Education Portal for Students in India

Dr.M.R. Doreswamy People’s Education Society

Abbreviation	PES
Formation	October 11, 1972
Founder	Dr.M.R. Doreswamy
Location	Bangalore, India
Website	https://pes.edu

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When was People’s Education Society founded?

Home The epochal life, mission and thought of Dr. Bhimrao Ramji alias Babasaheb Ambedkar left indelible imprints on twentieth century India. His life was devoted to raising the down-trodden to human dignity, and to earn for them the right to live as human beings.

1. He led people into movements and agitations, founded organizations and launched newspaper in a bid to wrest from the hostile, unbending and conservative upper classes, political, social, religious and financial rights for the Deprived Classes.
2. His was a multifaceted personality.
3. From an aggressive leader to the chief architect of the Constitution of Independent India, he functioned effortlessly at various levels.

He was a journalist, scholar, researcher, commentator on theology, expert economist, political diplomat, leader of the masses and a social reformer. His writings are rich and extensive. A political leader, a social revolutionary, a religious evangelist, Dr.

1. Babasaheb Ambedkar has left the impression of his powerful personality on several sphere of activities.
2. As the first Law Minister of Free India, he was the architect of the Constitution of India which is a permanent monument to his legal genius.
3. He played many important roles on the stage of human life.

His popular image as an iconist represents only a part of his personality; for he was also a constructive statesman, who regarded education as a nation building activity. With the true vision of a sage, he founded the People’s Education Society on the 8th of July 1945, the purpose of which he set out, is as follows: ‘ The People’s Education Society’s objective is not merely to give education but to give education in such a manner as to promote intellectual, moral and social democracy.

This is what modern India needs today and this is what all well wishers of India must promote.’ He firmly believed that education was the only effective lever for the uplift of the down-trodden. As an educationist, Babasaheb has carved an abiding niche for himself in the temple of fame. He firmly believed that it was only through education that the suffering Indian masses could be made conscious of their rights as human beings.

He said to his people : ‘ My final word of advice to you is educate, agitate and organize, have faith in yourself. With justice on our side, I do not see how we can lose our battle. It is a battle for freedom it is a battle for the reclamation of the human personality.

• ‘ Under its well-spread umbrella, People’s Education Society runs 12 University affiliated colleges, 6 of which are affiliated to the University of Mumbai, 5 to the Dr.
• Babasaheb Ambedkar Marathwada University and one to University of Pune imparting University Education to as many as 30,000 students of whom over 15,000 belong to the under privileged classes.

Besides these, the society runs many High Schools, Diploma Institutes and Hostels. Started for imparting education to the poorer people in general and the weaker sections namely SC, ST and OBC of Indian population in particular, the society has spread like a mighty banyan tree, with a large variety of educational institution in its shade.

The motto of the society is KNOWLEDGE AND COMPASSION. MORNING CLASSES The People’s Education Society rendered a single service to the city of Mumbai when the Siddharth College of Arts and Science, opened morning classes for working young men and women who never had such an opportunity of getting higher education before.

This was a revoluntionary step. Thousands of matriculates have become graduates and double graduates as a result of this facility, thus fulfulling one of the cherished objectives of the Society, affording opportunity to LEARN WHILE THE EARN. PIONEER PROJECTS Pioneering is the word to describe the endeavours of the Society to carry the torch of learning among the backward areas in Marathwada.

• It was the master-mind of Dr.
• Babasaheb Ambedkar which conceived the project of starting centres of education there.
• It was because of Babasaheb’s efforts, foresightedness and initiative the Marathwada University came into existence at Aurangabad.
• It is significantly noteworthy that the teaching faculty and the administrative set-up of this University has been initially manned by persons from MILIND MAHAVIDYALAYA,

Dr. Babasaheb was not only instrumental in establishing the MARATHWADA UNIVERSITY but also in raising the EDUCATONAL STANDARDS of this University through his institutions. On March 19, 1927 the world witnessed one of the most revolutionary events in Indian social history.

The famous Choudar Tank Satyagraha was led by Dr. Babasaheb Ambedkar to revolt against the age-old social order based on the graded inequality and injustice which asserted the human rights of the people dubbed as untouchables in India. To commemorate the famous Choudar Tank Satyagraha, the People’s Education Society runs a College at Mahad (Dist.

Raigad) as a memorial to Dr. Babasaheb Ambedkar to spread higher education in KONKAN which is a Backward Region economically and educationally. MINIATURE INDIA The Society’s institutions are run to encourage education amongst the poorer and weaker sections of the Society and the Society is very proud to have on its rolls Hindus, Parsees, Christians, Muslims, Jews, Jains, Buddhists, North Indians and South Indians, both amongst our students and our Staff a MINATURE INDIA in every sense of the term.

• AMBITIOUS PLANS Dr.
• Babasaheb Ambedkar’s Birth Centenary celebrations have stirred us to conceive ambitious projects for the Society’s group of colleges and other institutions.
• The Society intends to undertake the following projects to mark the BIRTH CENENARY of Dr.
• Babasaheb Ambedkar : Bharatratna Dr.

Babasaheb Ambedkar has left the impression of his powerful personality on several spheres of activities. As the first Law Minister of Free India, he was the architect of the Constitution of India which is a permanent monument to his legal genius. He played many important roles on the stage of human life.

His popular image as an iconoclast represents only a part of his personality; for he was also a constructive statesman, who regarded education as a nation building activity. With the true vision of a sage, he founded the People’s Education Society on the 8th of July 1945, the purpose of which he set out, is as follows: ‘ The People’s Education Society’s objective is not merely to give education but to give education in such a manner as to promote intellectual, moral and social democracy.

This is what modern India needs today and this is what all well wishers of India must promote.’ He firmly believed that education was the only effective lever for the upliftment of the under privileged section. As an educationist, Babasaheb has carved an abiding niche for himself in the temple of fame.
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Who founded the People’s Education Society of India in 1945?

Siddharth College of Law, Mumbai Law college in Mumbai : Siddharth College of Law, Mumbai Building of Dr. Ambedkar’s Siddhartha College, Mumbai in 1956 Established1956 ; 66 years ago ( 1956 ) Academic affiliation Location Anand Bhuvan,, Website Siddharth College of Law was founded in Mumbai in 1956. It is run by the People’s Education Society which was formed by on 8 July 1945.
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Which society was founded by BR Ambedkar?

The Buddhist Society of India, known as the Bharatiya Bauddha Mahasabha, is a national Buddhist organization in India. It was founded by B.R. Ambedkar on 4 May 1955 in Mumbai, Maharashtra, India.
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What do you know about People’s Education Society in Bombay?

About People’s Education Society, Mumbai. – The People’s Education Society was founded by Bhart Ratna Dr. Babasaheb Ambedkar in the year 1945. It constitutes a veritable landmark in the development of education at Mumbai, New Mumbai, Aurangabad, Mahad, Dapoli, Pandharpur, Nanded, Banglore & Buddhagaya (Bihar).

It established its first institution, the Siddharth College of Arts, Science & Commerce in Mumbai in 1946. A notable feature of this institution is that it provides facilities and opportunities to working students to earn while they learn. It was an important step forward towards the democratization and socialization of higher education, by bringing it in the reach of the underprivileged classes.

It was initially intended to cater the educational needs of the lower middle classes in general and the scheduled castes and backward classes in particular. So great was the prestige of the college, with a highly qualified and competent staff, that even the ‘elitists’ sought entrance within its portals.

The People’s Education Society derives its inspiration from the teachings and ideals of Lord Buddha; it believes in the principles of social equality and justice. Its motto is “Knowledge & Love” for “Knowledge is Power”. Dr.B.R. Ambedkar believed that education was the only effective lever for the uplift of the down-trodden.

The People’s Education Society had a unique good fortune of having distinguished and competent personages at the helm. The Siddharth College of Arts & Science represents the pioneering efforts of the People’s Education Society in the field of higher education.

But its endeavors did not end there, they branched out in different directions, and we state with legitimate pride that today, we have 10 affiliated colleges, 4 secondary high schools, 2 diploma courses institutions and 3 hostels at Mumbai, Aurangabad, Mahad, Dapoli and Pandharpur. Several diploma institutions, high schools and hostels are functioning under the capacious umbrella of the People’s Education Society.

We have the faculties of Arts, Science, Commerce, Law, Engineering, and Education and diploma institutes for Mass Communication, Industry and Administration. It is a matter of common knowledge that Dr. Babasaheb Ambedkar was a great lover of books; he literally gave a blank cheque to various institutions to build up libraries, worthy of their funds and of the prestige of the People’s Education Society with its network of college.

The colleges are the proud possessors of up-to-date and vast collection of books, running into thousands. It is not possible within the compass of this resume, to give an exhaustive account of the phenomenal progress made by the People’s Education Society and its several institutions in the course of past seven decades.

We have only concentrated on the highlights of its activities and achievements, and these make a massively impressive record.
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When did CPE start Kenya?

8-4-4 Curriculum in Kenya – Wikipedia Educational program in Kenya The 8-4-4 System is a system of education in Kenya with eight years of primary education, four years of secondary education and four years of university education. The system was introduced in 1985 to replace the 7-4-2-3 curriculum, which consisted of seven years of primary school (classes 1–7), four years of lower secondary school (form 1–4), two years of upper secondary school (form 5–6) and three years of higher education.

1. The 7-4-2-3 system had been adopted when Kenya was part of the initial,
2. Following the introduction of 8-4-4, CPE (Certificate of Primary Education) became KCPE () while KACE (Kenya Advanced Certificate of Education) became the (KCSE).
3. Primary school was made free and mandatory, and secondary and higher education were subsidized by the government.

Kenyan Students gather outdoors around the ground breaking ceremony. As part of the project, new toilets will turn human waste into enough energy to power the school.
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What is PFO school?

Thank you for visiting the Parent Faculty Organization (PFO) at Greenville Fundamental School. The PFO is a partnership between Greenville parents, teachers, and staff members that volunteer to work together to enrich and support the educational process for all Greenville students.

Study trips for each grade level Art Masters School-wide assemblies Student incentives at Flag Ceremonies Math Field Day Science Fair Awards Cookies for each student on Read Across America Day Book It dollars for participating students to use at Greenville’s Book Fair

In addition, the PFO has also provided funds that support school-wide use such as new computer equipment for the Computer Lab, PE equipment, a copy machine, and instructional supplies. This year, one of the goals for the PFO is to purchase new books to update Greenville’s Library.

All Greenville families and staff are welcome and encouraged to become members of the PFO. Membership is just $20 per family and includes a free Greenville ID card for all children in the family that attend Greenville. In addition to becoming members of the PFO, families and staff are invited to participate in the monthly PFO meetings.

PFO meetings are held on the first Monday of each month, at 5:30 pm, in Greenville’s staff lounge. With continued partnership and support between school and home, our students can continue to succeed and excel at Greenville. T hank you, in advance, for your commitment and please remember that investing a little bit of your time will make a BIG difference for our children! “Together we win!” Look for us and LIKE us on Facebook: Greenville PFO For questions or comments, please contact us at: [email protected]

Last Modified on October 5, 2022 3600 South Raitt Street Santa Ana, CA 92704 Phone: 714.558.3400 • Fax: 714.431.3299
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Who is the first educator in India?

Savitribai Phule
Phule on a 1998 Indian stamp
Born	3 January 1831 Naigaon, Bombay Presidency, British India (present-day Maharashtra, India)
Died	10 March 1897 (aged 66) Pune, Bombay Presidency, British India (present-day Maharashtra, India)
Occupation	Social reformer
Era	1831- 1897
Organization	Satya Shodhak Samaj
Known for	Girl’s education, Women’s emancipation
Spouse	Jyotirao Phule

Savitribai Jyotirao Phule (3 January 1831 – 10 March 1897) was an Indian social reformer, educationalist, and poet from Maharashtra, Along with her husband, in Maharashtra, she played an important and vital role in improving women’s rights in India. She is considered to be the pioneer of India’s feminist movement.
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Who was the founder of People’s Education society in Mumbai?

History – People‘s Education Society (PES) was established under Mysore Societies Registration Act 1960 (Mysore Act No.17 of 1960) on October 11, 1972, and was founded by Dr.M.R. Doreswamy.
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Who is the father of Constitution?

James Madison is known as the Father of the Constitution because of his pivotal role in the document’s drafting as well as its ratification.
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Who is the father of social justice in India?

He was born as Bhimrao Ramji Ambedkar to Ramji Maloji Sakpal and Bhimabai in the Central Province of India. His father served in the Indian army. He was the last of the fourteen children born to the couple.
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What education is PSP?

A Pastoral Support Programme (PSP) is a school-based intervention that is designed to support young people who are at risk of permanent exclusion, or who are at risk of becoming disaffected through repeated fixed-term exclusion.
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Where was the Bombay education society established?

History & Heritage|Christ Church School|Christian School|Legacy The Bombay Education society (BES) was founded on 29 th January 1815 in Mumbai by the Venerable Archdeacon George Barnes, chaplain to the East India Company at the time. Chaplain Rev. Richard Cobbe founded a small free school in Mumbai (not far from the present Cathedral of St.

Thomas, Fort) to house, feed, clothe and educate twelve poor boys, Archdeacon Barnes realised that the charity school could not meet the educational needs of hundreds of children and so he appealed for funds. Consequently, The Society for promoting education of the poor within the Government of Bombay now known as the Bombay Education Society (BES) was formed in 1815 with Sir Evan Napean, then the Governor of Bombay, as its first President, to ensure a value based education and good upbringing for under-privileged children.

: History & Heritage|Christ Church School|Christian School|Legacy
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What is the role of educational society?

“Intelligence plus character that is the true goal of education.”– Martin Luther King Kothari commission has rightly mentioned that ” Destiny of nation is being shaped in her classroom “. What we learn in the class room that should be reflected through our behaviour in the society. Some of ways through which value inculcation among students can be done by educational institutions;

Curriculum and discipline of Moral Philosophy – School curriculums must have lessons on moral issues and a subject of moral philosophy. This will impart theoretical knowledge on moral philosophy to students so they can practice them in personal life. For examples, Gandhi Seven Sins, lessons on Indian and western philosophical traditions will be helpful in order to unleash moral faculty of students. Observation learning and peer influence – Student generally observes their peer group, teachers etc. in school and learn from their behaviour. For example, one who gets into the company of bad boys may start learning in appropriate behaviours. Visual Perception – Visual perception is the ability to interpret the surrounding environment by processing different information such as symbols, images, drawings, charts etc. It is also powerful tools for communication of attitudes and values among the students. Anecdotes – Anecdotes are the real life experiences which portray genuine human feelings and expressions. This may create a lasting impression on a student’s mind. For examples, sharing anecdotes from the lives of Gandhi, Lincoln etc. may inspire children to live virtuous life. Group activity – Group activity includes role playing, games, group discussion, group projects etc. Through these activities, students learn the value of team spirit, co-operation etc. Dialectical style – Socrates was the founder of this style which helps in negative hypothesis elimination. For example, discussion and debate among peer groups help in improve moral faculty of the students. Social control – Schools are responsible for teaching values such as discipline, respect, obedience etc. Schools teach conformity by encouraging young people to be good students, hardworking future workers, and law-abiding citizens. Cultural Innovation – Educational institutions create and transmit cultural values. The teacher does not transmit the same knowledge but by adding his experience he transmits updated values. Social Integration – Educational institution moulds a diverse population into a unified society. It creates social organization in the society by harmonizing the attitudes, ideas, customs and sentiments of the people which is quite important in nations with social diversity like India. Social Placement – Educational institution enhances meritocracy by rewarding ability and effort regardless of social background and provides a path to upward social mobility

Enforcement mechanism – Schools, being the formal place of socialization have strong enforcement mechanism wherein students are rewarded for pro-moral behaviours and punished strictly for immoral behaviours. For example, Cheating in examination is heavily punished by schools and those who top the examination are rewarded in front of everyone.

Challenges/Limitations

Lack of value education – Most of the school curriculums aimed towards imparting technical skills while the moral teachings are largely ignored. For example, Focus is more towards teaching applications of Artificial intelligence, genetic editing technologies etc. but moral concerns associated with it, is largely ignored. Religious Educational institutions – Such as Madarsa and Right wing schools are alleged to impart improper values among students. For example, various Madrassa are found to inculcate ‘Jihadist tendencies’ among students. Politicization of curriculums – Recent debates surrounding changes of curriculum or alleged attempt of rewriting the history, For example, controversy surrounding accounts on Veer Savarkar and Tipu Sultan in history books are seen as an attempt to communalise school curriculums. Methodology of teaching – Learning through observation, activity and experiences are largely ignored. This causes only the cognitive development of students instead of moral and spiritual development. Educational institutions as industrial hubs – In the Market society as Michael Sandel points out, even basic necessities are put on scale. Even Education institutions are working as industrial establishments working solely with money mindedness. This is causing decline in the quality of education, in addition, there is rising inequality in terms of accessibility and affordability of quality education. Conflicting values – Institutions such as family and society may have an overriding effect what a child learns in school. For example, Children are taught value of secularism in schools but at home their parents may preach them communal values.

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What is the principle of CPE?

Enter Continuous Performance Engineering – At Altersis Performance, we call this the principle of Continuous Performance Engineering (CPE) – performance is part of every phase of the application lifecycle, not just testing. The simplest way is to see CPE as a journey through the lifecycle of an application.
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Who started the first school in Kenya?

The education system in Kenya Historical records not only from the travels of Johann Ludwig Krapf and Johannes Rebmann reveal that Kenyans had access to education as far back as 1728 with a Swahili manuscript Utendi wa Tambuka (Book of Heraclius) attesting to the fact.

• The CMS missionaries interacted with locals in the coastal town of Mombasa and set up one of the earliest mission schools in the country at Rabai in 1846.
• Before independence elementary education was based on the colonial system of education.
• In 1967, Kenya, with Uganda and Tanzania, formed the East African Community.

The three countries adopted a single system of education, the 7-4-2-3, which consisted of 7 years of primary education, 4 years of secondary education, 2 years of high school and 3Ђ”5 years of university education. With the collapse of the East African community in 1977, Kenya continued with the same system of education until 1985 when the 8-4-4 system was introduced, which adopted 8 years of primary education, 4 years of secondary education and 4 years of university education.

• Before joining primary school, children aged between three and six are required to attend pre-primary for one or two years.
• Primary education is universal, free and compulsory and usually caters for children ages 6 to 14.
• A major goal of primary school education is to develop self-expression, self-discipline and self-reliance, while at the same time providing a rounded education experience.

Secondary education begins around the age of fourteen and lasts for four years. Secondary school education especially in public school is subsidized by the government, with the government paying tuition fee for students attending public secondary school.

52 public, private and constituent university college institutions. A total student population of 251,000, up from 81,000 in 2003. A one-year increase of 20% in newly enrolled students for the 2012-13 academic session.79,000 students in 40 technical and vocational institutions, up from 34,000 in 2003. The top universities in East Africa in the area of ICT (Information and Communication Technology), according to a CPS International survey.

Recent legislative changes to university education In September Margaret Kamar, Minister of Higher Education, Science and Technology, signed The Universities Bill 2012, which seek to introduce radical changes to higher education such as:

Abolishing the decades-old Commission for Higher Education (CHE), which has hitherto regulated the sector, and replacing it with the Commission for University Education (CUE). The CUE would advise government on university education policy, undertake accreditation inspections, monitor and evaluate the state of university education and ensure compliance with set standards. Additional new bodies running the educator sector would include the Universities Funding Board, to coordinate financing of universities; the Kenya Universities and Colleges Central Placement Service, to handle admissions to public universities and colleges; and the Technical and Vocational Education (TVET) Funding Board, to handle funding of the TVET sector Ђ” a role previously left in the hands of individual, middle-level colleges.

In January 2013, the bill was signed into law, bringing public universities, which were previously governed by specific acts of parliament, under the same law as private institutions. Kenyan authorities, in partnership with the EAC (East African Community), are also promoting more student mobility.

To that end, in November 2012, education ministers from Kenya, Burundi, Rwanda, Tanzania and Uganda met in the Rwandan capital Kigali, and after three years of negotiations, approved the Inter University Council for East Africa (IUCEA) Bill 2012. Public Universities Following the enactment of the Universities Act No.42 of 2012, these institutions individual Acts were repealed.

This signified their award of Charters on 1st March 2013:

University of Nairobi (UoN) – 2013 Moi University (MU) – 2013 Kenyatta University (KU) – 2013 Egerton University (EU) – 2013 Jomo Kenyatta University of Agriculture and Technology (JKUAT) 2013 Maseno University (MSU) – 2013 Masinde Muliro University of Science and Technology (MMUST) – 2013

University Constituent Colleges were previously established by Legal Orders under their respective mother University Acts. This was replaced after the institutions met the set accreditation standards and guidelines set by the Commission which culminated to their Charter award to be fully-fledged public universities. These institutions are:

Dedan Kimathi University of Technology (DKUT) – 2012 Chuka University (CU) Ђ” 2013 Technical University of Kenya (TUK) – 2013 Technical University of Mombasa (TUM) – 2013 Pwani University (PU) – 2013 Kisii University (EU) – 2013 University of Eldoret – 2013 Maasai Mara University – 2013 Jaramogi Oginga Odinga University of Science and Technology – 2013 Laikipia University – 2013 South Eastern Kenya University Ђ” 2013 Meru University of Science and Technology Ђ” 2013 Multimedia University of Kenya – 2013 University of Kabianga – 2013 Karatina University Ђ” 2013

Public University Constituent Colleges These were established by a Legal Order under the then Act of the University shown in bracket against each, after requisite verification of academic resources by the Commission for University Education. These are:

MurangЂ™a University College (JKUAT) – 2011 Machakos University College (UoN) – 2011 The Kenya Cooperative University College (JKUAT) – 2011 Embu University College (UoN) – 2011 Kirinyaga University College (KU) – 2011 Rongo University College (MU) – 2011 Kibabii University College (MMUST) – 2011 Garissa University College (EU) – 2011 Taita Taveta University College (JKUAT) – 2011

Public University Campuses

Kenya Science University Campus (UoN) Kitui University Campus (KU) Ruiru Campus (KU)

Chartered Private Universities These are universities that have been fully accredited:

University of Eastern Africa, Baraton – 1991 Catholic University of Eastern Africa – 1992 Scott Theological College – 1992 Daystar University – 1994 United States International University – 1999 Africa Nazarene University – 2002 Kenya Methodist University – 2006 St. PaulЂ™s University – 2007 Pan Africa Christian University – 2008 Strathmore University – 2008 Kabarak University – 2008 Mount Kenya University – 2011 Africa International University – 2011 Kenya Highlands Evangelical University – 2011 Great Lakes University of Kisumu (GLUK) – 2012 KCA University, 2013 Adventist University of Africa, 2013

Private University Colleges Catholic University of Eastern Africa has the following constituent Colleges:

Hekima University College (CUEA) Tangaza University College (CUEA) Marist International University College (CUEA) Regina Pacis University College (CUEA) Uzima University College (CUEA)

Universities with Letter of Interim Authority (LIA) The following universities are operating with Letters of Interim Authority (LIA), while receiving guidance and direction from the Commission for University Education in order to prepare them for the award of Charter:

Kiriri WomenЂ™s University of Science and Technology – 2002 Aga Khan University – 2002 Gretsa University – 2006 KCA University of East Africa – 2007 Presbyterian University of East Africa – 2008 Adventist University – 2009 Inoorero University – 2009 The East African University – 2009 GENCO University – 2010 Management University of Africa – 2011 Riara University – 2012 Pioneer International University – 2012

Registered Private Universities

Nairobi International School of Theology East Africa School of Theology

: The education system in Kenya
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When was the first Kcpe done?

Kenya Certificate of Primary Education – Wikipedia

This article needs additional citations for, Please help by, Unsourced material may be challenged and removed. Find sources: – · · · · ( October 2016 ) ( )

The Kenya Certificate of Primary Education (KCPE) is a certificate awarded to students after completing the approved eight-year course in in, The is supervised by the (KNEC), an examining body in Kenya under the, The same body also conducts and regulates the (KCSE), a awarded to students after completing,
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How many people have PFO?

Symptoms – Patent foramen ovale occurs in about 1 in 4 people. Most people with the condition never know they have it. A patent foramen ovale is often discovered during tests for other health problems.
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Why are schools against PDA?

PDA Basics – PDA is often considered a public profession of how two people feel about one another. Schools typically see this type of behavior as a distraction and inappropriate for a school setting. Most schools have policies that forbid this type of issue on campus or at school-related functions.

• Schools typically have a zero-tolerance stance on PDA because they recognize that even innocent displays of affection can turn into something more.
• Being overly affectionate can be offensive to many people, though a couple caught up in the moment may not be aware that their actions are offensive.
• Because of this, schools must educate their students on the issue.

Respect is a critical component of character-education programs in schools everywhere. Students who regularly engage in acts of PDA are disrespecting their peers by subjecting them to witnessing their affection. This should be brought to the attention of the over-affectionate couple who were probably too caught up in the moment to consider others who were around them.
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What type of school is best for a child with PDA?

School placements & other options – There are many different educational settings which may be able to successfully accommodate PDA:

Mainstream schools (many PDA children may need some extra support via a Teaching Assistant and/or small group work) Mainstream with an attached unit (usually an ASD unit) Alternative provision Local Authority special school (an ASD school or a school for children with ‘social, emotional or behavioural difficulties’ for instance) Independent school (smaller class sizes can work well for PDA children) Independent specialist school Specialist residential school (38 week or 52-week placements)

There isn’t one single ‘ideal setting’ for a child with a PDA profile of autism but all successful placements tend to share a similar ethos : a genuine commitment to inclusion; strong support from the leadership team; a willingness to learn and adapt; a positive, creative and flexible outlook; and a commitment to working closely with the family.

There are some excellent examples of good educational practice for PDA children and there have been particularly positive outcomes in alternative placements which don’t ‘look like’ school or with flexi-schooling (a combination of some time in school with some time at home and/or in an alternative setting).

Don’t be afraid to ask lots of questions, share information about PDA and recommended education approaches, and have several visits before deciding whether or not you feel a school can meet your child’s specific needs.
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When was Pera implemented?

PERA is the acronym for the Performance Evaluation Reform Act that became Illinois law on January 1, 2010. It was followed by education reform legislation that took effect on June 13, 2011 and has been subsequently amended.
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When was ESEA passed?

History of ESEA – The Elementary and Secondary Education Act (ESEA) was signed into law in 1965 by President Lyndon Baines Johnson, who believed that “full educational opportunity” should be “our first national goal.” From its inception, ESEA was a civil rights law.
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What is the aim of education during the new society 1972 1986 )?

In 1972, through his ‘New Society’ project, he decreed that ‘education must be transformed so that it can become an instrument for the economic and social transformation of the country (ibid). ‘ It was also the first time that a long term plan (10 years) was formulated for the education system.
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Why was Ferpa started?

Permitted Disclosures – FERPA allows schools to disclose information from a student’s education record, without consent, to the following parties or under the following conditions:

• School officials with legitimate educational interest
• Other schools to which a student is transferring
• Specified officials for audit or evaluation purposes
• Appropriate parties in connection with financial aid to a student
• Organizations conducting certain studies for, or on behalf of, the school
• Accrediting organizations
• Appropriate officials in cases of health and safety emergencies
• State and local authorities, within a juvenile justice system, pursuant to specific state law
• To comply with a judicial order or lawfully issued subpoena

For more information, visit the US Department of Education’s,

: Family Educational Rights and Privacy Act (FERPA)
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Grady A. Lowry