Education Portal for Students in India

The Open School is a K-12 self-directed democratic school. Instead of curriculum, classes, and assignments, students learn through real life and by authentically helping to run the school. Rather than forcing students to sit still all day and listen to the answers to questions they didn’t ask, we let them play, talk, go outside, create, and ask their own questions.
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What are the types of system in education?

There are three types of education systems that exist today, the Traditional education, the Industrial age education, and the Information age education. The traditional education system have existed for thousand years focuses on basic knowledge of an agriculture society where “rote memorization” is important and success is based on passing examinations. After graduated, most students will work as administrations for government (In the old day: The emperor). This system is now considered obsolete by most educators. The Industry age education system have existed for about three hundreds years focuses on meeting the needs of the industry where students learn “Mass production processes” to produce certain manufactured products. In this system, students learned everything they needed to know in school, and education usually ended at graduation. Success is based on getting jobs in the manufacturing industry. This system is becoming obsolete as it no longer equates to success in today business. The Information age education system is relatively new focuses mostly on technical knowledge and the application of technology to solve business problems. Students learn the fundamental in schools however education do not end there but continue throughout their life as technology always changes. Success is based on the knowledge and skills that individual obtain in actual working life and adjust to every situation that he or she meets. In this system, innovation and individual creativity are highly valued. Students who are educated by the Traditional education do NOT feel comfortable with the Industrial age education system because the academia’s view and industry‘s view differs greatly. Students graduated with good grades by “memorization” and passing exams may NOT be able to apply what they learned into industry system and may NOT be successful in their jobs. This situation has happened in many countries that still follow the traditional education system. Students educated by the Industrial-age education system and then work in information technology system will have to adjust by additional trainings. There is a huge gap exists between the industrial age education and what people need to know to stay competitive in the information age, and that gap is widening. This situation is happening in many countries, mostly Europe and America, as change is still take place in their education systems. Current management structure is a product of the industrial age. Standardization and control are the ideas of industrial society. Responsibility rests with managers who made decisions and workers are trained to follow orders. Training is limited to specific job skills for their positions. This ideas work well in the industrial age, where industrial countries control the market places but it falls apart in a “globalized world” when every country can compete in the marketplace. In the information age, changes happen quickly and survival demands continually improving products, services, and ability to respond quickly. The idea that workers only have skills to do whatever they need does NOT work anymore. Technologies are changing faster than people’s ability to master, or even understand them, unless they are always learning new things. Let’s look at the growth of the software industry in India. In 1985, India exported $24 million worth of software. In the year 2000, they exported $350 million but by 2009, they exported $85 billion and this year, despite the financial crisis India estimates that software export could net $100 billion by year end. Recognizing the export potential of this industry and its “archaic” education system is too slow to change, most India’s software companies have invested heavily in their own education programs to keep their people up to date with developing technology. Large Indian companies spend as much as 8 percent of their annual revenues on training, more than any companies in the US or Europe. The Wall Street Journal reported that Japanese and European companies spend 4 percent of their operating budget on employee education, while U.S. firms spend only about 2.5 percent. The simple reason is India understands the important of knowledge and skills in this 21st century when other countries are still debating on how to improve their education systems. As an educator with many years working in the industry, I believe that it is the responsibility of the individual to learn because we no longer live in an age where education stops when students graduate from university. The current changes in technology are exciting if we understand the changes. It is possible for a developing country to catch up quickly with developed countries by grasping this opportunity and it is our choice. I believe the most successful people in the next 10 years may not be the smartest students or the students who have the highest grades. The knowledge they know now will probably be obsolete by then. Success in this information age will be defined by the ability to continue learning. Technology will change quickly and the only survivors will be the lifelong learners. That is why I always urge my students to keep learning as much as they can. In the world in which change is constant, the critical skills we need are the ability to think, to analyze, and to learn. These may not be the skills we have been taught in school today but the skills that we must acquire because the lifelong learners are becoming the most valuable people in this competitive world. A lifelong learner always reads and learn new things. Today, they do NOT read just books but also articles on the internet. I often ask my student how many articles that they read per week. How many articles that they read per month? What are the last books that they read that related in to their professional growth? Lifelong learners never stop learning when they graduate from school but continue to improve their skills by taking additional trainings. Even it is the responsibility of the individual to learn, individual learning alone cannot help improve a society. To be competitive as a society, we must advocate more learning by encourage more readings, more trainings, more coverage of technical knowledge, and more opportunity for learning. A society that does NOT value learning cannot improve. Our success, our survival in this rapidly changing world, will depend upon our ability to respond to change. To do that, we must be able to learn and continue learning. >>中文 posted @ 2010-05-19 15:03 John Vu Tag: Software Education
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What is open education platform?

Open Education (OE), a generic term for a collection of practices that seek to broaden the access to education through digital means, has gained increasing traction and popularity over the last years and from various corners, both globally and in European circles.
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What is open schooling system in India?

What Is Special About Open Schooling – Some Insights Into NIOS The National Institute of Open Schooling (NIOS) was set up by the Government of India in 1989. The objective of the program is to give children who are unable to attend conventional schools (for any reason) access to the same education as those who do attend traditional schools. It offers a range of learning courses up to the pre-degree level:

Open Basic Education that is available to anyone over the age of 14. There are 3 levels of learning that are equivalent to classes III, V, VIII of the traditional school system. A Secondary Education course that is equivalent to class X A Senior Secondary Education Course that is equivalent to class XII Vocational and other programs and courses

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What is open source education?

Definition and scope – Open educational resources (OER) are part of a “range of processes” employed by researchers and educators to broaden access to scholarly and creative conversations. Although working definitions of the term OER may vary somewhat based on the context of their use, the 2019 definition provided by UNESCO provides shared language useful for shaping an understanding of the characteristics of OER.

The 2019 UNESCO definition describes OER as “teaching, learning and research materials that make use of appropriate tools, such as open licensing, to permit their free reuse, continuous improvement and repurposing by others for educational purposes.” While collaboration, sharing, and openness have “been an ongoing feature of educational” and research practices “past and present”, the term “OER” was first coined to describe associated resources at UNESCO’s 2002 Forum on Open Courseware, which determined that “Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others.” Often cited is the 2007 report to the William and Flora Hewlett Foundation which defined OER as “teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use or re-purposing by others.

Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge.” The Foundation later updated its definition to describe OER as “teaching, learning and research materials in any medium – digital or otherwise – that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions.” Of note in that definition is the explicit statement that OER can include both digital and non-digital resources, as well as the inclusion of several types of use that OER permit, inspired by 5R activities of OER.

• Retain – the right to make, own, and control copies of the content (e.g., download, duplicate, store, and manage)
• Reuse – the right to use the content in a wide range of ways (e.g., in a class, in a study group, on a website, in a video)
• Revise – the right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language)
• Remix – the right to combine the original or revised content with other material to create something new (e.g., incorporate the content into a mashup)
• Redistribute – the right to share copies of the original content, your revisions, or your remixes with others (e.g., give a copy of the content to a friend)

Authors, creators, and communities may apply a range of licenses or descriptions such as those facilitated by Creative Commons or Local Contexts | TK Labels to their work to communicate to what extent they intend for downstream users to engage in the 5R activities or other collaborative research, creative and scholarly practices.

1. The Organisation for Economic Co-operation and Development (OECD) defines OER as: “digitised materials offered freely and openly for educators, students, and self-learners to use and reuse for teaching, learning, and research.
2. OER includes learning content, software tools to develop, use, and distribute content, and implementation resources such as open licences”.

(This is the definition cited by Wikipedia’s sister project, Wikiversity,) By way of comparison, the Commonwealth of Learning “has adopted the widest definition of Open Educational Resources (OER) as ‘materials offered freely and openly to use and adapt for teaching, learning, development and research ‘ “.

The WikiEducator project suggests that OER refers “to educational resources (lesson plans, quizzes, syllabi, instructional modules, simulations, etc.) that are freely available for use, reuse, adaptation, and sharing’. Institutions emphasizing recognition of work with open educational resources in faculty promotion and tenure emphasize their use in research, scholarly and creative works as well.

The above definitions expose some of the tensions that exist with OER:

• Nature of the resource: Several of the definitions above limit the definition of OER to digital resources, while others consider that any educational resource can be included in the definition.
• Source of the resource: While some of the definitions require a resource to be produced with an explicit educational aim in mind, others broaden this to include any resource which may potentially be used for learning.
• Level of openness: Most definitions require that a resource be placed in the public domain or under a fully open license. Others require only that free use to be granted for educational purposes, possibly excluding commercial uses.

These definitions also have common elements, namely they all:

• cover use and reuse, repurposing, and modification of the resources;
• include free use for educational purposes by teachers and learners
• encompass all types of digital media.

Given the diversity of users, creators and sponsors of open educational resources, it is not surprising to find a variety of use cases and requirements. For this reason, it may be as helpful to consider the differences between descriptions of open educational resources as it is to consider the descriptions themselves.

One of several tensions in reaching a consensus description of OER (as found in the above definitions) is whether there should be explicit emphasis placed on specific technologies, For example, a video can be openly licensed and freely used without being a streaming video. A book can be openly licensed and freely used without being an electronic document.

This technologically driven tension is deeply bound up with the discourse of open-source licensing, For more, see Licensing and Types of OER later in this article. There is also a tension between entities which find value in quantifying usage of OER and those which see such metrics as themselves being irrelevant to free and open resources.

Those requiring metrics associated with OER are often those with economic investment in the technologies needed to access or provide electronic OER, those with economic interests potentially threatened by OER, or those requiring justification for the costs of implementing and maintaining the infrastructure or access to the freely available OER.

While a semantic distinction can be made delineating the technologies used to access and host learning content from the content itself, these technologies are generally accepted as part of the collective of open educational resources. Since OER are intended to be available for a variety of educational purposes, some organizations using OER neither award degrees nor provide academic or administrative support to students seeking college credits towards a diploma from a degree granting accredited institution,

1. However, many degree granting institutions have intentionally embraced the use of OER for research, teaching and learning, seeing their use and creation as in aligning with academic or institutional mission statements.
2. In open education, there is an emerging effort by some accredited institutions to offer free certifications, or achievement badges, to document and acknowledge the accomplishments of participants.

In order for educational resources to be OER, they must have an open license or otherwise communicate willingness for iterative reuse and/or modification. Many educational resources made available on the Internet are geared to allowing online access to digitised educational content, but the materials themselves are restrictively licensed.

1. These restrictions may complicate the reuse and modification considered characteristic of OER.
2. Often, this is not intentional, as educators and researchers may lack familiarity with copyright law in their own jurisdictions, never mind internationally.
3. International law and national laws of nearly all nations, and certainly of those who have signed onto the World Intellectual Property Organization (WIPO), restrict all content under strict copyright (unless the copyright owner specifically releases it under an open license).

The Creative Commons license is a widely used licensing framework internationally used for OER.
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What are the 4 types of schools?

Choosing a school? You’ve got options. – Each spring, parents face one of the biggest decisions they can make for their child’s future: What school environment will their child will spend about 1,000 hours in next year? Making that decision with confidence starts with knowing your options; you may have more school choices than you realize.

• Understanding these options can help you find a school where your child grows and learns to the best of their ability.
• Remember, each child is unique.
• So, the “best” school for your child may be different than the “best” school for your neighbor’s child.
• That’s okay! In California, you can choose from traditional public schools, public charter schools, public magnet schools, private schools, online academies, homeschooling, and learning pods,

If you’re looking for special education options, you can learn about what’s available in your state at the Ultimate Guide to Special Education, Finding Schools Near You. Loading. ” * ” indicates required fields Receive these results by email * Email This field is for validation purposes and should be left unchanged.
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What is called open school?

The Open School is a K-12 self-directed democratic school. Instead of curriculum, classes, and assignments, students learn through real life and by authentically helping to run the school. Rather than forcing students to sit still all day and listen to the answers to questions they didn’t ask, we let them play, talk, go outside, create, and ask their own questions.
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What is example for open education?

Why are open educational resources beneficial? – Applying open licenses to educational materials allows educators to collaborate when building materials specifically differentiated for their students. For example, a mathematics teacher might acquire openly-licensed word problems for her students, but re-write the exercises to include language that is more geographically specific or demographically relevant.

In turn, she can share her modified problems with others who may wish to use them. At the same time, collaborating on OERs allows educators to work together when ensuring consistency among their materials. Public school teachers in the United States, for instance, may wish to share resources they’ve developed in order to adhere to government-mandated educational standards, like the Common Core State Standards,

Some educators suggest that OERs might help reduce costs associated with producing and distributing course materials in both primary and secondary educational institutions. Teachers can download these materials—often at low costs—for use in their classrooms, but they can also update these materials and share their contributions with others, keeping content timely, relevant, and accurate.

1. In this way, they needn’t wait for textbook companies to issue entirely new editions of their (traditionally copyrighted) learning materials.
2. Students also benefit from open educational resources when they access these materials to supplement the education they might receive in a classroom.
3. Some students do not have access to a high-quality education, but using OERs affords them opportunities to enhance their knowledge independently—in spite of the barriers preventing them from acquiring the knowledge and skills they seek.

Open educational resources are most useful when educators distribute them in open formats, so teachers and students can use those resources regardless of the particular technical platforms their schools have adopted. Projects like the OER Commons act as repositories for high-quality open educational resources.
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What is called non formal education?

Non-formal education – Non-formal education refers to planned, structured programmes and processes of personal and social education for young people designed to improve a range of skills and competences, outside the formal educational curriculum. Non-formal education is what happens in places such as youth organisations, sports clubs and drama and community groups where young people meet, for example, to undertake projects together, play games, discuss, go camping, or make music and drama.

voluntary accessible to everyone (ideally) an organised process with educational objectives participatory learner-centred about learning life skills and preparing for active citizenship based on involving both individual and group learning with a collective approach holistic and process-oriented based on experience and action organised on the basis of the needs of the participants.

Formal, non-formal and informal education are complementary and mutually reinforcing elements of a lifelong learning process.
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What is difference between open school and regular school?

What is the difference between open school and regular school India is often regarded as one of the world’s ancient countries, with a long history of cultural and literary endeavors. India’s educational history, according to experts, extends back over 5000 years. Currently, at the national level, there are three central boards in India namely CBSE, CISCE, and NIOS.

1. CBSE and CISCE are regular school boards, whereas NIOS is an open school board.
2. All three boards conduct board examinations for students in class 10 th and 12 th across India.
3. Regular school boards require students to attend daily classes at schools, but an open school board is designed to assist students who are unable to pursue regular studies.

In a nutshell, the main distinction between regular and open boards is that open boards allow much flexibility. Significant Differences Between Open School and Regular school

Open school boards such as NIOS, BOSSE, and others allow students to study from home or while working, whereas regular school requires students to attend classes every day. Regular schooling is structured around student-teacher interaction and adheres to a strict timetable. Open schooling, on the other hand, is a flexible educational strategy that allows students to self-learn while also assessing their progress under their timetable. Regular schooling is more focused on instruction and education services that are not particularly focused on special education or vocational education, whereas the open school is extremely beneficial to people who want to continue their studies while working in a gainful activity programme. Regular school students must adhere to strict attendance policies. Whereas open school students can complete their 10th and 12th grades through NIOS,, or any other open board, and they are equally competent to pursue college degrees. Students in regular school are unable to pass exams unless they meet attendance criteria. Open school students, on the other hand, can complete their 10th and 12th grades through NIOS, BOSSE, or any other open board and are equally capable of pursuing college degrees. Open schools allow mentally handicapped, women, school dropouts, residents of rural and remote areas, 10th or 12th failed students can enroll and complete their school education from home, but regular schools do not allow pupils who are unable to attend school regularly.

Approaches of Open Schools The open school board aims to deliver relevant, continuous, and developmental education to diverse groups of pupils through an Open Learning System at the secondary and senior secondary level, in response to the evaluated requirements of the people. As an alternative to the formal educational system, it contributes to:

Universalization of education. More equality and justice in society. The evolution of a learning society.

Objectives of Open School

To promote the notion of open schooling and to highlight its benefits to local, state, and national governments. To stress the significance of developing National Qualifications Frameworks and assessment systems that are tailored to the specific demands of open schools. Work to increase the popularity of this sort of education among potential participants across India. To encourage the creation of systems for the recognition of prior learning, as well as the collection and transfer of credits, that will allow open schoolers to freely transition into other types of education and training. To advocate and lobby for more open school practitioners to be involved in national education policy-making.

To sum up, regular schools and open schools differ in many aspects, the most important of which is flexibility. Open schools give much-needed educational help to dropouts who are hesitant to re-enter the formal system, as well as a bridge to mainstream education. : What is the difference between open school and regular school
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Is Open School and dummy same?

Dummy Schools are the schools that provide the regular passing certificate and marksheet without attending class. However, students have to appear in the 12th board exams. On other hand, open schools provide distance learning certificates that mention that you have not attended any class or school.4.
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Is open school certificate valid?

What about Central Government jobs? Is Open School Certificate Valid for Central Government Jobs as well? – Yes, Open School Secondary or Senior Secondary / 12th class / Open Intermediate certificates are valid for the central government jobs as well.
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Why it is called open source?

Overview – Open source is a term that originally referred to open source software (OSS). Open source software is code that is designed to be publicly accessible—anyone can see, modify, and distribute the code as they see fit. Open source software is developed in a decentralized and collaborative way, relying on peer review and community production.
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What are the two classification of education?

Aggregate levels of education

Aggregate level of education	ISCED-11
Basic	1. Primary education
2. Lower secondary education
Intermediate	3. Upper secondary education
4. Post-secondary non-tertiary education

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What are free schools called?

What’s the difference between a free school and academy? – Legally, free schools are academies. They are independent from local authorities (councils) and funded directly by the department. As with academies, free schools enjoy a range of freedoms including setting their own pay and conditions; greater control over their budget; freedom from following the national curriculum; and the freedom to change the length of school days.
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How many are types of education?

Education in Pakistan is free – Education in Pakistan is free and mandatory for all kids between the ages of five and 16, or up through evaluation 10, or what’s referred to as “registration” in Pakistan. It is a crucial right settled through Article 25 of the constitution.

• Education is a steady cycle that acquires positive changes in human existence and conduct.
• We can likewise characterize training as “a cycle of obtaining information through investigation or granting the information via different educational procedures or some other required educational policies”.
• There are three fundamental kinds of education, specifically, Formal, Informal, and Non-formal.

Each one of these is observed below. Formal learning refers to a sort of learning program wherein the objectives and targets are characterized by the preparation office, educational fashioner, and additionally teacher. Instances of formal learning incorporate homeroom guidance, online training, far off labs, e-learning courses, workshops, classes, online classes, and so forth.
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What are the 4 types of systems?

Lead Author: Rick Adcock, Contributing Authors: Brian Wells, Scott Jackson This article forms part of The Nature of Systems knowledge area (KA). It provides various perspectives on system system classifications and types of systems, expanded from the definitions presented in What is a System?, The modern world has numerous kinds of systems that influence daily life. Some examples include transport systems; solar systems; telephone systems; the Dewey Decimal System; weapons systems; ecological systems; space systems; etc. Indeed, it seems there is almost no end to the use of the word “system” in today’s society. This article considers the different classification systems which some systems science systems science authors have proposed in an attempt to extract some general principles principles from these multiple occurrences. These classification schemes look at either the kinds of elements elements from which the system is composed or its reason for existing. The idea of an engineered system engineered system is expanded. Four specific types of engineered system context system context are generally recognized in product system product system, service system service system, enterprise system enterprise system and system of systems system of systems,
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How many types of systems are there?

Everyone is involved with things called systems – information systems, financial systems, ecological systems, computer systems, education systems; and to this list I can add many things which are often called systems by professionals in a particular field.

• For example, doctors talk of the nervous system in the body, therapists of the family system to which each of us belongs, engineers of fail-safe systems in a car or power station.
• In general, all these systems seem complicated and often behave in unpredictable ways.
• Many firms, to take one instance, have introduced computerised information systems and found that the information particular people need is so buried in the piles of computer printout that it takes longer to find the relevant information than it did when it was kept in shoe boxes.

Or, another common experience, the system has changed people’s jobs in unexpected and unintended ways leading to industrial difficulties and then to an awkward restructuring of the firm. Show description|Hide description Figure 12 Figure 12
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