libraries etc.

Pursuing a Masters Degree in Education is a smart move if you aspire to scale the career ladder and occupy a top post in your company. In the face of stiff competition, you need more than just brains, hard work and loyalty to reach the peak. Nowadays firm look for individuals who posses the ability to communicate, motivate, persuade, resolve conflicts and handle challenges in an ever-changing corporate world.
Getting a master’s degree helps you learn and develop more of such skills. However suddenly a time has come when people are hard pressed for time. To the extent that there are instances where fathers get to see their children only on weekends. In such a scenario it would not always be possible for individuals to go to educational institutions to pursue degrees. And when it comes to higher education or masters degrees or professional courses then it becomes even more difficult for many manage work and pursue education together.
So online education programs like online masters degrees in education becomes very helpful. You can actually sit in the comfort of your home or office and pursue your course at whichever time convenient to you. It gives you the freedom to carry on with your vocation while pursuing the course of your choice. Getting a master’s degree helps boost self-confidence, gain an edge over the competition, expand web of contacts, broaden perspective about work and the world, and improve working relationship with bosses, coworkers and clients.
Still if you are confused about online education programs or are looking for such institutions which offer online education programs like online masters degree in education, online education degree, online college program in education, online master program in education, doctoral degrees distance education, then I would like to refer http://www.india-classifieds.in because this is the best place where you can post your required query, e.g. if you are looking for online education degree or online college program in education at Delhi or Mumbai you just post it in Online Masters Degrees in Education Classifieds category.
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Origin of Newspapers:

The History of newspapers is probably one of the most notable episodes of human experience. The origin of newspapersdates back to Renaissance Europe. It was during this period that local European merchants began the habit of distributing handwritten newsletters amongst each other. However, it was the Germans who introduced the earliest forms of printed newspapers way back during the 1400′s. Since then the outlook of newspapers has undergone tremendous evolution. In recent times the total number of newspaper count has increased to a mammoth 6580.  A normal newspaper of today comprises of various sections like editor’s columns, newspaper classified ads, newspaper display ads, forecasts, comic strips, entertainment section and much more. Unfortunately the financial downturn has hampered the growing rate newspaper classified advertising, simultaneously encouraging the rise of web –based newspapers or epapers.

History and origin of newspapers in India:

The history of newspapers in India is equally intriguing. The introduction of newspapers in India was actually the result of spreading sense globalization amongst the countrymen. These countrymen craving for updates around the world demanded for a source that gratified their thirst for knowledge. Finally the first newspaper of the country was introduced in Calcutta (Kolkata). Titled Calcutta General Advertise or Hickey’s Bengal Gazette this newspaper was the brainchild of an eccentric Irishman called James Augustus Hickey during the 1780′s.  Soon newspapers like Bombay Herald and Bombay came into being following the success of their precursor. Over the years the country has witnessed the rise of multiple newspapers dailies out of which broadsheets like Times of India, The Telegraph, Hindu, Hindustan Times, The Statesman, Economic Times, Anandabazar Patrika, The Tribune etc have become the highest circulated newspapers in India.

Revitalizing secondary

Sadaket Malik

;, with the central government throwing the ball on state governments for the implementation of various projects for revitalizing the system of secondary education in the country, rules of access, equity, and Mahila Samakhya quality in secondary education has lost its essence. The fundamental problems of quality, equity and access to higher education in India is still pending, in addition to the key legislation by the Ministry of HRD Govt of India. The committees were made by the Govt. measurement system and propose measures to generalize the whole system. the central government’s own figures show that many two-thirds of voters remain for secondary education outside the school system today. A Central Advisory Board of Education (CABE) Committee estimates that 88,562 additional classrooms will be needed in 2007-08 and the first 3 lakh additional teachers. CABE is the highest advisory body in respect of policy development in education in India. Figures set, the performance of the Department of Human Resources Development Department of School Education and Literacy, that nearly two thirds of eligible voters for the secondary and postsecondary education to stay out of school today . While noting that a sufficient number of primary schools is at a reasonable distance from homes, the department acknowledged on its website that it is not the case in respect of secondary schools and colleges. The gross enrollment ratio for primary education in 2003/04 was 85 percent, but for secondary education, the figure was 39 percent of enrollment.
precisely CABE report also notes that the benefits of reservation policy in higher education, India is unlikely to reach for that in the absence of a strong system of secondary education. A large majority of children and young SC and ST communities have no access to secondary education and less than 10 percent of girls between castes and tribes as well as access to both stages. Without school or senior secondary benefits of reservation of SC / ST remains difficult, “says the report. These are questions that the report of CABE report. School systems, according to the report, address searches, should be for equality and social justice, overcoming discrimination strive sex can result, economic inequality, social norms of caste and community, the place (urban or rural), disability (physical and psychological) and cultural or linguistic differences appear. However, these injustices to remain at the current situation, where government involvement in secondary education is much less than what is expected of him. Report of the Committee indicates that nearly 25 per cent of secondary schools to private schools whose clientele today comes only from the bare privileged strata of society. One expert said that private education has always played an important role, we have different types of private institutions such as private unrecognized, recognized private, but not by schools and private, recognized and funded schools. In Kerala and West Bengal, it is common for private schools financed see plays, schools, private management, which receive government subsidies execution. Going by the sixth All India survey data, the report notes that private schools CABE computer for more than 46 percent of all high school students account. The massive participation of the private sector in the secondary press in any case the government of their many tasks. To improve access to higher education, experts agree that the government should invest more money. Unfortunately, the center where, even in primary school has experienced difficulties, especially when he is on a collision course. Course with private schools.
Even if the CABE committee report advocates a common school system, the government seems to have already demonstrated their lack of interest. The report was adopted by CABE, in principle, but shortly after, diluted Planning Commission of our recommendation that the typical secondary school should be like a Kendriya Vidyalaya. The Commission said that could be extended instead Kendriya Vidyalaya standards, standards of SSA for secondary schools. Such a measure would result in acceptable parallel streams of poor quality teaching in the school. CABE Committee, however, expenditure, administered when all schools are like Kendriya Vidyalayas arise. The total cost in such a scenario will not be processed not more than six per cent of GDP, but that does not seem enough to convince the government. The report does not mention the number of schools will be required to meet future demands. However, it provides two estimates, based on a projection of 100 percent of the success of the SSA and the other, which considers 75 percent to the program’s success. In the case of the former, the report indicates that 88,562 additional classrooms in 2007-08 will be necessary, and about 3 1 lakh additional
A disturbing trend in public schools undoubtedly a factor in their poor performance is that make them nearly 95 percent of state subsidies in the payment of staff salaries. There is no money to purchase educational materials for cleaning or panels, “he said. The ratio should be at least 80:20, with 20 percent of the grant for the improvement or creation of an infrastructure to use, he adds. To ensure that public schools more efficient management, a committee will be asked by members of the district to make decisions about the school, offer a number of experts of the Committee of CABE. Experts said there are several examples of public-private partnerships. “There are initiatives such as DPS Delhi Public School was responsible for two or three public schools in Gurgaon in Haryana given run this way of running schools, private schools for a time and use their expertise to train teachers. <; / P>
Educators consensus that children really did walk, because there is no quality education. Poor children, poor people can afford it, their time in classes to be an emergency, or in schools that do not have to spend on the infrastructure or teachers. Instead of the reasons behind the problem, the government seems to want to challenge their parents or their children to dropout rates. “The report of the CABE Committee has already established global standards to be followed by secondary schools, a classroom with 30 students, safe drinking water facilities and separate toilets for girls and boys in computer labs. Experts also suggest granting free ships and scholarships to encourage disadvantaged groups to connect to high schools and colleges. The report notes that the expansion of secondary education CABE through the creation of new schools may be obtained by improving the existing primary schools in the host schools by providing more facilities and expanding existing facilities in secondary schools have more students.

The number of schools face was loaded with 50 273 1000 112 teachers and mapping of secondary schools with 101,777 teachers 1,082,878. Official statistics show that enrollment is in the middle and higher secondary III 70 crore and the gross enrollment rate is 39th 91st overall dropout rate to 61 matric potential. As of 92 September 2004. The population of children in this age group was estimated at up to 5 million by the 88th th 2001 census have been Enrollment figures show that only 31 million of these children in schools in 2001-02,
However fifth paragraph 13 -5. 15 of the National Policy on Education (NPE), 1986 (as in 1992, as amended) dealing with secondary education. NPE Para fifth 13 provides, inter alia, that access be extended to secondary education with an emphasis on education of girls, scheduled castes and tribes, especially in science, business and vocational training. The differences between boys and girls’ enrollment is particularly marked in the cycle secondary. According to the latest data available from the total number of students 21 years. N -92 2,000,000 in 1991 (as on 30 9th 91) at the secondary level (classes IX and above), for girls only 7 million dollars, while only 33 percent of the total number of students, while enrollment of boys at this stage of education account for 67 percent of the total number of students. ;
Nevertheless, significant progress has been made in all areas of secondary education. More than 84 percent of housing in 1993-94 was compared to high school / section for a distance of 8 km by 70 percent within 5 km. The number of unserved households rose from 21 percent in 1986/87 15 per cent in 1993-94. During 1950-1951 to 1999-2000, the number of secondary schools increased and 7000-117000. Increase (Used 16 times) is much faster than the corresponding increase in primary education (three times) and used the elementary cycle (14 times) schools. In the last decade (1990-99) more than 37,000 secondary schools and higher education have been opened. The report of the High-primary to secondary education and an improved. 83-1 in 1950-51. 69 in the years 1999 – 2000.

keeping in view the grim statistics of secondary education in the country, the Ministry of HRD has initiated several programs, such as regulation to strengthen Boarding and Hostel facilities for students of secondary and tertiary schools. The scheme is implemented by NGOs and state governments. One-time grant RS @. 1500 / – per girl limit for the purchase of furniture (including beds) and utensils and the provision of recreational aids, including equipment for sports and games, reading books and equipment. and back to Rs 5000 / – per girl per year limit on food and cooking the contents. Finally, the CABE Committee recommended in June 2005 that “there is no acceptable alternative to regular schooling of good quality for all girls.” The Committee also believes that arise “incentives to promote girls’ education must be considered and measures should be designed for power and strength they are able, the obstacles that go against some factors such as poverty, domestic / Sister responsibility, working girls, education for girl preferably low, preferably at marriage on girls’ education, etc. “The important issues of secondary education in Tenth Plan have been identified: greater emphasis on improving access, reducing disparities by emphasizing the common school system, curriculum reform with emphasis on professional reference and employment oriented courses, expansion and diversification of the open learning system, a reorganization of teacher training and increased use of ICT. began after the merger of several systems, such as AND and the class system, a new scheme called ICT in schools has been based on the annual plan for 2006-07 edition of the materials was RS. 67 crore. The central government intervention in secondary education is mainly in two areas: (i) through the institutions at the top and (ii) by various central trade regimes. Central Government supports autonomous organizations like NCERT, CBSE, KVS and NVS and CTSA, the primary place appointed for the provision of research and political support from central and local governments, CBSE for affiliating Secondary Schools and three others for their own school systems. Kendriya Vidyalayas There 929 (KVS), Navodaya Vidyalayas and 507 (NVS), and 69 Central Schools for Tibetans (CSEC). Plan Vocationalistion improve secondary education in secondary education individual employability. Rashtriya Shiksha Abhiyan Madhyam (ESMR) launched in 2007, a year of mission-mode in the secondary, where the center is all set to generalize to universalize secondary education by 2020.
The irony is that the arguments advanced by the Ministry of HRD on community participation in the implementation of such systems are not encouraging. The government should initiate evaluation mechanism and the Commission as a basis for assessing the progress of measures and policies, education revived by mobilizing the community to the new provisions and to the practice guidelines.

support, the author can @ rediffmail. com

need and /> <br context
He noted that the recent economic growth in Asian cities show that there is a breakdown of traditional systems such as the family due to rapid urbanization and modernization have been. In addition, a large number of people living below the poverty line in rural impoverished communities in urban and rural. Their pressing need for housing, food, health, education and income are the forces that make young people a boost livelihoods seen on the streets, prostitution, crime is connected with the unions and drugs, or are victims of sexual and physical abuse. It is a battle in the struggle for bare survival daily and contributes in every way they can. Any action to punish the parents of these children are only more violence and oppression of people who are already poor results. These children face an uphill struggle to get to meet the most elementary basic needs of life and these children require special attention and attend to the educational intervention. These are generally disadvantaged young undernourished, anemic and often, many of them suffer from stunted physical growth, mental undue pressure from family and abuse and neglect at home. They tend to have low self esteem, broken families, single parents due to death, the work of separation or migration of one of their parents. They also live in slums and squatter communities, the sub-human conditions and are vulnerable to crime syndicates and collective disputes, substance abuse and drug money.

In developed and developing countries like India and Thailand, a large percentage of the population live below the poverty line and young people in such an environment, poor access to good education. It is therefore of the opinion that both in the atmosphere of youth in the development process and not have their development potential to meet the need to conduct safe destruction and mass production. Young people lack the skills necessary to live in Cape realities and challenges of life. equivalent to the minors for most of the world’s population and had an upward trend and there are “230 million Indian youth in the age group of 4-19, that (population and health IndoShare, 2006 ). Furthermore, it is expected that this age group is to achieve further growth of Nations 214 million in 2020 ((UN) 2000) due to the ever been a society dominated by men and is a strong son preference in the Indian part, but most girls tend to be penalized against the show by their families and demographic trends gender discrimination deeply rooted. In India, similar to the condition of disadvantaged young people, their network centers of Thailand. Indian youth are at risk of delirium serious problem of lack of access to reliable knowledge about the process of growth of reproductive health practices and value system. There was an education must make the changes and development needs of youth. This may increase the risk of the future.

Today, almost all Indian and Thai, whether rich or poor, young or old, too exposed to the foreign, mainly because in the last two decades in India and Thailand, a tourist destination most popular in the region has become. At times, economic growth and opportunities for investment, many foreign multinationals, which add to the already sizeable expatriate community even tighter. But despite the intensity of their exposure to “foreign” influences, particularly western cultures and lifestyles, Thai and Indian culture remains a strong influence on family life and childhood. From birth are Indian and Thai young people immersed in the culture much deeper than they are to foreign influences, despite the rapid changes affecting young Indians and Thais. Young families are delayed emotional and distributed by car or hikers, children with delinquent behaviors, such as loitering and IM-permissive gambling, drugs, crime, truancy, prostitution and begging, illegal transactions. As a result of these harmful practices, cases of illegal pregnancy, abandoned children and HIV / AIDS are more difficult.

He also said “Thai children spend more time talking and discussing on the phone and most fashionable models of mobile phones, love hanging with friends the night of the drug problem and the loss of Thai identity and shopping for branded products. The latest fashion among the pastime of many Thai children today are more violent and it is the fault of society and their families their behavior and to include in premature sex, drugs and aggression. “” The study showed that despite the family history of affluent teens surveyed, most of them is a common problem of loneliness, depressive tendencies and a need for love “shared. The gap between parents and children is more important than ever to instill broken families or families, the morality of their children because they havenless time fault for their children and they were at risk of sick society and violent in Thailand (Aphaluck Bhatiasevi, Thongbai Thongpao 2002), (Tong Struggles Thum, 2006)

With the best intentions and efforts of education as a social instrument, it is possible to promote the comprehensive protection of disadvantaged groups. Forced Among the different types of young underprivileged young people entering the labor market, young people who need HIV / AIDS and youth affected by drugs affected attention. They have difficulty getting the right advice to overcome their personal problems and need guidance and advice appropriate to realize the negative effects of narcotics, labor and HIV / AIDS. It may be possible to develop an awareness of the manner expected by the regular programs. Therefore, a separate educational intervention, which is nothing but a planned program of education, organized, meet the scientific and psychological needs of disadvantaged youth in the age group of 13-16. Thus, this study attempted to examine the recruitment and education of disadvantaged youth to know the impact of a structured educational intervention program in the perception of adequate development and attitude towards reproductive health, drugs, sexuality and values.

This study examined the effects of an educational intervention program on knowledge and attitudes towards disadvantaged young people in northern India and Thailand. The study will assess and compare knowledge on the processes of growth, HIV / AIDS, values and attitudes of adolescents age students living in schools. education in reproductive health is a key strategy for promoting prevention among youth.

Methos
The study sample consisted of 225 disadvantaged young people in 125 youth from India (Chennai slum Himmat, Jammu region) and Thailand (Chiang Mai people develop and Teresa Yong Anusorn Foundation (Ban Teresa) province of Chiang Rai ) included. The sample of the population of disadvantaged young people are the inhabitants of slums and orphanages and studying in high school classrooms in the age group 13-16 years. Data have been through the gift of knowledge gained from test points on the process of growth of HIV / AIDS in order to measure the reproductive organs and their functions in family planning and parenting attitudes and extent beliefs and practices on sexuality and abstinence. An experimental device was made from experimental and control groups. Questionnaires were translated from English into Hindi and Thai (mother tongue of respondents), then back into English to ensure that no meaning lost in translation. There were two groups of learners to use: Both groups received pre-test and post-test, where the experimental intervention group was given to the program and control group had no intervention program are given .
Control group: – there were two states, the directors of ten interviewed face-to-face focus groups with disadvantaged young people in India and Thailand.
first state and country to India, 10 Indians were the directors of disadvantaged young Indians away from home in the slums (Jammu), and meetings have been collected for the data, a questionnaire adaptation in all groups people and Hindi (native of respondents).
Second State Examination in Thailand Land: 125 questionnaires in Thai (mother tongue of respondents) for disadvantaged youth in orphanages in Thailand two, I gathered later, the questionnaires administered.
Intervention / treatment program
Expert moderators who are willing to participate in the study were asked to maintain community awareness, book distribution, and training on CD;
experimental group: 200 children (and occupants) Himmat Chennai slum (Jammu, India), Teresa Anusorn Foundation (Ban Teresa), to develop people and Yong (Thailand), who received at least know the scores were given One day training program for intervention or treatment;
In the morning: the orientation and participants in the program of fundamental issues such as the general context of adolescent development to concentrate, and consisted of discussions and demonstrations. Training activities to practice the level of knowledge and develop attitudes towards HIV / AIDS, substance abuse and reproductive health
manages the afternoon until the evening: the revised questionnaires were sent to the experimental group in three sessions: (a) personal data. (B) had the knowledge and attitude of when they had doubts about himself and understanding of the elements that made them administrators by providing other examples. In addition, (c) of the group for the preparation of measures to improve suggestive and political debate.
Study Design
An educational intervention program was presented consisting of awareness through the media presentation, discussion and interaction presented the experimental group. Universals and multivariate data analysis were used to assess the impact of interventions and identify predictors of changes in knowledge and attitude. Significant changes in terms of gain between pre-and post-test has not been observed.

Analysis
Completed questionnaires were collected and entered into the computer. The data captured and analyzed using SPSS. After review and reduced frequency of descriptive data were performed. This was applied by one or more different variables methods to assess the impact of interventions and to identify other predictors of change in knowledge and attitude. The analysis was stratified by sex showed how the reactions differ on variables of knowledge and attitude, boys, girls, age and education. Descriptive statistics were used to study the profile of the population. Knowledge and attitude was then used to explore demographic variables related to HIV / AIDS, substance abuse and reproductive health. The following statistical techniques were applied in this project: Paired T-Test and F-test.
RESULTS
The demographic profile of Indian respondents Thai 250 questionnaires is the relationship between demographic characteristics of the Indian and Thai were displayed according to Indian boys (54-40%) less than boys in Thailand (56%), and young Indian girls (45-60%) more young Thai girls (44%). In the age group of Indian and Thai 15 years, and had the same high school Indians (default: 9) and Thai (Grade 3), significantly. 05 is shown in Table 1.
Responses were grouped into the comparative scores of Indians and Thai disadvantaged youth after receiving treatment on the knowledge and attitudes towards HIV / AIDS, substance abuse and reproductive health, all participants (N = 200) were interviewed after the intervention was significantly different (0th 05), are presented in Table 2-16.
The results also showed significant differences between boys and girls in knowledge and attitude towards reproductive health. Implications of the study for awareness programs have been proposed.

DISCUSSION
In many northern states of India and Thailand, HIV / AIDS, drug addiction and the needs of reproductive health of Indian and Thai disadvantaged youth are poorly understood or appreciated is not enough. Evidence is growing that this neglect can cause serious damage to the HIV / AIDS, substance abuse and reproductive health and well-being of them.
The policy addresses the effectiveness of programming highlights what must be done to promote and protect the disadvantaged youth in India and Thailand to be in the future: All schools should be learning more interesting books by extensive community outreach to build support for youth reproductive health in a suitable container Indian and Thai culture and tradition. Because the Indian and Thai culture and tradition, kept young people learn from them long ago, which was growing in life were false and against morality.
Indian and Thai adolescent issues of family vacations and even after they have been sexually abused or because their families could understand the behavior of adolescents and teach reproductive health education and education about sexual health . Because they improve the knowledge and attitudes of young people of school age with modern media families. In addition, it was found that violated sexually abused in the Indian Ocean and young Thais to learn and practice to protect themselves and knowledge necessary for children’s rights and much more.
India /> <br disadvantaged youth
First Indian disadvantaged youth are neglected at home, school, and there is knowledge of the country. They tend to be underdeveloped in the familiar and very bad for the knowledge, attitudes about reproductive health, substance abuse and HIV / AIDS. As if to improve and learn and develop knowledge and understanding of the attitudes of disadvantaged youth
In India the second, relevant organizations, governmental and nongovernmental from India, to develop strategies for youth and should be taken against HIV / AIDS education and health in school curricula. In addition to the reproduction of educational services for adolescent health, particularly in schools and families are needed.
3rd Parents, families, teachers and administrators in orphanages and schools should be encouraged to discuss or provide guidance and approval regarding reproductive health education, substance abuse and HIV / AIDS with their disadvantaged young people.

Thailand /> <br disadvantaged youth
First Should enhance knowledge and understanding of the attitudes of disadvantaged young people in Northern Ireland in education and reproductive health education on sexual health.
Second to increase, especially in the north, Thailand, with more drugs and HIV / AIDS, as if to teach or train to get the knowledge and understanding of the attitude of reproductive health, youth and parents more than others.
The third education for reproductive and sexual health should be included in the program for the second level – primary level (class 4-6), third level – secondary education (grades 1-3) and the fourth level – the secondary education (class 4-6). It is too late to start from the third level – secondary education (grades 1-3) in Thailand, the Ministry of Education has developed a new policy on this matter at the end of the standard basic curriculum in the education as soon as possible.
4th It seems that the media in Thailand has a change in the context of gender values caused by youth. Misuse of the Internet as information on sex-related problem by the use of mobile phones, TV, VCD, DVD and booklets supplements crime problems were increasingly the victims of sexual abuse. Sun to the quality manuals and brochures will be distributed to young people.
TABLE

ACKNOWLEDGEMENTS
I thank Dr. YN Sridhar, leader of the research for me. I would like to thank many useful and students following Mr. Kasam Sakonllapap, Mr. Santi Jongkongka Mr. Prasarn Ruansang and people for their support. I am grateful to Carlo Luzzi father, mother Elisa Cavana Niphot Thiengwiharn father and my family, for their part in this study by providing financial resources.

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