Education Portal for Students in India

Global Education Monitoring Report UNESCO’s Tweets. By Education Finance Network This December marks one year since the release of the 2021/2 Global Education Monitoring (GEM) Report, which examines the role of non-state actors in education. The
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What is a Gems report?

The Global Education Monitoring Report (GEM Report) is the global public good that serves this purpose. Established in 2002, the GEM Report is an editorially independent report, hosted and published by UNESCO.
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What is global ed?

Global education is an overall approach to education that focuses on developing students’ understanding of other cultures, the history and geography of different countries and people and the current events faced in various parts of the world.
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What does gem stand for in school?

What is the General Education Mobile (GEM)?

GEM is an exciting partnership between the Community College of the Air Force (CCAF) and civilian academic institutions GEM offers General Education courses to meet CCAF associate in applied science (AAS) degree requirements Courses are offered in a distance learning format: anytime, anywhere GEM reduces the CCAF educational impact of deployments, PCS, and family commitments

Why GEM? The average gradation time for CCAF students is eight years because General Education courses are usually the last taken. The goal is to reduce the average CCAF graduation time to less than four years. GEM does the following:

Eases student course selection and registration via single-point access on the Air Force Virtual Education Center (AFVEC) Facilitates student planning across entire General Education curriculum—motivates student to complete courses on a self-paced timeline Features partnerships with civilian academic institutions to offer education focused on freshman/sophomore level instruction

How Does GEM Work?

GEM is delivered via AFVEC GEM students can conveniently search for schools that meet their needs and preferences Students contact the GEM school directly to enroll in General Education courses

Ideal Students for GEM

Self-motivated Self-disciplined Independent learner Communicates well in writing Proactive and interactive with questions

Is “On-line Learning” a Good Choice for Me?

I tend to work without supervision I am self-motivated I am able to prioritize commitments I read and comprehend well I express myself well in writing I have access to the Internet I am comfortable with various software I am comfortable using the Internet

If you answered “Yes”, Then Consider GEM Now! Visit the Air Force Virtual Education Center Associate in Applied Science Degree The CCAF associate in applied science degree is offered in the following broad career areas:

Operations Logistics Medical Support

Degree Completion Requirements Degree programs consist of a minimum of 60 semester hours with requirements as follows:

Technical Education (24 Semester Hours) Leadership, Management & Military Studies (6 Semester Hours) General Education (15 Semester Hours)

Written Communication (3 Semester Hours) Oral Communication (3 Semester Hours) Mathematics (3 Semester Hours) Social Science (3 Semester Hours) Humanities (3 Semester Hours)

Program Elective (15 Semester Hours)

​Total 60 Semester Hours Student Testimonials “Thanks to the GEM program, I was able to complete my degree while deployed without losing any credit. The online plan made it easy to register and track my progress. Thanks CCAF!” SrA S. “It is a great program and it allowed me to finally complete the math course that held me up for so many years.

• Thanks to the GEM program, this October I will be receiving two CCAF degrees and I am so excited.” SSgt P.
• GEM REGISTRATION IS FAST AND SIMPLE: 1.
• Select your GEM institution on the Air Force Virtual Education Center ( AFVEC ).2.
• Register online or call your local Education and Training Section to discuss the best GEM course options for you.

Please indicate that you are a GEM student when you call. Visit the Air Force Virtual Education Center ( AFVEC ) to receive contact information for your local Education and Training Section (E&TS). These advisors are your liaisons to the CCAF administrative center and will help you map out your GEM plan.
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What does gem stand for in government?

Geo-Enabling initiative for Monitoring and Supervision (GEMS)
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What is global education according to Unesco?

Global Citizenship Education (GCED) aims to empower learners of all ages to assume active roles, both locally and globally, in building more peaceful, tolerant, inclusive and secure societies. GCED is based on the three domains of learning – cognitive, socio-emotional and behavioural.

Cognitive: knowledge and thinking skills necessary to better understand the world and its complexities. Socio-emotional: values, attitudes and social skills that enable learners to develop affectively, psychosocially, and physically and to enable them to live together with others respectfully and peacefully. Behavioural: conduct, performance, practical application and engagement.

The key learning outcomes, key learner attributes, topics and learning objectives suggested in GCED are based on the three domains of learning mentioned above. They are interlinked and integrated into the learning process. UNESCO’s work in this field is guided by the Education 2030 Agenda and Framework for Action, notably Target 4.7 of the Sustainable Development Goals (SDG 4 on Education), which calls on countries to ” ensure that all learners are provided with the knowledge and skills to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development “.
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Who is the founder of Gems education?

Sunny Varkey is the Founder and Executive Chairman of the GEMS Education Group. He is a passionate education entrepreneur who is the driver behind GEMS’ mission to advance education for all.
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What does C7 mean in school?

C7 – Refusal of Class Certificate – To attempt to resolve a C7, you should follow the steps outlined in the University’s Policy and Procedures on Academic Appeals, as summarised below.

The first step is to consider early, or frontline, resolution. You might want to explore this if you think you have received a C7 by mistake (for example, you have had no gaps in your attendance and have submitted all coursework), or if you have already been in contact with the School regarding the reasons for receiving the C7. Early, or frontline, resolution should be explored as soon as possible and certainly no later than 10 working days after receiving the C7. This should be done by emailing [email protected] in the first instance.

If early, or frontline, resolution does not resolve the matter, and/or you wish to appeal the C7 formally you should follow the next phase of the University’s Policy and Procedures on Academic Appeals, To submit a formal appeal you are asked to complete the University’s appeal form and return it to [email protected], no later than 5 working days after attempting to resolve the matter informally, as detailed above.

Monitoring FAQs Below is a list of frequently asked questions about the monitoring process, which you may find helpful.

Why does the University monitor students’ engagement with and performance on courses?
There are a number of reasons for this. Engaging fully with your studies is important so that you can achieve your full academic potential and graduate with the best possible degree. Failure to submit coursework/interact may be an indication that you are struggling or are experiencing personal problems. Unless the University knows you are experiencing difficulties it is hard to take these into account or to provide appropriate support for you. The main aim of monitoring is to help identify at an early stage any student who may be experiencing difficulties with their studies by encouraging students to keep Course Coordinators/Programme Coordinators/Supervisors informed about any problems or concerns they may have. Students with a number of C7s may in fact no longer be engaged in their studies at the University but have chosen not to complete a Withdrawal from Study form or have forgotten to do so. Students are liable for the payment of their tuition fees up to the date on which a completed withdrawal form is received by the Registry (ie not in your School). It is in your best interests to ensure that you complete a withdrawal form at the point that you take the decision to withdraw. By doing this you will ensure that you do not get charged tuition fees for a period when you were not actually in study. Further information about withdrawing from study is available on the Changes to Studies page. The University is required to report to the Student Awards Agency for Scotland (SAAS) and Student Finance any student who is no longer in attendance at the University. The University is also legally required to inform the UKVI of any international students holding a Tier 4 visa who appear to be no longer in attendance. If you have a C7 on your record and it looks from your whole profile that you are no longer engaged in your studies, the University may take action to force withdraw you from your studies.
I have been sent an email telling me that I am at risk and a C6 is showing on my student record in my Student Hub. What does this mean and what must I do?
This means that your Course Coordinator or Tutor is concerned because you have been absent from classes or have not submitted a piece of coursework or have not signed in as required by your School and have not given any explanation for this. This is referred to as being “at risk” and a C6 will now show against a course(s) on your student record in your Student Hub, This means that, unless you take action, you will lose the right to engage with classes, take exams or assessments for the course. In order to attempt to resolve this issue you must contact the relevant School by the action date given at the bottom of the email. Instructions on how to do this are available on the Which School? page. (You should not contact your Course Coordinator directly unless the instructions tell you to do this.) You should continue to engage with classes, submit coursework and revise for any exams you may have.
I am a postgraduate student. How do I make an appointment to meet with my Programme Coordinator/Supervisor?
You can make an appointment with your Programme Coordinator/Supervisor by contacting them direct or by contacting the School Office on the email addresses listed above in the “Removing a C6 or C7 from your student record” tab.
I am a postgraduate student. I have received one or more C7s and have been told that I should meet with my Programme Coordinator or Supervisor. Why is this?
As you have one or more C7s (withdrawal of Class Certificate) on your record this is an indication that your studies are not progressing as well as they should and it is likely you will have difficulties in completing your degree programme on schedule. You may therefore benefit from the academic advice which your Programme Coordinator or Supervisor can give you. The focus of this meeting will be supportive and your Programme Coordinator or Supervisor will be able to refer you on to other support services within the University if this is felt to be appropriate. If you are not engaging in your studies after investigation, we will assume that you no longer wish to continue at the University and will discontinue your studies. You will be notified of this in writing both by email and letter. If appropriate your funding body and the UKVI will be notified that you are no longer a student at the University.
How do I know which School to contact?
You can find out which School to contact by looking at the Which School? tab.
I think I have received a C6 in error. What must I do?
In order to attempt to resolve this issue you MUST contact the relevant School by the action date given at the bottom of the email. Instructions on how to do this are available on the How do things work in my School? tab. (You should not contact your Course Coordinator direct unless the instructions tell you to do this.) You should continue to engage with classes, submit coursework and revise for any exams you may have,
I have received a C6 and have contacted the School. What happens next?
If you have taken action in time, the School will consider the explanation you have given and will decide whether the C6 can be overturned. If the C6 is overturned, the School will amend your student record to show that you are no longer ‘at risk’ of losing the right to attend, take exams or assessment(s) for the course. If this is the case a C4 will now appear on your record (see your Student Hub ) against the course. If the C6 is not overturned OR you fail to take action in time, you will lose the right to attend, take exams or assessment(s) for the course and you will no longer have access to course materials on MyAberdeen. This is referred to as withdrawal or refusal of a Class Certificate and a C7 will now appear on your record (see your Student Hub ) against the course concerned. You will receive an email informing you that you no longer have a Class Certificate for the course. This is a serious situation which may have implications for your studies.
I have received a C6 and have contacted the School by the action date but I have now received an email informing me that I have lost the right to attend the course. Why is this?
If you have responded to the C6 email and contacted the School on the Which School? page and you then receive this email, this may be because: There has been a time delay in that the School has not yet been able to consider your case. If you think this is the reason, please contact the School again; OR The School has considered your case and has decided not to overturn the C6. If this is the case and you wish to attempt to resolve the issues, please follow the instructions given in the email.
My C6 was overturned but I have now received a further email saying that I have received another C6 or C7. Is this a mistake?
This may not be a mistake as your Course Coordinator or tutor may have continuing concerns about your attendance or performance on the course, or it may be a timing issue ie. that the School has not yet got round to reinstating you and the automatic process for the C7 has kicked in. You MUST take the same action as you did when you responded to the first C6 you received and contact the relevant School by the action date. My poor engagement or failure to hand in coursework is due to the fact that I have been ill. What should I do? Please ensure that you contact the relevant School by the action date given at the bottom of the email. Instructions on how to do this are given on the Which School? page. (You should not contact your Course Coordinator direct unless the instructions tell you to do this.) You should continue to engage with classes, submit coursework and revise for any exams you may have. Please ensure you have submitted a self-certificate (if your absence was for less than 7 consecutive days) or medical certificate(s) (if your absence was for more than 7 consecutive days). You can submit your medical certificate or self-certificate through MyAberdeen. You may also wish to refer to the University’s Policy and Procedures on Student Absence, Please note that submitting a self-certificate or medical certificate does not mean that the School will overturn the C6 or C7. The Course Coordinator or Head of School (respectively) must be sure that you have not missed so much work that you will no longer be able to achieve the learning outcomes for the course.
What is a C7?
A C7 means that you have lost the right to attend, receive supervision or take exams or assessments for the course. You also no longer have access to course materials available on MyAberdeen. This is referred to as the withdrawal or refusal of a Class Certificate and a C7 will show on your record in your Student Hub against the relevant courses. This is a serious situation. Without taking the appropriate steps, you could be jeopardising your studies and, if you have more than one C7 * on your record, the University may take action to discontinue your studies. International students holding a Tier 4 visa in this position may be reported to the UKVI. *For Postgraduate students this would be a single C7 where continued registration related to a course by thesis/dissertation/project.
I have received an email telling me that I no longer have the right to attend a course. What should I do?
If you think you have received a C7 by mistake or you wish to plead your case, please attempt to resolve the matter informally with the relevant School as soon as possible and certainly no later than 10 working days from the date of the email. Instructions on contacting Schools can be found on the Which School? page. If you wish to appeal the C7 formally you must follow the University’s Appeals Procedure, To submit an appeal you MUST complete the University’s appeal form and return it to [email protected] no later than 5 working days from the date of the email. There is only a short time period within which you can take action so it is important that you do not delay. Please note that an appeal against the withdrawal of your class certificate (C7) does not mean that the School will overturn the C7. The School must be sure that you have not missed so much work that you will no longer be able to achieve the learning outcomes for the course. This may be the case even though the School is aware of a medical condition/good cause.
I am submitting an appeal against a C7. I would like access to the course materials on MyAberdeen, to engage with classes and submit course work.
Once you have appealed, yes. You should contact the Course Coordinator and ask to be given access to the course materials on MyAberdeen. If you do not continue attending classes/submitting coursework/take the assessment and your appeal is successful, you may put yourself at a disadvantage and be unable to catch up quickly.
I am a postgraduate student. My studies at the University have been discontinued. Can I appeal this decision?
Yes. You must follow the University’s Appeal Procedure, To submit an appeal you MUST complete the University’s appeal form and return it to [email protected], no later than 5 working days from the date of the letter/email which you received informing you of this.
What is a Class Certificate?
A Class Certificate is a phrase used by the University to indicate that a student is attending classes and completing coursework. When you are registered for a course you are automatically granted a Class Certificate. You keep your Class Certificate by engaging in your classes, handing in coursework and interacting or signing in as required. Failure to do these things may result in you losing the right to attend, take exams or assessments for the course and have access to course materials on MyAberdeen. This is referred to as withdrawal or refusal of a Class Certificate. This shows as a C7 against the course(s) on your record in your Student Hub, This is a serious situation which may affect your ability to continue with your studies. This process also applies to research students. Class Certificates are valid for the academic year in which you are registered for the course and for the following academic year. The Class Certificate policy is covered in the University’s undergraduate and postgraduate General Regulations.
Why have I not received a response from the monitoring email address?
The [email protected] email address is used only for outgoing correspondence to students when there are concerns regarding their attendance or performance on a course. Emails sent to this account will not be read.
I am an undergraduate student and have received a C6. I no longer wish to take this course. What must I do?
You must contact your Registry Officer via email to ask to be formally withdrawn from the course (this shows as a C9 on your student record). You can also discuss potential implications for your studies with your Registry Officer.

Please note that it is the School that can help you in getting the C6/C7 process resolved and you must contact them as detailed above. For wider support, however, you may find it useful to contact the following support services.
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Who is the CEO of Gems education?

Sunny Varkey is the founder & executive chairman of GEMS Education.
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Is GeM a male or female name?

Gem – Girl’s name meaning, origin, and popularity | BabyCenter.
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What is full form of GeM?

Government e Marketplace (GeM) | National Public Procurement Portal, Government of India.
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What does IGA stand for government?

Intergovernmental Affairs Staff.U.S. Food and Drug Administration. Office of Policy, Legislation, and International Affairs.
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Who is the owner of four pillars of education?

How do we design meaningful learning experiences that develop the skills and competencies most needed in the present, for the futures we want to create? From the mid-1990s perspective of a world seen as awash in change and complexity, a UNESCO commission under the leadership of Jacques Delors proposed four pillars that education could rest upon.

To “simultaneously provide maps of a world in constant turmoil and a compass that will enable people to find their way in it”, the Delors commission proposed learning to know, learning to do, learning to live together, and learning to be as four fundamental types of learning. Each deserved equal attention.

And together they were to form a whole that would guide education across the human lifespan. Change, complexity – also fragility, precarity and uncertainty – are very much with us 25 years later. The COVID pandemic has held up a mirror and shown us that we remain far from making our societies more just, equitable and inclusive.

1. It is also clear that we still have much work to do to avert ecological catastrophe.
2. But, COVID has also reinforced the conviction of many that mutual support, the cooperative sharing of resources, and collective action provide the right moral coordinates and give good reason for hope.
3. The commons movement is one suggested strategy for leveraging mutuality, cooperation and collective action for a better world.

Presented by David Bollier of The Next System Project as “at once a paradigm, a discourse, an ethic, and a set of social practices,” the commons has been held up as holding great promise for transforming societies. Important here is the common as what is shared, commoning as what is done together, and the common good as what is built and cared for by individuals together.

• No commons simply exists on its own.
• A commons needs to be nurtured, at times protected.
• And if we accept that “commoning” skills and competencies are high among those needed in the present for the futures we want to create, we might consider reorienting the Delors “four pillars” around the commons.
• Reworking each of these pillars in relation to building capacity for commoning actions and strengthening the common good offers a compass and map well suited for the collective challenges of our present historical juncture.

Learning to study, inquire and co-construct together Within a commons framing, acquiring knowledge needs to be recast as not simply enabling individuals, but rather as connecting individuals to one another and interegenerationally to the common knowledge resources of humanity.

1. A commoning paradigm requires attention to the collective ways knowledge is accessed, used, and created.
2. The knowledge pillar supporting education would then need to be oriented towards learning to study, inquire and co-construct together,
3. This revision would highlight the social dimensions of learning, as well as the diverse and networked dimensions of knowledge.

Reworking the “learning to know” pillar in this way would point educators towards constructivist pedagogical approaches and towards viewing their students as learning communities. It would highlight the knowledge commons as an intergenerational resource and conversation that has been built and nurtured across millennia.

Learning to collectively mobilize The Delors Commission’s discussion of “learning to do” almost exclusively narrowed to the issue of putting learning into practice in the workplace. A commons framing would recast this in terms of skills and competencies that enable collective action. The collaboration capability thus foregrounded would be valuable in the world of work and far beyond.

The doing pillar that supports education would need to be oriented to learning to collectively mobilize, Focusing educational efforts on empowering learners to take action together surfaces the importance of deliberation, cross-cultural communication and coalition building.

• Learning to live in a common world Setting “learning to live together” as a key pillar puts education on the right track.
• As the COVID disruptions have unfolded, humanity has been reminded just how closely we are linked to one another biologically, politically, and socially.
• Though at times this last has painfully manifested through its absence and deferral.) While “together” is a robust concept, we cannot let it only mean peaceful “living with others” co-existence.

Tolerating and respecting the rights of others and the ways of being of others is a first step. But, the challenge for humans living on planet earth in 2021 is to make healthy, sustainable ways of co-living: with one another and with the planet. Orienting this pillar towards learning to live in a common world elevates the importance of education that engages with our common humanity and with the natural world of which we are a part.

This change enables us to reshape common living as intertwined and a fundamentally shared experience. Learning to attend and care When the Delors Commission presented “learning to be”, it placed great emphasis on the development of one’s personality and being able to act with independence, judgment and personal responsibility.

The role of education in supporting people in freedom of thought, critical thinking, and the realization of their own self-chosen purposes is not to be overlooked. At the same time, we have seen the insidious dangers of acquisitive individualism and diminished empathy that appear when autonomy comes entirely at the expense of an understanding of relationality.

• Applying a commons framing to the pillar of education that emphasizes the development of the complete person, we would do well to think in terms of learning to attend and care,
• This would entail understanding ourselves as persons who are simultaneously capable and vulnerable.
• It would force us to reflect on how we affect and are affected by others and the world.

It would require that educators focus their work on the rights and responsibilities that come into play in our relationships and interdependencies. A commoning paradigm would take problems of caring-about, caring-for, care-giving and care-receiving as inextricably social and moral questions that call for individuals to take action together and share responsibility.

Considering this one of the fundamental pillars of education would put our relationships with one another and with a more-than-human world at the center of educational practice. This piece has suggested that core educational foundations can be usefully reworked to value and empower individuals as they also leverage mutuality, cooperation and collective action for a better world.

The Delors four pillars can be updated to better support educators who are working to design meaningful learning experiences. Using a commons framework to foreground what we share together, what we do together, and what we build together helps us reimagine the skills and competencies most needed in the present for the futures we want to create.
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What is the motto of GES?

Ghana Education service (GES) D-Class Ghana Education Service Tuma duu ŋɔ yɛltɔɣaLuɣuliStarlets 91 Rd, AccraMotto Enabling an Effective Teaching and Learning Environment Zuɣu lana BansubaWebsite Ghana Education service (GES) nyɛla shikuru tuma yili m-be gɔmnanti tuma ni. Di be la gɔmnanti kparibɔɣu bee nam yaɣili din su karim tuma, ka mali gɔmnanti yɛligbahira ni di zalisi n-tumda, din yɛn che ka bihi ban chani shikuru zaa nya wuhibu ni bɔhindi suŋ, n-ti pahi wumsiri suŋ ti shikuriti ni.
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What is the aim of global education?

Global education aims at developing learning communities, in which learners and educators are encouraged to work cooperatively on global issues. Global education aims at stimulating and motivating learners and educators to approach global issues through innovative teaching and pedagogy.
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What is Global Education Trust Foundation?

Mission – Purpose. Global Education Fund provides resources to innovative, locally-led initiatives that improve access to knowledge through tools, training, and technology. Locally led. Listen to people in the communities we serve to understand local needs.

Innovative. Leverage resources to create sustainable, innovative solutions. Accountable. Demonstrate accountability, integrity and transparency for maximum impact. Ruling year info 1998 Principal Officer Karen Ashmore Main address P.O. Box 548 Boulder, CO 80306 USA Show more contact info EIN 84-1437310 NTEE code info International, Foreign Affairs, and National Security N.E.C.

(Q99) Youth Development Programs (O50) Public Foundations (T30) IRS filing requirement This organization is required to file an IRS Form 990 or 990-EZ. Sign in or create an account to view Form(s) 990 for 2019, 2018 and 2017. Register now Communication
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Who qualifies to be on GEMS?

As GEMS is a restricted scheme for Government employees, only those employed within public service can become members.
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What is GEMS assessment?

Specialized Healthcare Services for Seniors and their Caregivers – The Geriatric Evaluation and Management (GEM) Program program offers a team approach to the care of the older patient. A comprehensive evaluation is conducted by our team of specialists, which includes a board-certified geriatric physician and a social worker.

• The assessment includes a physical exam along with an evaluation for memory loss, depression, day-to-day functioning, balance and walking, nutrition and medications.
• The patient’s social support and community services needs are also assessed.
• Based on the results, the GEM team develops a personalized treatment plan that includes medical care and social work services.

Medical and psychosocial needs are coordinated with the patient’s primary care physician and family. The GEM team continues to follow the patient to ensure that he or she is connected to the appropriate resources.
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What is the purpose of GeM program?

Comprehensive geriatric assessment – The GEM patient group is made up of people who have complex and multiple medical, functional, and often cognitive, conditions requiring a comprehensive geriatric assessment (CGA). A CGA will identify pre-hospital function and issues such as malnutrition, depression, cognition and ability to manage daily living activities in addition to current level of functioning.

1. The aim of a CGA is to maintain or restore function, minimise risks associated with impaired function, manage common geriatric conditions (such as falls and immobility, incontinence and cognitive impairment) and optimise community living arrangements.
2. A CGA always acknowledges the older person’s personal preferences and engages with family and carers when developing the care plan.

Determining pre-morbid function is essential in the planning of care to identify early any issues around the discharge destination. The plan of care needs to be routinely reviewed by the treatment team to determine the patient’s progress against the set goals.
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What does GEMS stand for in healthcare?

Translating ICD-9 Codes Into ICD-10 – The transition to ICD-10 obviously has a significant impact on billing practices. You and your staff may want to identify frequently used ICD-9 codes are develop a “cheat sheet” for ICD-10. If your practice currently uses a superbill, be aware this will likely need significant revisions.

There are 69,000 ICD-10 codes as opposed to 14,000 ICD-9 codes. As such, the superbill may become too cumbersome, which may call for the need to explore other billing methods. General Equivalence Mappings (GEMS) were developed over several years by the National Center for Health Statistics, Centers for Medicare and Medicaid Services, AHIMA, the American Hospital Association, and 3M Health Information Systems.

GEMS provide a temporary mechanism to link ICD-9 to ICD-10 and vice versa. It is important to keep in mind that in most cases, there are not exact matches between ICD-9 and ICD-10. Per CMS, “The purpose of GEMS is to create a useful, practical code to code translation reference dictionary for both code sets, and to offer acceptable translation alternatives wherever possible.” A good way to think of GEMS is as a foreign language dictionary, where, for instance, there is an English to Spanish translation in the front, and a Spanish to English translation in the back.
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