...Policy Research on Access to Quality Basic Education For Muslim Learners The views, statements, and opinions contained in this report are of the author's alone and are not intended as USAID recommendations, conclusions or statements of USAID policy. Table of Contents List of Tables………………………………………………………………. Page i List of Illustrations…………………………………………………………. ii Acknowledgements………………………………………………………… iii Abbreviations and Acronyms ………………………………………...…… iv Glossary …………………………………………………………………… vi Executive Summary .……………………………………………………… vii Chapter 1. Introduction A. B. C. D. E. F. G. Background and Rationale…………………………………….. Objectives of the Study………………………………………… Sample Selection and Data Collection………………………… Research Design……………………………………………….. Data Analysis and Procedure………………………………….. Scope and Limitations of the Study …………………………… Significance of the Study ……………………………………… 1 9 10 11 12 14 14 Chapter 2. Trends in Access Policies from 1987 to 2007 A. National Laws Governing Access to Basic Education………… …………………………………………... B. Non-legislated Policies on Access to Basic Education……………………………………………………… C. Access Policies of the Philippine Department of Education…. D. Implications of Philippine Access Policies to Muslim Learners in Basic Education …………………………….…… 15 23 26 36 Chapter 3. Key Findings on Access Barriers to Quality Basic Education for Muslim Learners A. Access Barriers to Quality Basic...
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...Education Sector Reforms (Policy decisions) 1. Uniform Academic Session from 1st of September throughout the country. 2. Free Education up to Matriculation. 3. Provision of missing facilities in schools. 4. Provision of free textbooks. 5. Grant of scholarships and incentives to girl students. 6. Composite examination at Matric level throughout the country from 2007. 7. Composite examination will be introduced in 2009 for HSSC. 8. English language has been made compulsory from Class-1 onwards. 9. The grievances of a particular sect / community addressed by removing controversial books in Northern Areas. However, in next review/revision: 1. Emphasis to be placed on language and literature learning instead of repetition of topics of Islamiyat in language learning i.e. Urdu/English textbooks etc. 2. Overlapping and duplication of contents in various subjects needs removal and the contents of subjects need to be examined to make them non-controversial. 10. Social Studies for classes VI-VIII bifurcated into History and Geography and will be taught as compulsory subjects from the academic year 2006. The curriculum prepared and notified and provincial textbook boards preparing the books for these subjects. 11. Introduction of English as medium of instruction for Science, Mathematics, Computer Science and other selected subjects like Economics and Geography in all schools in a graduated manner was endorsed. 12. Budgetary...
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...------------------------------------------------- State of Education in the Philippines 2012Presentation Transcript * 1. Annual Membership MeetingThe State of Basic Education It’s more than just K to 12 Keynote Speaker: Br. Armin Luistro FSCSecretary of the Department of Education * 2. The State of Basic EducationGaining Ground BR. ARMIN A. LUISTRO FSC Secretary Department of Education * 3. OUTLINEA. DepED in BriefB. Sector Performance vs. TargetsC. Change AgendaD. Budget TrendsE. ResourcesF. Current InitiativesG. Strategic Directions The State of Basic Education: Gaining Ground | March 28, 2012 | The Tower Club, Makati City * 4. THEDEPARTMENT OF EDUCATION The State of Basic Education: Gaining Ground | March 28, 2012 | The Tower Club, Makati City * 5. TRIFOCALIZATION OFEDUCATION DECS for basic TESDA for post- CHED for higher education secondary, middle-level education manpower training and development (RA 7722, May 18, 1994) (RA 7796, August 25, 1994) The State of Basic Education: Gaining Ground | March 28, 2012 | The Tower Club, Makati City * 6. R.A. 9155 Education Act of 2001The Governance of BasicFormally renamed DECS as the Department of Education and transferred “culture”and ”sports” to the National Commission for the Culture and the Arts and thePhilippine Sport Commission The State of Basic Education: Gaining Ground | March 28, 2012 | The Tower Club, Makati City * 7. R.A. 9155 Education Act of 2001The Governance of Basic Redefined the roles of...
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...home instead of the tall modern glass buildings that plagued the view of Australia’s cities. The taxi curved along the road, avoiding the rocky mountains and it's neighbours, the cement houses. Some of these houses looked completely new and foreign to this old city making Rabbi feel out of place. He pouted, his town changed. As the taxi kept moving, Rabbi kept noticing differences. He noticed a stump instead of the tall green Cedrus Libani tree where he used to climb with his school friends and eat their carrots dipped in hummus after school to waste time. Rabbi then turned and faced the other side of the road, seeing his old school signalling him that his almost home, but that's not what caught his mind. His school's name changed from ‘Madaris Ehden’ *2 to ‘Abdel Halim’, almost reminding Rabbi of this new town....
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...CENTRAL LIST OF OBCs FOR THE STATE OF BIHAR Entry No 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. Caste/ Community Abdal Agariya Aghori Amaat Kasab(Kasai) (Muslim) Kewat, Keot Kadar Kaivartta/ Kaibartta Kalandar Kaura Kawar Kochh Korku Kumarbagh Pahadia Kurmi, Kurmi (Mahto) (in Chhotanagpur Division only) Kagzi Kanu Kamar (Lohar, Karmkar, Visvakarma) Kushwaha (Koeri) Kapadia Kosta, Koshta Khatik Khangar Khatwa Khatwe Khadwar (only in the districts of Sivan & Rohtas) Khetauri, Khatauri Khelta Godi (Chhava) Gaddi Gandarbh or Gandharb Gangai (Ganesh) Gangota, Gangoth Gorh, Gonrh (only in the districts of Saran & Rohtas) Gulgaliya Goud Ghatwar Chik (Muslim) Resolution No. & Date 12011/68/93-BCC(C) dt 10.09.93 -do-do-do-do-do-do-do-do-do-do-do-do-do12011/68/93-BCC(C) dt 10.09.93 12011/9/2004-BCC dt 16.01.2006 12011/68/93-BCC(C) dt 10.09.93 -do-do-do-do-do-do-do-do-do-do-do12011/68/93-BCC(C ) dt 10.09.93 12011/21/95-BCC dt 15.05.95 12011/68/93-BCC(C) dt 10.09.93 -do-do-do12011/68/93-BCC(C ) dt 10.09.93 12011/88/98-BCC dt 6.12.99 12011/68/93-BCC(C) dt 10.09.93 -do-do-do-do-do- 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. 81. 82. Chain, Chayeen Chapota Chandrabanshi(Kahar) Churihar (Muslim) Chanou Jogi (Jugi) Tikulhar Dafali (Muslim) Dhekaru Tanti (Tatwa), Tati...
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...1 (This paper was presented during the SEACSN Conference 2004: “Issues and Challenges for Peace and Conflict Resolution in Southeast Asia”, at Shangri-La Hotel, Penang, Malaysia on 12-15 January 2004) Muslim Minority in the Philippines By Abhoud Syed M. Lingga Executive Director, Institute of Bangsamoro Studies How the Muslims as a minority situate themselves within the Philippine national community is the subject of discussion in this paper. A look into their views on their relations with the national community is helpful in understanding the conflict in Mindanao for this is the impetus in their assertion for their right to self-determination. Minority Communities We find minority communities within the borders of many countries today. These minority communities can be classified broadly into three major categories (Che Man 1990:1). The minority migrant populations are in the first category. During the colonial period, workers were recruited from other colonies to work in plantations, mining and other industries. In recent years, migration of peoples who are induced by pull factors like economic opportunities and liberal policies of countries of destination and the push factors in their own countries like violent conflicts, lack of economic opportunities and repressive government policies are observable. The migrant populations have no attachment to any portion of the territory of the host country. Their concerns are the acceptability by and equal rights with the dominant majority...
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...1941: IRAQ AND THE ILLUMINATI The growing guerrilla war in Iraq has shown Saddam Hussein's Baath Party to be far more resilient than anyone realized. To understand their resilience and grass-roots strength, one must look at the party's mystical origins. Columnist Maureen Dowd says the Arabic word Baath stands for resurrection. But Baath is not a word that translates well into English. A better synonym would be the Italian word Risorgimento. Actually, the party had its origin in the little town of Asadabad in western Iran. Here, in 1839, was born Sayyid Jamal ad-Din, a Muslim mystic sometimes known as al-Afghani (Arabic for the Afghan--J.T.) and "the Sage of the East." Jamal ad-Din was raised as a Shiite Muslim and, in 1845, his family enrolled him in a madrassa (Islamic school) in the holy city of Najaf in what is now Iraq. Here Jamal was initiated into "the mysteries" by "followers of Sheik Ahmad Asai (1753-1826). He also may have had some family connections with the Babis, followers of Siyyid Ali Mohammed al-Bab," an imam keenly interested in politics. "After years studying Shia theology at the holy city of Najaf, Iraq, he spent several years in India, the Caucasus and Central Asia before surfacing in Afghanistan as the senior advisor to the pro-Russian ruler." (Editor's Comment: Strange that a supposedly devout Muslim would head for India instead of making the traditional haj or pilgrimage to Mecca. It appears that Jamal ad-Din was one of the few Illuminati to...
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...(a Research Paper for) VISION OF TEACHING IN 2015 Submitted to: COLLEGE OF EDUCATION By: General Introduction Filipinos have deep regard to for education. Education occupies a central place in Philippine political, economic social and cultural life. It has always been strongly viewed as a pillar of national development and a primary avenue for social and economic mobility. A clear evidence of the value placed on education is the proportion of the national government budget going to the sector. The Department of Education (DepEd), the country’s biggest bureaucracy 1 , is given the highest budget allocation among government agencies each year as required by the 1987 Philippine Constitution. The 1987 Constitution likewise guarantees the right to education of every Filipino. It provided that, “The State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make education accessible to all.” The right of every Filipino to quality basic education is further emphasized in Republic Act 9155 or the Governance of Basic Education Act of 2001. Along with Republic Act 6655 or the Free Secondary Education Act, these laws reaffirm the policy of the State to protect and promote the rights of all Filipinos by providing children free and compulsory education in the elementary and high school level. This pertains to six years of free tuition fees for children...
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...DepEd issues Implementing rules of Kindergarten Act MANILA, Philippines - To ensure that the unique needs of diverse learners will be addressed; the Kindergarten Education General Curriculum will cater to the needs of pupils with special needs and disabilities and create a catch-up program for children under difficult circumstances. Kindergarten education was institutionalized as part of basic education and was implemented partially in school year 2011-2012. It was made mandatory and compulsory for entrance to Grade 1. The general kindergarten program is the 10-month program provided to children who are at least five years old in elementary schools using thematic and integrative curriculum to ensure the development of foundation skills among children to prepare them for Grade 1. Republic Act (RA) 10157, otherwise known as “The Kindergarten Education Act,” provides that the curriculum is designed to cater to the needs of the learners with special needs or children who are gifted, those with disabilities, and other diverse learners by adopting services in addition to the standards provided, such as Head start Program for the Gifted, Early Intervention Program for Children with Disabilities, Early Intervention Program for Children with Disabilities, Kindergarten Madrasah Program (KMP), Indigenous People (IP) Education, and Catch-Up Program for Children under Especially Difficult Circumstances. The Head start Program for the Gifted is a comprehensive program for the gifted and...
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...Chapter 10 Education Introduction Education is the most important factor which plays a leading role in human resource development. It promotes productive and informed populace and creates opportunities for the socially and economically deprived sections of society. Educational philosophy stresses on a learning process through which knowledge, skills and experience are transferred from one generation to the next generation through teaching, training, research and development that ultimately replicate the socioeconomic development of the country. Education prevails over behaviors of the individuals and institutional managers working for the development/poverty alleviation and fundamental change of society and sustainable economic development which is a key to opening of venues for development towards the competitive international community as well. Globalization has made economic life more competitive and demanding, making human expertise development more significant. Only as educated workforce equipped with modern skills can compete and benefit from exploiting the opportunities created by globalization. United Nations International Covenant on Economic, Social and Cultural Rights of 1966 guarantees the right to Education under its Article 13. Pakistan is signatory of UNESCO under the “Education for All” program. Pakistan is committed to achieve universal enrolment in Primary Education by 2015. Government of Pakistan has made Education free and compulsory up to Grade 10.Parliament...
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...How to Improve Higher Education Dr. Muhammad Saleem* Abstract: This brief presentation consists of two parts. In part – I attempt has been made to diagnose the ailment and identify the causes that pushed us to the back – benches of human civilization and virtually wiped us out of the intellectual map of the world. In Part – II we have ventured to suggest some remedial measures following which we may be able to leap forward and reclaim our lost glory and respectable place in the comity of nations. Of late, we ran into one of the most disturbing and distressing report concerning the state of education and research in the Muslim world visà-vis the Judao-Christian world. For instance, it was reported that the Jewish population around the world is almost 14 million. With this numerical strength, they have been able to produce thus far 163 Nobel Laureates.1 The Muslims, on the other hand, are more than one billion in population and have produced only eight Noble prize winners so far2. This contrast became further embarrassing when it was read in conjunction with another survey report wherein it was underscored that the Muslims were terribly lagging behind in the field of knowledge and education from the rest of the world both in quantitative and qualitative terms. It was reported that there were nearly 500 universities in the entire Muslim world3 and they too were hardly any better than ordinary colleges as they weren’t engaged in any research work or the generation of a new knowledge...
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...Peasant struggles in British India Can be classified into following groups: Before 1857’s Mutiny | * East India: Sanyasi Revolt, Chuar and Ho Rising, Kol Rising, Santhal Rising, Pagal Panthis and Faraizis Revolt * West India: Bhil, Ramosis * South India: Poligars | After 1857’s Mutiny | * Indigo Movement (1859-60) * Pabna Agrarian Unrest (1873-76), * Deccan riots (1874-75), * No-Revenue Movement Assam, Maharashtra, and Punjab: (towards the end of 19th century) * Champaran Indigo Satyagraha (1917) | In the 20s and 30s | 2nd Moplah, Awadh Kisan Sabha, Eka movement, Bardoli etc. | During and After WW2 | * Congress Ministries in provinces such as Bihar, UP and Bombay (will be discussed separately in third article) * Faizpur Congress session (1936) * All India Kisan Congress * Tebhaga Movement in Bengal * Telangana Outbreak in Hyderabad * Varlis Revolt in Western Indi | Peasant Revolts before 1857 Sanyasi Revolt, 1772 * British government restricted people from visiting holy places. Sansyasi got angry * Joined by farmers, evicted landlords, disbanded soldiers * Focal point: Rangpur to Dhaka * Leader: Manju Shah Fakir * Sanyasis defeated a company of sepoys and killed the commander. They overran some districts, virtually running a parallel government. * This rebellion continued till the end of the 18th century. * Governor General Warren Hastings launched a military campaign against Sansyasis. * From 1800,...
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...Posted in Feature Articles | 0 comments All eyes are now on Noynoy Aquino. After an intense campaign period, the first fully-automated elections, and his celebrated proclamation, we look back at his trail of promises. Population and Environment Aim: Encourage sustainable use of resources; plan alternative and inclusive urban development where people of varying income levels are integrated in productive, healthy and safe communities. Noynoy will promote ecotourism by mobilizing grassroots communities into environmental preservation efforts and sustainable tourism programs. He will also establish a national sanitation program that will provide access to sanitary toilets, thereby protecting bodies of water from domestic waste contamination. Government Resources and Population Dynamics Aim: Uphold clean governance by enforcing transparency and accountability in government allocation and spending. Establish a truly impartial system of institutions that deliver equal justice to rich or poor. Noynoy caused quite a stir when he assured Filipinos that he would not impose new taxes or increase current tax rates. He will augment the deficiency in the national budget through efficient tax collection and implementing higher customs duties. Noynoy is optimistic that the whopping $6 billion that gets squandered yearly in corrupt dealings will be used to increase the ranks of the middle class through micro financing and to revitalize the economy. He supports the Freedom of Information...
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...Guide to Admissions 2016-2017 CONTENTS S.No. Particulars Page No. 1. General Information 1 – 34 2. Faculty of Agricultural Sciences 35 3. Faculty of Arts 38 4. Faculty of Commerce 47 5. Faculty of Engineering & Technology 50 6. Faculty of Law 60 7. Faculty of Life Sciences 61 8. Faculty of Management Studies & Research 66 9. Faculty of Medicine 68 10. Faculty of Science 71 11. Faculty of Social Sciences 77 12. Faculty of Theology 88 13. Faculty of Unani Medicine 90 14. Centre of Professional Courses 92 15. Interdisciplinary Biotechnology Unit 94 16. Faculty of International Studies 95 17. Senior Secondary Schools 97 18. K.A. Nizami Centre for Quranic Studies 100 19. Community College 101 20. Part Time Courses 104 21. Bridge Course, Centre for Promotion of Educational and Cultural Advancement of Muslims of India 118 S.No. Particulars 22. Appendix – I 23. Page No. Appendix – II(A) 24. 25. 26. (Summary of Courses of study (with their Application Form Details & Test Fee) (Undertaking for Non-upgradation of the course / branch/main subject/ stream/ specialization already allotted) 120 128 Appendix – II(B) (Undertaking for submission of required original documents at the time of completion of admission formalities) 129 Appendix – II(C) ...
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...Philippine Education For All 2015: Implementation and Challenges I. General Introduction 1. Filipinos have deep regard to for education. Education occupies a central place in Philippine political, economic social and cultural life. It has always been strongly viewed as a pillar of national development and a primary avenue for social and economic mobility. 2. A clear evidence of the value placed on education is the proportion of the national government budget going to the sector. The Department of Education (DepEd), the country’s biggest bureaucracy 1 , is given the highest budget allocation among government agencies each year as required by the 1987 Philippine Constitution.2 3. The 1987 Constitution likewise guarantees the right to education of every Filipino. It provided that, “The State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make education accessible to all.” . 4. The right of every Filipino to quality basic education is further emphasized in Republic Act 9155 or the Governance of Basic Education Act of 2001. Along with Republic Act 6655 or the Free Secondary Education Act, these laws reaffirm the policy of the State to protect and promote the rights of all Filipinos by providing children free and compulsory education in the elementary and high school level. This pertains to six years of free tuition fees for children aged 6 to 11, and free four years of secondary schooling for those aged...
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