Directorate Of Elementary Education Hp?

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Directorate Of Elementary Education Hp
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Who was the first education director of HP?

History – The Himachal Pradesh Board of School Education, Dharamshala came into existence in 1969 as per Himachal Pradesh Act No.14 of 1968 with its headquarter at Shimla later shifted to Dharamshala in January 1983. The Board started with a staff of 34 officials which has subsequently increased to 438.

  1. The Education Board prescribes syllabus, courses of instructions and text books for school education in Himachal Pradesh besides conducting examinations based on courses listed.
  2. At present, the Board conducts examination for the following classes and courses: 8th (Private Capacity), 10th, 10+1, 10+2, J.B.T and T.T.C.

As many as 5 Lakh candidates annually appear in the examination conducted by the Board. Presently more than 8000 schools are affiliated with the Board. The Board has set up 1650 Examination centres throughout the state. Board also publishes text books for class 1st to 12th.
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When was the Directorate of Primary Education in HP renamed as Directorate of Elementary Education?

Directorate of Elementary Education came in to existence in the year 2005 after restructuring of Primary Education in the State.
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What is Elementary Education level?

Elementary Education – Elementary education is the first stage in formal education. It is free and compulsory, comprising 6 years (grades 1–6) for children aged 6–11. Some elite private elementary schools also offer an extended elementary level, grade 7, which is optional.

The basic education policy of the country prescribes a set of specific competencies in language arts (English and Filipino); mathematics; science; and social studies; or Makabayan, which is generally oriented toward civic development; music; arts; physical education; home economics; and livelihood education.

The DepEd also prescribes a cumulative rating system where the passing grade is 75%. The students receive a certificate of graduation after completing 6 years of elementary education. Read full chapter URL: https://www.sciencedirect.com/science/article/pii/B9780080448947015797
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How many primary schools are there in HP?

From Wikipedia, the free encyclopedia Himachal Pradesh was under the direct control of the British colonial rule in the mid 19th century. Also, the state was the summer capital of India during the British colonial rule. Hence, the standard of education provided in the state has reached to a considerably high level.

  1. The state has several highly reputed educational institutions for higher studies.
  2. The Indian Institute of Technology Mandi, Himachal Pradesh University (HPU), Indian Institute of Management Sirmaur and NIT Hamirpur are some of the pioneer institutions located in the state.
  3. The University Grants Commission (UGC) has allocated Rs 45 million to Himachal Pradesh University in the 10th plan which is an increase of nearly 70% over the ninth one.

Dr. Yashwant Singh Parmar University of Horticulture and Forestry has gained a unique distinction not only in the nation but also in whole of Asia for imparting teaching, research and extension education in horticulture, forestry and allied disciplines.

All india institute of medical sciences is established in bilaspur district in hp Indra Gandhi medical College shimla is one is most premium institute in medical sciences in North India The government is working constantly to prepare various plans to strengthen the education system of Himachal, The state government has decided to start up with 3 major nursing colleges to develop the health system in the state.

Himachal has one of the highest literacy rates in India. Hamirpur District is among the top districts in the country for literacy. Education rates among women are quite encouraging in the state. Himachal Pradesh is home to many educational institutions offering a wide variety of courses.

  • There are five universities, eight medical colleges, five dental colleges and two engineering colleges in the state.
  • There are over 10,000 primary schools, 1,000 secondary schools and more than 1,300 high schools in Himachal.
  • Hindi and English are compulsory languages in schools whereas Punjabi, Sanskrit, Tamil, Telugu and Urdu are chosen as optional languages.

In meeting the constitutional obligation to make primary education compulsory, Himachal has now become the first state in India to make elementary education accessible to every child in the state. Himachal Pradesh government is also very keen to transform this state into an education hub.

In March 2008, Government of India made an announcement stating that as part of the 11th five-year plan, an Indian Institute of Technology will be established in this state. Further, Atal Bihari Vajpayee Government Engineering and Technology Institute has been started at Pragatinagar, in Shimla district,

This college will have engineering related courses such as ITI, Diploma and Degree all in same campus.
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Who is the founder of the Department of Education?

The Department’s History – Although the Department is a relative newcomer among Cabinet-level agencies, its origins goes back to 1867, when President Andrew Johnson signed legislation creating the first Department of Education. Its main purpose was to collect information and statistics about the nation’s schools.

  1. However, due to concern that the Department would exercise too much control over local schools, the new Department was demoted to an Office of Education in 1868.
  2. Over the years, the office remained relatively small, operating under different titles and housed in various agencies, including the U.S.
  3. Department of the Interior and the former U.S.

Department of Health Education and Welfare (now Health and Human Services). Beginning in the 1950s, political and social changes resulted in expanded federal funding for education. The successful launch of the Soviet Union’s Sputnik in 1957 spurred nationwide concern that led to increased aid for science education programs.

The 1960s saw even more expansion of federal education funding: President Lyndon Johnson’s “War on Poverty” called for the creation of many programs to improve education for poor students at all levels—early childhood through postsecondary. This expansion continued in the 1970s with national efforts to help racial minorities, women, people with disabilities and non-English speaking students gain equal access to education.

In October 1979, Congress passed the Department of Education Organization Act (Public Law 96-88). Created by combining offices from several federal agencies, the Department began operations in May 1980. In the 1860s, a budget of $15,000 and four employees handled education fact-finding.

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By 1965, the Office of Education had more than 2,100 employees and a budget of $1.5 billion. As of mid-2010, the Department has nearly 4,300 employees and a budget of about $60 billion. * SOURCES: U.S. Department of Education, National Center for Education Statistics. Data from the Public Elementary/Secondary School Universe Survey for the 2007-08 school year; the 2007-08 Private School Universe Survey; and the 2007-08 National Postsecondary Aid Study.

For the most current data visit http://nces.ed.gov,
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Is Himachal Pradesh good for education?

The literacy rate of Himachal Pradesh is 83.78%, of which the male literacy is 90.93% and female literacy is 76.6%.
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What was the previous name of the Department of Education?

Historical Perspective of the Philippine Educational System – Education in the Philippines has undergone several stages of development from the pre-Spanish times to the present. In meeting the needs of the society, education serves as focus of emphases/priorities of the leadership at certain periods/epochs in our national struggle as a race.

  • As early as in pre-Magellanic times, education was informal, unstructured, and devoid of methods.
  • Children were provided more vocational training and less academics (3 Rs) by their parents and in the houses of tribal tutors.
  • The pre-Spanish system of education underwent major changes during the Spanish colonization.

The tribal tutors were replaced by the Spanish Missionaries. Education was religion-oriented. It was for the elite, especially in the early years of Spanish colonization. Access to education by the Filipinos was later liberalized through the enactment of the Educational Decree of 1863 which provided for the establishment of at least one primary school for boys and girls in each town under the responsibility of the municipal government; and the establishment of a normal school for male teachers under the supervision of the Jesuits.

  • Primary instruction was free and the teaching of Spanish was compulsory.
  • Education during that period was inadequate, suppressed, and controlled.
  • The defeat of Spain by American forces paved the way for Aguinaldo’s Republic under a Revolutionary Government.
  • The schools maintained by Spain for more than three centuries were closed for the time being but were reopened on August 29, 1898 by the Secretary of Interior.

The Burgos Institute in Malolos, the Military Academy of Malolos, and the Literary University of the Philippines were established. A system of free and compulsory elementary education was established by the Malolos Constitution. An adequate secularized and free public school system during the first decade of American rule was established upon the recommendation of the Schurman Commission.

  1. Free primary instruction that trained the people for the duties of citizenship and avocation was enforced by the Taft Commission per instructions of President McKinley.
  2. Chaplains and non-commissioned officers were assigned to teach using English as the medium of instruction.
  3. A highly centralized public school system was installed in 1901 by the Philippine Commission by virtue of Act No.74.

The implementation of this Act created a heavy shortage of teachers so the Philippine Commission authorized the Secretary of Public Instruction to bring to the Philippines 600 teachers from the U.S.A. They were the Thomasites.

Year Official Name of Department Official Titular Head Legal Bases
1863 Superior Commission of Primary Instruction Chairman Educational Decree of 1863
1901-1916 Department of Public Instruction General Superintendent Act. No.74 of the Philippine Commission, Jan.21, 1901
1916-1942 Department of Public Instruction Secretary Organic Act Law of 1916 (Jones Law)
1942-1944 Department of Education, Health and Public Welfare Commissioner Renamed by the Japanese Executive Commission, June 11, 1942
1944 Department of Education, Health and Public Welfare Minister Renamed by Japanese Sponsored Philippine Republic
1944 Department of Public Instruction Secretary Renamed by Japanese Sponsored Philippine Republic
1945-1946 Department of Public Instruction and Information Secretary Renamed by the Commonwealth Government
1946-1947 Department of Instruction Secretary Renamed by the Commonwealth Government
1947-1975 Department of Education Secretary E.O. No.94 October 1947 (Reorganization Act of 1947)
1975-1978 Department of Education and Culture Secretary Proc. No.1081, September 24, 1972
1978-1984 Ministry of Education and Culture Minister P.D. No.1397, June 2, 1978
1984-1986 Ministry of Education, Culture and Sports Minister Education Act of 1982
1987-1994 Department of Education, Culture and Sports Secretary E.O. No.117. January 30, 1987
1994-2001 Department of Education, Culture and Sports Secretary RA 7722 and RA 7796, 1994 Trifocalization of Education Management
2001 – present Department of Education Secretary RA 9155, August 2001 (Governance of Basic Education Act)

The high school system supported by provincial governments, special educational institutions, school of arts and trades, an agricultural school, and commerce and marine institutes were established in 1902 by the Philippine Commission. In 1908, the Philippine Legislature approved Act No.1870 which created the University of the Philippines.

  1. The Reorganization Act of 1916 provided the Filipinization of all department secretaries except the Secretary of Public Instruction.
  2. Japanese educational policies were embodied in Military Order No.2 in 1942.
  3. The Philippine Executive Commission established the Commission of Education, Health and Public Welfare and schools were reopened in June 1942.

On October 14, 1943, the Japanese – sponsored Republic created the Ministry of Education. Under the Japanese regime, the teaching of Tagalog, Philippine History, and Character Education was reserved for Filipinos. Love for work and dignity of labor was emphasized.

  1. On February 27, 1945, the Department of Instruction was made part of the Department of Public Instruction.
  2. In 1947, by virtue of Executive Order No.94, the Department of Instruction was changed to Department of Education.
  3. During this period, the regulation and supervision of public and private schools belonged to the Bureau of Public and Private Schools.

In 1972, it became the Department of Education and Culture by virtue of Proclamation 1081 and the Ministry of Education and Culture in 1978 y virtue of P.D. No.1397. Thirteen regional offices were created and major organizational changes were implemented in the educational system.

The Education Act of 1982 created the Ministry of Education, Culture and Sports which later became the Department of Education, Culture and Sports in 1987 by virtue of Executive Order No.117. The structure of DECS as embodied in EO No.117 has practically remained unchanged until 1994 when the Commission on Higher Education (CHED), and 1995 when the Technical Education and Skills Development Authority (TESDA) were established to supervise tertiary degree programs and non-degree technical-vocational programs, respectively.

The Congressional Commission on Education (EDCOM) report provided the impetus for Congress to pass RA 7722 and RA 7796 in 1994 creating the Commission on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA), respectively.

The trifocal education system refocused DECS’ mandate to basic education which covers elementary, secondary and nonformal education, including culture and sports. TESDA now administers the post-secondary, middle-level manpower training and development while CHED is responsible for higher education. In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed transforming the name of the Department of Education, Culture and Sports (DECS) to the Department of Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices and schools).

RA 9155 provides the overall framework for (i) school head empowerment by strengthening their leadership roles and (ii) school-based management within the context of transparency and local accountability. The goal of basic education is to provide the school age population and young adults with skills, knowledge, and values to become caring, self-reliant, productive and patriotic citizens.
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When was the Directorate of Primary Education set up in Himachal Pradesh?

Directorate of Elementary Education came in to existence in the year 2005 after restructuring of Primary Education in the State. It has the following organizational structure :- Office of the Deputy Director of Elementary Education at the District level.
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What replaced the Elementary and Secondary Education Act?

A New Education Law – The Every Student Succeeds Act (ESSA) was signed by President Obama on December 10, 2015, and represents good news for our nation’s schools. This bipartisan measure reauthorizes the 50-year-old Elementary and Secondary Education Act (ESEA), the nation’s national education law and longstanding commitment to equal opportunity for all students.

  • The new law builds on key areas of progress in recent years, made possible by the efforts of educators, communities, parents, and students across the country.
  • For example, today, high school graduation rates are at all-time highs.
  • Dropout rates are at historic lows.
  • And more students are going to college than ever before.

These achievements provide a firm foundation for further work to expand educational opportunity and improve student outcomes under ESSA. The previous version of the law, the No Child Left Behind (NCLB) Act, was enacted in 2002. NCLB represented a significant step forward for our nation’s children in many respects, particularly as it shined a light on where students were making progress and where they needed additional support, regardless of race, income, zip code, disability, home language, or background.

  1. The law was scheduled for revision in 2007, and, over time, NCLB’s prescriptive requirements became increasingly unworkable for schools and educators.
  2. Recognizing this fact, in 2010, the Obama administration joined a call from educators and families to create a better law that focused on the clear goal of fully preparing all students for success in college and careers.

Congress has now responded to that call. The Every Student Succeeds Act reflects many of the priorities of this administration.
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Is elementary school a degree?

Bachelor of Elementary Education – VSU Alangalang Campus

Program Bachelor of Elementary Education
Duration 4 Years
College College of Teacher Education, Arts and Sciences
Department Teacher Education Department
Campus VSU Alangalang Campus, Brgy. Binongto-an, Alangalang, Leyte
Majors
Compliance

Download Course Checklist PDF The Bachelor of Elementary Education (BEED) is a four-year undergraduate degree program designed to prepare students to become elementary school teachers. The BEED degree program aims to develop highly motivated and competent teachers specializing in the content and pedagogy for elementary education.
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What is the difference between primary education and elementary education?

Read a brief summary of this topic – elementary education, also called primary education, the first stage traditionally found in formal education, beginning at about age 5 to 7 and ending at about age 11 to 13. In the United Kingdom and some other countries, the term primary is used instead of elementary. Directorate Of Elementary Education Hp More From Britannica education: Primary-level school enrollments Despite the many cultural and political differences among nations, the objectives and curriculum at least of elementary education tend to be similar. Nearly all nations are officially committed to mass education, which is viewed as eventually including a full elementary education for all.

  1. An increasing agreement may therefore be found among nations to the effect that preparation for citizenship is one of the major objectives of elementary education.
  2. In terms of curriculum, this objective suggests an emphasis on reading and writing skills, arithmetic skills, and basic social studies and science,

In the French system, children age 6 to 11 attend the école primaire élémentaire, The United States, which has a decentralized system of education, generally has nursery schools and kindergartens integrated with the elementary schools. The elementary-secondary sequence overall is 12 years long (not counting a one- or two-year kindergarten), but the subdivision of these years varies, including eight-four or six-six (elementary school and high school), six-three-three (elementary school, junior high school, and senior high school), and four-four-four (primary school, middle school, and high school), and some modifications of these patterns.

Compulsory education in England begins at age 5 and continues to age 16. Formal school attendance begins at age 5, when the child enters the two-year infant school or department. Thereafter students may attend junior school until age 11. Some local authorities, however, have established “first” schools for pupils of ages 5 to 8, 9, or 10 and “middle” schools for various age ranges between ages 8 and 14.

In Canada the elementary school, depending upon the province, may be 8, 7, or 6 years in length. In Australia compulsory attendance begins at the age of 6 and extends to 15 in five states and to 16 in Tasmania. As a general rule, elementary and secondary education last six years each.

  1. The contemporary Japanese school system consists of a three-year kindergarten, a six-year elementary school, a three-year lower secondary school, and a three-year upper secondary school.
  2. In India each state has a director of public education who, among his other tasks, is responsible for the inculcation of basic education through productive activity and local crafts to all children between the ages of 6 and 14.

In the Indian curricular system, the student may begin an eight-year elementary school at the age of 6 and may possibly move on to a three-year secondary school and a three-year college, which constitute the higher scholastic organization. Other national variations of the elementary school offer four- and six-year programs that are followed by a three-year junior secondary or middle school and a three-year secondary school.

Get a Britannica Premium subscription and gain access to exclusive content. Subscribe Now Elementary schools in most nations introduce the child first to the local environment and then systematically bring him into contact with larger environments, The way in which this is done, the relative emphasis on factual knowledge, the relative attention to the concept of culture, and the degree of pupil involvement in the design of the learning experiences may vary greatly from nation to nation or even between educational systems.

Nevertheless, the principle that a child’s learning should move from the immediate and familiar to the distant and unfamiliar appears to be widely accepted. Great variation therefore exists within nations and internationally regarding such characteristics as the degree of stress placed on textbook learning, the degree of religious and ideological training, and the relationship between teachers and students.

It should be noted that in some nations, such as Spain, Ireland, and some Muslim countries, religious and denominational influences control the school systems. In other countries ( e.g., the United States), ecclesiastical and other religious bodies maintain elementary, secondary, and higher schools separate from the public-school systems.

Viewed globally, several factors continue to be potent determinants of change in elementary education. One factor is the expansion of enrollments resulting from population growth and an increased public desire for the fruits of schooling. A second factor is the social pressure for equalizing educational opportunity between social classes, ethnic and racial groups, rural and urban populations, and the sexes.

There is a close relationship between the educational provisions of a country and its economic resources. This relationship shows up in such country-to-country comparisons as the percentages of children between the ages of 5 and 14 enrolled in school, the number who begin but soon drop out, the supply and qualifications of teachers, and so on.

In all of these respects, large sections of Africa, Latin America, and parts of Asia and the Middle East are disadvantaged when compared with most of Europe and with countries such as the United States, Canada, Japan, and Australia. The most critical problem of education in the world’s developing countries is that of providing elementary schooling for all or even most of their children, and the second most critical problem then becomes one of keeping those children in school.

  1. The goal of literacy, which is central to elementary education everywhere, is frustrated not only when a small percentage of the people go to school but also when relatively few of those who do attend advance beyond the first or second grade.
  2. In some developing countries, for example, only one or two children out of five who go to school remain there until the fifth grade.

A concentration of enrollment in the first grade or two is characteristic of underdeveloped school systems, partly because of the dropout problem and partly because many of those who stay on fail to meet requirements for promotion to the next grade. Unfortunately, the rapid educational expansion that took place in many developing countries in the second half of the 20th century was offset by equally rapid population growth.

Each year more children go to school, but there are still more to be educated. Consequently, facilities and a supply of well-trained teachers lag far behind the seemingly endless need. An earlier preoccupation with the sheer quantitative problems of providing schooling for all children has been replaced in developed nations with a growing concern for persistent inequities in the quality of schooling provided various segments of the population.

Where responsibility for education is decentralized to small local units, the quality of schooling provided from community to community often varies profoundly. Wealthy families often become dissociated from the educational needs of the rest of society because their children go to private schools.

Or they join others like themselves in suburbs where their taxes support small classes, ample supplies of learning materials and equipment, and relatively well-paid teachers. The communities that they left are disadvantaged in the struggle to provide quality schooling for all. In the second half of the 20th century, one of the most vigorously debated educational topics of the United States was whether black and Hispanic children of the inner cities did indeed have equal educational opportunity so long as they were cut off, both in and out of school, from association with those more prosperous segments of the population that enjoyed the fruits of high-quality education owing to their greater financial resources.

The Editors of Encyclopaedia Britannica This article was most recently revised and updated by Adam Augustyn,
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Who is the head master of our school?

headmasters A headmaster is the principal of a private school. Your prep school headmaster might have also taught your favorite English class. The head of a school, especially if the school is in Britain or is private or a boarding school, is called a headmaster,

noun presiding officer of a school

DISCLAIMER: These example sentences appear in various news sources and books to reflect the usage of the word ‘headmaster’, Views expressed in the examples do not represent the opinion of Vocabulary.com or its editors. Send us feedback EDITOR’S CHOICE
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Who is the Minister of the Department of education?

Matsie Angelina Motshekga, Ms.
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What is the role of Director-General of education?

3 weeks ago Be among the first 25 applicants – Your job seeking activity is only visible to you. The Ghana Education Service Council invites applications from suitably qualified Ghanaians who are goal-oriented, results-driven with good leadership qualities and enthusiasm for appointment to the position of: DIRECTOR-GENERAL OF THE GHANA EDUCATION SERVICE JOB PURPOSE The Director-General shall provide strategic leadership for the implementation of education policy, and provide technical and administrative direction for the achievement of the mandate of the Service.

Initiate the formulation and implementation of policies on matters relating to the management of pre-tertiary education and advise Council on same. Lead the development, implementation, coordination, monitoring and evaluation of the policies, strategic plans, projects and programmes of the Service. Exercise oversight responsibility for the efficient and effective management of resources of the Service. Ensure the availability of appropriate internal structures, controls, managementand decision-making systems and processes in the Service. Prepare and submit the annual budget of the Service to the Council for onward transmission to the Ministry of Education. Provide strategic direction to ensure effective and efficient teaching and learning in pre-tertiary educational institutions.

Qualification Required & Experience

A minimum of a master’s degree in Management, Organizational Development or an advanced degree in a relevant discipline from an accredited tertiary institution. A minimum of fifteen (15) years post-first degree relevant work experience; five (5) years of which must be in a Senior Management position in education management. Certification as a professional teacher in good standing and membership of a professional education body would be an advantage.

COMPETENCIES

Knowledge of the principles and policies underpinning the educational system, education planning and management. A thorough knowledge of the Ghanaian educational system, current issues And best practice in educational management internationally. Excellent communication, interpersonal and presentation skills. Good negotiation, lobbying and conflict resolution skills. Excellent policy formulation, analysis and review skills. Capacity to inspire and motivate subordinate staff of the service. Extensive knowledge in human, material and financial resource Management. Knowledge and understanding of national and international labour laws and regulations. Excellent knowledge of computer applications.

PERSOHAL ATTRIBUTES Innovative, inspirational, ethical, organized, and results-oriented. TERMS OF APPOINTMENT Applicant must be able to serve a full FOUR-YEAR TERM from assumption of office before attaining the compulsory retirement age of sixty (60) years.

Qualified women are encouraged to apply Only shortlisted applicants will be contacted for interviews

Director Full-time Education and Training Public Relations and Communications Services

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Who is a leader elementary school?

(44) School leader The term “school leader” means a principal, assistant principal, or other individual who is— (A) an employee or officer of an elementary school or secondary school, local educational agency, or other entity operating an elementary school or secondary school; and (B) responsible for the daily instructional leadership and managerial operations in the elementary school or secondary school building.
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Who manage the elementary school at district level?

Decentralized decision-making and management through Panchayat Raj Institutions (PRIs) as well as through school-level community-based structures, like the Village Education Committees (VECs) or Parent Teacher Associations (PTAs).2.
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What is the role of the District Director of education?

Ensure the implementation of the decisions of the Education Service at the District level. Perform advisory role in the District Assembly on matters relating to education at the pre-tertiary level and other matters that may be referred to by the District Assembly.
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