Category Archives: Education

Preparation by CBSE Based Online Tutorials Increase Knowledge and Marks

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However, education can be achieved by a number of ways, but gaining education through the CBSE based online tutorials is like icing on the cake. Nowadays, CBSE online tutorials for classes IX to XII are considered as one of the most contemporary methods of gaining education by means of various interactive mediums such as TV, audio, etc.

Knowledge of various subjects such as mathematics, physics, biology and chemistry can be easily availed by the online tutorials of CBSE. These online tutorials apart from providing regular lessons also aim at infusing complete feeling of the real examination scenario in the students. And this can be achieved by conducting online mock tests on regular basis. Designed on the CBSE paper pattern and syllabus, these mock tests expose students towards their weaker areas and hence, give an opportunity to make timely improvements. Moreover, mock tests also help in improving the speed and completing question paper in a time span of 3 hours.

Few other noteworthy advantages of CBSE online tutorials are as follows:-

The quality education is imparted either by sending online course materials that contain audios and videos depending solely upon the convenience of an aspirant.

Because correspondence is done via internet therefore, all the queries get solved by the qualified professors within the stipulated time period.

Some prime coaching institutes aim at imparting the tutorial education through an interactive television programs on DTH platforms such as Dish TV and Tata sky. And for the greater convenience of the aspirants, repeated telecast of the particular program is shown ample times in a week.

However, some coaching institutes do charge a nominal enrollment fee for providing the course materials, but it is always worthwhile to spend a few pennies rather than not gaining education. It is a common misconception among students that these tutorials can be used only by those students who are unable to get an easy access to the campus education due to some unavoidable reasons. But this is not the truth; the story is other way round. Online tutorials of CBSE can be availed by school going students as well.

Because of the greater accessibility and plentiful benefits, online tutorials act as a boon for all those students appearing in the CBSE exams. Therefore, it can be said online tutorials are the best way of gaining quality education at the most cost-effective manner.

Register for Online CBSE tutorials at TopperLearning.com, provides tips and tricks to increase your knowledge and marks. Students can also refer to his friends for Online tutorials by Subjects and can win the prizes.

Improving Brazil’s Education System To Ensure Economic Growth

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THE MODERN DAY BRAZILIAN EDUCATION SYSTEM ***

Long criticised as being comparatively inferior (particularly for the lower demographic of society) to other developing countries, Brazil has a long way to go before its compulsory education system is where it needs to be in terms of both improving the competitive intelligence of future generations and reducing poverty. The Instituto de Pesquisa Econmica Aplicada indicated that the average 25-year-old in modern day Brazil has only nine years of education; 10 percent of the population is illiterate and one-in-five students are in the wrong grade for their age because they have had to repeat a year of studies.

Nevertheless, Brazil does has positive educational results for the last thirty years and quantitative studies at the elementary level have demonstrated that standards are improving (albeit slowly). Research by the Instituto Brasileiro de Geographia e Estatstica (IBGE) indicated that the issue of poor educational levels is mainly symptomatic in rural areas: statistics published in late 2007 stated that the rural population over 15 years has a mean 4.3 years of schooling while the urban mean is 7.7 years. The illiteracy rate in the rural sector is 30 percent for those over the age of 15 and only 27 percent of the 15-17 rural age group are choosing to remain in secondary education.

Conversely, World Bank data in late 2008 demonstrated that the most progress in elementary schooling between 1992 and 2001 was within the poorer part of the population (enrolment in primary education rose from 97 to 99 for the richest 20 per cent of Brazil and from 75 to 94 percent for the poorest 20 percent). The same study pointed to the fact that; because illiteracy ranges from 2.7 percent for the population aged 15-19 to 30 percent for those between 65-69; the educational imbalances of the population look set to change over time.

The number young Brazilians going to university has also increased (enrolments were 1.7 million in 1994 rising to 4.9 million 2008) – however, this statistic remains lower than other countries in South American such as Argentina and Chile.

*** THE FUTURE OF THE BRAZILIAN EDUCATION SYSTEM ***

Whilst Goldman Sachs was the one of the first international investment banks to promote Brazil as a future economic superpower, it has been keen to stress that improvements in education are fundamental for the country to be able to maximise its future potential. It is widely thought that the average standards are not meeting the increasingly important relevance the country is having on a global scale. In the medium to long term, it is imperative that Brazil’s welfare state decreases and the knowledge and skills base of the country moves the other direction.

One positive step has been to encourage more teachers to enter the profession which, in the past, has been under supplied. The setting of the salary floor at $BRL 950 per month received criticism for being too broad based and not tailored to individual municipalities (although was generally seen as a step in the right direction). Other progressive measures include funds such as FUNDEF (a sub-national grant scheme aimed at assisting primary and lower secondary education) and FUNDEB (which, by 2007, had granted more than BRL$ 30 billion for basic public education benefiting nearly 50 million students). Furthermore, in order to be eligible for the Bolsa Famlia grant, children aged between seven and fifteen must be enrolled in school and not miss more than 15 per cent of classes (due to the early stages of the programmes development, statistics on its effectiveness are too hard to predict, but it is claimed to have had a positive impact on school attendance levels).

At the two year anniversary of the vast oil findings off the south coast of Brazil, President Lula was seen issuing congressional bills with the intention of diverting a significant portion of the country’s oil wealth towards improving education systems (amongst other welfare provisions). The ever popular national lottery in Brazil continues to donate over 5 percent of its profits to the Ministry of Education. There have also been a number of the country’s leading companies (including Embraer, Petrobras, Randon and Vale) developing their own educational establishments to improve skills shortage gaps.

Role Of India Ngo In Imparting Quality Education

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India NGO has been successful to a large extent in extending quality educational for slum children in various parts of India. In fact these organisations have been immensely successful in improving the quality of primary education. The purpose of education is to create responsible citizens and Educational NGO is working towards this mission.

In India we find several millions of children deprived of their right to education. Even though Indian government has been taking up several welfare programs and activities, they are not reaching the target group due to some selfish middlemen. India NGO has proved to be a boon in disguise in this situation. Several NGO are operating in various cities in India trying to uplift poor and downtrodden people.

Time and again it has been proved that single handily neither government nor India NGO can be successful in their tasks. Collaboration between these two can accomplish the task more easily. There are few aspects that need attention and the same are mentioned below:

Targeting slum children: India NGO need support from government in motivating slum dwelling children and provide them with quality education. This is quite a tough challenge for NGOs as most of these children go for work. So, not only children, their parents also need to be convinced to send their children to schools. Even if these children come to school, teachers in government schools should make learning easy by creating an interesting environment.

Quality education to slum children: Right to education has been included as one of the fundamental rights in Indian constitution. So every child up to the age of 13 years should attend school. In order to provide quality education to slum children, lot of changes have to be made in teaching process. Trainers for primary school teachers and teacher training institutes need to learn several new techniques from educational NGOs. In order to provide quality education to these children, teachers need to implement several new tools. This is possible only when India NGO and government work in unison.

Common vision: Government no doubt takes up several welfare programs but most of them do not succeed as they do not reach the targeted group. Due to lack of personal interest these programs get wasted. However, this is not the case with NGO. These are service oriented people and strive towards the well being of the community at large. Both government and India NGO need to work in collaboration towards achieving a common vision. NGOs are definitely competitive in shaping policies appropriate for primary education. Flexible learning tools along with innovative teaching methods should be introduced.

In order to have a competitive advantage, India NGO should constantly evaluate and redefine their welfare activities. India is a populous country and so neither the government nor NGO can bring in a huge change all by themselves. Collaboration between both these bodies would help in achieving remarkable results. India NGO because of their service motive and wide spread accessibility can cater to the needs of millions of people living in every nook and corner of the country. So lets work in unison and made India country with cent percent literacy rate.

CADC Requirements in Kentucky

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In Kentucky, the Board of Certification of Alcohol and Drug Counselors oversees the licensing of chemical dependency and addiction treatment counselors. Certified Alcohol and Drug Counselor (CADC) Certification in Kentucky is regulated for the protection of public health. Addiction treatment is a sensitive issue and the professional management of every case is taken seriously. Patients seeking relief from any addiction deserve to be treated with dignity and respect conducive to healing and recovery in an environment that utilizes the latest in psychological research and addiction treatment therapies that are based on medically sound principles. Likewise, addiction treatment professionals deserve the support of a government agency that strives for healthy communities, advocates for legislation that improves its outcomes and responds to changes in the addiction culture by sharing information and resources to help more patients succeed.

Careers in alcohol and drug counseling aren’t for the faint of heart; addiction can be an ugly business. Many candidates for CADC certification have personal experiences with dependency. Some have been inspired by their own recovery and wish to share their experiences and strength. Others have a close friend or family member whose life has been touched by addiction and are inspired by witnessing their recovery. Still others seek to prevent the tragedies that are all too often preventable, like deaths and permanent damage due to the effects of drug or alcohol addiction.

It’s encouraged that individuals wishing to pursue a chemical dependency certification complete a chemical dependency certification education program. In addition, each applicant must have 6,000 hours of documented, board-approved experience working with substance abuse patients. Some applicants may replace a percentage of those hours with professional education. For example, an applicant with a Master’s Degree in chemical dependency can substitute that training for 3,000 hours of work experience.

Additionally, applicants must have a minimum of 300 hours of direct supervision from a CADC certified counselor with at least two years of experience, broken down into specific tasks relating to different aspects of dependency treatment. Each supervisor is required to evaluate the applicant’s professional and ethical conduct, personal attributes and areas of competency. The applicant’s educational background must consist of specific training areas and each applicant must complete a sample case presentation. Finally, each applicant must pay the application fee, submit two letters of recommendation from certified drug and alcohol counselors and pass a written examination.

The requirements may seem overwhelming, but they’re designed to meet the guidelines of the International Certification Reciprocity Consortium on Alcoholism and Drug Abuse, which ensures that chemical dependency counselors are held to the highest standards. The best way to meet the requirements is to enroll in a reputable CADC certification program.

AN INVESTIGATION INTO THE EFFECTS OF IMPROVISED INSTRUCTIONAL MATERIALS ON THE PERFORMANCE OF SENIO

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ABSTRACT The result of improvised instructional materials on students’ performance longitude and latitude at the senior technical colleges was assessed. Two hundred students of all senior technical colleges participated in the study. The students were grouped into two:- control group and experimental group (20 students formed each group “control and experimental”) preset was administered to both groups. Alter exposing the experimental group to treatment, post-test was administered. Mean and standard deviation was computed; ranked are used to answer the research question for the study. The t-test statistics was used in testing the null hypothesis formulated. The finding of this study shows that the group taught with improvised instructional materials performed better than the group taught without any instructional materials. Recommendations were offered on ways to promoting, encouraging and arousing the interest of teachers in the improvisation of mathematics equipment and materials.

INTRODUCTION For the purpose of definition, technical colleges are a post-secondary vocational training programme whose major purpose is the production of technicians and craftsmen. It is a special grade of vocational education which can be distinguished from other educational programmes because more mathematics and science are required in the training programme Okorie (2000) Today the population of Technical colleges has continue to decrease in the country, equally there had been an enormous decrease in the students population. This is due to the unimpressive state of the nation’s economy, the government has found it very difficulty to adequately finance technical colleges and also provide the scientific equipment required by these colleges. Therefore many technical colleges in the country operate without standard mathematics and science laboratories. Obviously the situation is not likely to improve in the nearest future judging from political and economic state of the nation, due to inadequate funding of the schools and colleges in the country. Consequently, the demand for mathematics and science equipment will continue to remain by these schools and colleges and the most feasible way to adjust with this demand is to resort to the improvisation of teaching equipment and materials. In Nigeria and other foreign countries, a lot of research work on improvisation of teaching of mathematics and science subjects had been carried out as part of the effort to promote, encourage and arouse the interest of mathematics and science teachers, educators and curriculum developers in improvisation of teaching equipment and materials. Alghomlan (1990) explain why mathematics teacher should improvise with available materials in other to achieve their aims in teaching. Therefore instructional materials help the teacher to meet individual differences of learners in class by using aid that appeal to different sense (Moronfola, 1983) Aina (2013), stressed that instructional materials are to supplement verbal explanation of concepts or any description so that the learning could be real to the student, therefore the national policy on Education (2004) emphasizes the teaching and learning of science principles, it also stated that the provision and use of science will lay a sound bases for scientific and reflective thinking among pupils. Ugoata (2006); Nwagbo (2008), asserted that teaching equipments and materials are often lacking in our schools. However, some of the equipments needed for teaching mathematics in technical colleges can be improvise to arose the interest of the students. Abimbola (1999), stressed that the primary purpose of instructional materials is to make learning more effective, and also facilitate it. Provision and use of instructional materials for mathematics teaching will lay a sound basis for scientific and reflective thinking among technical students. Studies have shown that the students enjoyed or gain more when improvised materials were used for teaching physics (Aina 2013).this was also supported by Eyetsemitan (2000) and Achimigu (2006) that the use of instructional materials improve achievement in basic science. METHODOLOGY An experimental design was used for this study, in which quasi-experimental approach was used. There was an experimental group and a control group. The experimental group was exposed to improvised materials. Their performances were later compared using the mean scores in pre-test and post test scores. Senior students of all the five Technical colleges in Kwara State were used for this study A total of 200 students comprising of 155 males and 45 females constitute the entire population which was considered appropriate and manageable by the researcher. These students were divided in to two groups. One group was experimental (20) and other group was for control (20) Two groups (A & B) of senior students from all the five technical colleges in the state were taught mathematics lesson on the determination of distance between two points on the earth surface along the lines of latitude. The duration was 45minites each. Each group comprised of twenty (20) students. Group A was taught with improvised instructional materials, while group B, was taught without using improvised materials. At the end of the lesson, group A and B were given a written test, their script were collected and marked, and the scores were later analyzed.

HYPOTHESIS There is no significant difference between the performances of students taught using improvised instructional materials and those taught without using instructional materials.

DATA ANALYSIS Student’s scripts were marked and the scores obtained by each of the two group of student were recorded independently. The mean score of each group was then calculated t – test was also computed to find out whether or not there was any statistical significant difference in the two mean score. RESULTS Table 1 shows the number of students that took part in the pre-test and post- test for each of the two group, i.e. experimental group and control group the table therefore shows that 200 student took part in the pre-test and the 200 students took part in protest. TABLE 1: DISTRIBUTION OF STUDENTS S/NOGroupsNumbers of students Pre- testPost- test AExperimental Group100100 BControl group100100 Total200200

Table II: – shows the mean scores of the two groups in the pre- test. The results indicate that the students had little or no prior knowledge of longitude and latitude due to their poor performance in the pre- test conducted. Table II: MEAN SCORES FOR THE PRE- TEST DescriptionExperimental groupControl group Total score75-IK No of students100100 Mean score23.824 Table III shows the test computation of students taught with improvised instructional material i.e. locally made “globe of the earth” and their counterpart without improvised material

VariablesNoMeanSDDfCalc.tCritical value tDecision Students taught with improvised material10082.59.85998.641.970Rejected Students taught without improvised material10041.56.75 HYPOTHESIS There is no significant difference between the performance of student exposed to improvised instructional material and those not exposed to it. The hypothesis was tested using t-test statistics at 0.05 alpha level of significant. Judging from table 111 above, it is indicated that die t-calculated value is 8.64, while the critical or t- table value in 1-970. Since the t-calculated value is greater than the t-table, therefore null hypothesis is hereby rejected. Hence there is significant difference in the performance of student taught using improvised instructional materials and their counterparts taught without improvised instructional materials. DISCUSSION OF FINDING Pretest mean scores for the two groups are higher than the scores of their post- test of die two groups, experimental group scores was also higher than that of control group scores. Differences in their scores indicate the effectiveness of treatment given to the experimental group. This was confirmed by the t-test statistics computation of the two groups. The treatment easily aroused their interest, aid their retention and stir-up the cognitive conflict in them, thereby engage them in active participation in the lesson presented. The control groups in order hand were just presented with facts and reasons. These act allowed students to a passive participation in the lesson thereby do courses mass failure in mathematics as a subject. CONCLUSION Mathematics teaching/learning at both junior and senior students of technical colleges required a lot of handling of teaching equipment and materials by the student’s before any meaningful learning could be achieved by the teacher. Therefore, in the absence of no unready made equipment, mathematics teachers should be encouraged and advised to always design and construct equipment and material by improvising from the available resources. RECOMMENDATIONS Based on the finding of this study the researcher makes the following recommendations: 1.That a comprehensive syllabus be prepared along with appropriate suggested teaching equipment and material by curriculum planners who are in charge of mathematics to guide mathematics teachers, so that the teaching and learning of mathematic in Nigeria may be thorough enough to achieve the technological development. 2.The national commission for college of education should introduce into the present NCCE curriculum for mathematics a detail comprehensive course on improvisation of mathematics equipment and materials.

REFERENCES Abimbola, A. (1999). Principles and practice of Education Technology, Ibadan, Nigeria: International Publisher. Aina, J. K. (2013). Instructional materials and Improvisation in Physics Class: Implication for Teaching and Learning. IOSR Journal of Research & Method in Education Aigbomlan, D.O. (1990) Improving the attitude of primary school science teachers toward improvisation, Journal of Science Teachers Association of Nigeria, 26 (2), 53-58 Achimugu, L. (2006). Resources Materials for Teaching Primary Science. In U. Nzewi (ed). Science Teachers Association of Nigeria Annual Conference Proceedings, 339-345. Heinemann Publishers Plc. Eyetsemitan, P.E. (2002). Curriculum Design and Development: The Teaching and Learning of STM with the Primary Science Curriculum. In M.A.G. Akale (eds) 43rd Science Teachers Association of Nigeria Annual Conference Proceedings, 420-425. Heinemann Publishers Plc. Federal Ministry of Education (2004) National policy on Education. Lagos, NERDC Morohunfola, P.I (1983). A study of relationship between instructional resources and students’ academic performance. (Unpublished master’s thesis) University of Ilorin, Ilorin, Nigeria.

Nwagbo, C. (2008). Science, Technology and Mathematics (STM) curriculum development; Focus on problems and prospects of Biology Curriculum Delivery. N. Udofia (eds) 49th Science Teachers Association of Nigeria Annual Conference Proceedings. 13-15. Heinemann Publishers Plc. Okorie, JU (2001) Vocational industrial education, league of researchers in Nigeria (LRN) Bauchi Nigeria. Uyoata, U.E. (2006). Availability, selection and utilization of instructional resources for teaching Primary Science in Uyo Local Government Education Authority, Akwa.