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The latest academic opportunity opened at ABS for potential Postgraduates is a flexible, low cost, high quality MBA from Australia that can be completed over a period of 12 months. ‘ABS’ excellent record in providing ‘Dedicated Coaching with Care’ for CIM and CIMA examinations for over 14 Years undoubtedly contributes to its potential of conducting the MBA programme offered as MBA GENERIC with Specilisations in HRM, MARKETING and FINANCE . This programme is delivered by a top end faculty with all MBA and Doctoral Level Qualifications with Practical Exposure to the Industry, practicing what they teach.

Australian Institute of Business Administration (AIBA)
The Australian Institute of Business Administration (AIBA) is a member of the Gibaran Learning Group – a leading global business higher education group and takes great pride in offering this 12 Month MBA in South Australia and internationally. The AIBA 12 Month MBA was developed to provide an affordable, practical, ‘fast route’ to career advancement for executives and business owners.

Frequently asked Questions -FAQs
Will an MBA from an institute, rather than a University, be recognised in business and by employers?
It is globally accepted that some of the best MBA programmes are conducted by management development institutions such as IMD from Switzerland, INSEAD near Paris and Henley in the UK. AIBA along with the other members of the Gibaran Learning Group possess some very unique degree conferring powers guaranteed by the Australian Government. In fact AIBA is accredited under AQF-Australian Qualifications Framework similar to Australian Universities.

2.Who will be teaching the course?
The course will be delivered by a team of experienced industry leaders and highly respected academics delivering lectures at ABS using a state of the art ISO 9001:2000 Certified Quality Process.

3. don’t have a bachelor’s degree (first degree) or any qualifications. Can I still do the course?
Yes – if you fulfil the 3 Years Managerial Experience ascceptable to AIBA (GLGs Registrar) -Australia.
requirement of the special entry criteria listed

4.. My previous study is in an unrelated area to business Can I still apply?
Yes – as long as you fulfil the entry requirements. Contact ABS for verification.

5. I have commenced an MBA elsewhere. Can I transfer into the AIBA 12 Month MBA?
Yes, we may even be able to offer you subject exemptions and a course fee reduction. Please speak to MBA Course Coordinator at ABS.

6. Why do students choose our MBA?

• Affordability – Only Rs.500,000/- if paid on Semester basis and Rs.480,000/- if Paid at once at ABS, an accredited TRAINING CENTRE of AIBA Australia
• Ability to finish in 12 Months
• Specialisations
• Government Accreditation
• Unique Assessment Innovative model – 12 month MBA
  Many of the most highly ranked Universities including Oxford and Cambridge offer a 12 Month MBA programme. GLG (AIBA) has been offering 12 month MBA programmes internationally for a number of years through its teaching centres with high degrees of success in terms of enrolments, completion rates and graduate outcomes.
  Key features of the model:
• Same content, shorter duration.
• Independent learning material
• One subject each month

Facilities at ABS Unmatched -State of the Art Facilities Unique to ABS
The facilities available at ABS for potential candidates would undoubtedly be an additional attraction. Students would have access to a well-equipped computer lab with the assistance of qualified staff and a library with all the up-to-date textbooks and other reading material recommended by AIBA.

Source:http://www.sundaytimes.lk/090315/Education/ed705.html

SCOLA and CER intend to create education programs and related content resources that will connect classrooms in China to classrooms in the U.S. where American and Chinese students can help each other learn a second language, study a new culture using authentic artifacts and personal interaction, and share best teaching practices in a variety of subject areas.

CER Chairman and CEO, Chengfeng Zhou, said, “This agreement with SCOLA builds on our CERSP and ESP commercialization strategy and we can implement it at minimal cost. We envision using our CERSP and ESP portals to create a new means of collaboration, resource sharing, and development of new teaching and learning strategies to benefit teachers and students in both countries and also promote better cultural understanding and positive relationships between the people of China and the United States.” The agreement projects the implementation of key initial projects during fourth quarter 2008.

SCOLA President and CEO, Francis Lajba, said, “For more than 20 years SCOLA has been an industry leader in promoting the use of foreign television programming and authentic foreign video content as an aid to teaching foreign languages and culture. We look forward to providing China Education Resources’ content as an education resource to our customers in the U.S. and throughout the world.”

The agreement enables CER and SCOLA to partner on select projects to develop and deploy learning materials that promote language proficiency and cultural awareness. Examples of such select projects include:

- Short “SCOLA on the Street” video interviews developed locally in China and the U.S.

- Modular, Mandarin language program targeting high school and adult students; covering a wide range of lifestyle and daily communications topics. Initially, ten segments will be designed for pod-casting (and other types of mobile, personal media equipment). The CER Memory game will be included in the program as a self-assessment feature;

- Interactive tutoring and community discussion platforms to facilitate Mandarin and English language programs.

About SCOLA

SCOLA’s mission is to help the people of the world learn about one another; their cultures, their languages and their ideologies. SCOLA emphasizes the importance and effectiveness of modem information technology as a tool in overcoming barriers to global understanding and is committed to continuing its position as the world leader in the area of foreign language learning, cultural awareness and video/audio content delivery and storage/retrieval/searching technology and capabilities at the forefront of its application. Information on SCOLA

ABOUT CHINA EDUCATION RESOURCES INC.

In collaboration with China’s Ministry of Education Curriculum Development Center (CDC), China Education Resources Inc. (CER) is helping transform the curriculum of the world’s largest educational system. CER provides modern K-12 education content and services for education professionals, administrators, teachers, tutors, students and parents through its CERSP portal and 36 sub portals, including “My Study Room” and the school-wide, “Education Services Portal” (ESP: 20.42, -0.09, -0.43%). The CER Web Portal is a web-based gateway to the entire K-12 teaching and learning community in China (more than 600,000 schools, 12 million teachers, and 230 million students). As a strategic partner for implementing the government’s goal of modernizing its education system and learning procedures, CER is positioned to become China’s largest online education service and content provider in China’s kindergarten through twelfth grade market. Information on CER

Safe Harbor Statement

This press release contains certain forward-looking statements that reflect the current views and/or expectations of China Education Resources Inc. with respect to its performance, business and future events. Such statements are subject to a number of risks, uncertainties and assumptions. Actual results and events may vary significantly.

Source:http://www.foxbusiness.com/

The predictable result came in last week from forcing students with disabilities to pass a high school exit exam in order to earn a diploma. Nearly half failed.

Failed. A demoralizing word for some kids who struggle daily to perform tasks most teens carry out with ease.

The psychological damage “is horrific,” says Sid Wolinsky, director of litigation for Disability Rights Advocates, which fought unsuccessfully for alternative ways to measure the knowledge of special education students.

“We had dozens of sworn declarations from parents about the deep depression that their disabled children went into when they didn’t pass the exit exam,” Wolinsky says. “When you’re a child with a disability, you start with problems of stigma, societal stereotyping and self-confidence.

“Then you’re shattered when you can’t pass the exit exam. You blame yourself and have terrible problems with self-worth.”

The class of 2008 was the first in which special education students — those with learning, physical or mental disabilities such as autism or dyslexia — were required to pass the exit exam to receive a diploma. They could try unlimited times.

The state Department of Education reported last week that among the nearly 40,000 students with disabilities who took the exam, 53.8% passed and 46.2% failed. By contrast, among the non-special ed students, 93.6% passed.

Not all special ed students even took the exam, only an estimated 72%, according to the department. They’re generally students who are studying under what’s called “individualized education plans” — instruction that accommodates their disabilities — and are on a “diploma track,” taking all the required courses needed to graduate. Yet, nearly half of them flunked the exit exam.

My first reaction reading news stories of the exam results was that the state shouldn’t be harassing these kids. Give them a pass. Hand them a diploma if they manage all their course work. After all, California prospered for more than 150 years without a high school exit exam.

In fact, it wasn’t until 1999, when freshman Gov. Gray Davis was trying to ensure a legacy of education reform, that the Legislature mandated the exit exam for public schools. (Private schools aren’t affected.) The 2006 class was the first required to pass it. Special ed students in 2006 and 2007 were exempted, but no longer.

Get off the backs of disabled kids, I thought. Many can’t handle hours-long English and math tests, even if they are permitted the same accommodations — such as somebody reading to them — that they’re allowed in their special classes. Just let them fulfill their own potential and feel good about it.

But, of course, things rarely are as simple as they seem. There’s also merit in the opposite argument.

In an education speech Tuesday at a high school near Dayton, Ohio, the Democratic presidential nominee expressed confidence in public-funded charter schools, which operate outside the control of school districts and free of the union work rules that often stifle education. Local school districts often resent the competition for funding. But charter school educators nationwide are showing that flexible scheduling, budgeting, hiring, and governance can lead to significant improvements in academic performance, especially in cities.

Serious debate about the quality of US education has been wanting in the presidential campaign. But the next president will be required to decide whether to reauthorize the stalled federal No Child Left Behind law, which holds schools accountable for student performance on statewide tests. Obama’s speech put some needed attention on education, and should provide a comfort level for independent voters who value results over political orthodoxies.

Obama also reiterated his support for merit pay for teachers, another nod to reason in a nation worried that its students lag those in other industrialized countries, especially in math and science. Republicans seem to have no trouble recognizing that superior teachers should be rewarded for their special skills and subject expertise. Perhaps Obama can pull his party out of the rut where seniority in the classroom trumps skill.

Senator John McCain, the Republican nominee, stumbles in the opposite direction. He supports voucher systems that allow some parents to use public funds for private and parochial school placements. Unlike charter schools, which are public, voucher systems attack the roots of education funding for public schools.

Massachusetts would benefit if Governor Patrick – a strong Obama supporter – would take up the call of his party’s leader. Patrick barely touched on charter schools in his recent 10-year strategic plan to improve the quality of education in Massachusetts. And he is lukewarm, at best, on the subject of merit pay for teachers. Obama isn’t satisfied with a second-rate-education system. His supporters should be just as demanding

Source:http://www.latimes.com/

Education.com provides parents of school aged children free access to information and resources to give them answers they need about raising and educating their children — plus activities designed to make learning together more fun for everyone. Often called “The WebMD of education”, the company has teamed up with the leading teachers, psychologists, universities, non-profits, and research organizations to offer highly credible parenting, developmental, and educational information. The site also offers printable activities, discussion boards, access to best of breed educational services, and SchoolFinder — a tool that gives parents comprehensive data on the nation’s 125,000 schools. Education.com was founded in 2006 and is headquartered in Redwood City, CA. The company is backed by leading venture capital firms

The national education program has overlooked children in remote areas, with the government keen on letting NGOs take over the job, experts say.

While some NGOs have successfully addressed the issue of poor access to formal education for children in outlying areas, the government still has a role to play, the Institute for Education Reform’s Utomo Dananjaya told a discussion in Jakarta on Wednesday.

“It’s okay if NGOs are successful, but government officials shouldn’t lose sight of their responsibility. What is the huge education fund for?” Utomo said.

He was speaking to participants of the “Second Public-Private Partnership Discussion Series”, organized by the Sampoerna Foundation. Wednesday’s theme was “Basic Education Services in Remote Areas”.

Like health and infrastructure, education is a priority the government must address in remote regions, Utomo added.

Germany is falling behind in producing qualified university graduates because average public spending on higher education is well behind most other western nations, a new report said this week.

The rising cost of higher education means either increasing public spending or introducing private fees for schools and universities. Both are anathema in Germany, meaning relatively little is being invested in improving the educational system of Europe’s largest economy.

The Paris-based Organisation for Economic Cooperation and Development (OECD) released its annual report on the state of education in the world’s industrialized countries on Tuesday with a warning: Higher education in Germany is slipping behind other OECD members and in the near future, the situation is likely to worsen.

Public spending earmarked for education in Germany is relatively less than what some thirty other OECD members invest, according to the 2008 report. In the five year period between 2000 and 2005, the average spending on education as part of gross domestic product was 13.2 percent for OECD members, whereas German spending accounted for slightly less than ten percent of the federal budget.

Germans less qualified compared to others in OECD

More students however are enrolling in German institutions of higher learning and more are graduating, but they tend to be less qualified than their OECD counterparts. Germany does not produce enough homegrown engineering and science graduates for a growing number of high-tech jobs, which are often filled by skilled migrants from India and elsewhere. Even the number of medical graduates and teachers is expected to diminish soon.

“If this trend continues, the German economy will not be able to meet its demand for qualified people,” said OECD’s educational director Barbara Ischinger in an interview with Deutsche Welle radio.

Bildunterschrift: Großansicht des Bildes mit der Bildunterschrift: Germany spends less than others on education as a percent of GDP

Although the OECD report shows that the number of graduates from universities and tertiary institutions rose from 18 to 21 percent in the six year period to 2006, the average increase for OECD members during the same time bracket was considerably more—from 28 to 37 percent.

US spending way ahead of Europe

The United States comes out ahead of Europe as a whole, according OECD. American universities on average spent 24,370 dollars (17,200 euros) per student per year in 2005, compared with $10,474 among 19 OECD European countries, which are also EU members.

Only Switzerland, which is not a European Union member, comes close to American spending levels, with the Alpine country’s public universities allocating $21,734 dollars to each student per year.

The demand for higher education among OECD nations keeps rising though. In the decade from 1995 to 2005, the number of young people attending university level programs increased from 37 percent to 57 percent.

Governments have generally reacted with three different approaches to such an upsurge in demand. The Scandinavian countries have revamped public expenditure to earmark more funds for public education, whereas the US and Japan have increased fees at state institutions, but offer loans and scholarships to lower income students.

Sores:http://www.dw-world.de/

Barack has been very engaged, very inquisitive about the dynamics of how do you improve public schools,” said Scott Smith, a former publisher of The Chicago Tribune who has collaborated with Mr. Obama on education projects here for a decade.

One of the biggest lessons Mr. Obama drew from his experiences in Chicago, associates said, is that student achievement is highly dependent on teacher quality.

In the two decades since Mr. Obama arrived in Chicago, its public schools have undergone a sweeping turnaround, from an education wasteland to a district that, while still facing major challenges, is among the most improved in the nation. The city has closed many failing schools and reopened them with new staffs, making it an important laboratory for one of the country’s most vexing problems.

The city closed the failing Dodge Elementary School, for example, in 2002 and reopened it as an academy where candidates for advanced degrees in education work in classrooms under master teachers while studying at a local university. Mr. Obama visited the school in 2005, liked what he saw and now proposes to create 200 such teacher residency programs nationwide. The goal, he says, would be to turn out 30,000 teachers a year to work in the toughest schools.

Mr. Obama’s views have drawn heavily from a cast of experts who helped mold the Chicago experience. Strategies for overhauling failing schools have come from Arne Duncan, who as chief executive of the Chicago public schools led the turnaround efforts. The senator derived his views on early childhood education in part from the work of a Nobel Prize-winning economist based in Chicago.

The scope of Mr. Obama’s plan has impressed many educators, but not everyone.

Michael J. Petrilli, a former Education Department official under Mr. Bush, said Mr. Obama’s plan was more comprehensive than Mr. McCain’s.

“That’s because Obama is proposing what somebody called a Christmas tree of new programs,” Mr. Petrilli said. “McCain is suggesting a couple of new things, but doesn’t think Washington should spend more on education than we already are.”

Mr. Obama’s interest in education extends back to his work as a community organizer here in the mid-1980s. In his memoir, “Dreams From My Father,” he describes a school system plagued by textbook shortages and teacher strikes. He carried those experiences with him to Harvard Law School, where he took courses on school issues taught by Christopher Edley Jr.

“Barack became committed to the notion that progress in school reform can’t come through volunteerism and professional aspiration alone,” said Mr. Edley, now dean of the law school at the University of California, Berkeley. “It has to be undergirded with a legal and regulatory structure that rewards success and goes after failure.”

Mr. Obama immersed himself in education issues after his return to Chicago, where he began lecturing at the University of Chicago Law School and joined the boards of two education foundations.

Chicago received $49 million from a $500 million endowment by Walter H. Annenberg, the billionaire publisher, for school reform efforts nationwide, and the city added $98 million in matching funds for the Chicago Annenberg Challenge, a philanthropic campaign that financed enrichment projects at a third of the city’s 600 schools.

Mr. Obama was nominated to the Challenge board and was elected chairman in 1995, said Ken Rolling, executive director of the group, which operated through 2001. Mr. Obama continued to teach law during his five-year unpaid tenure as board chairman, and he was twice elected to the Illinois Senate.

Specialized method of education

The primary focus of this special type of education is to provide support and learning techniques to the individual. Children are properly educated in the most learning-conducive environment to help them discover their in-depth skills and abilities hidden behind the disabilities they might have.

But not everyone can employ this educational service. As such, before the person can avail of it, different levels of evaluations must take place. The processes can vary, though the primary stages include referral, parental consent, child evaluation and review and recommendation of appropriate institutionalized methods.

An afterthought…

In today’s society there are more than 6 million children and youth estimated to be suffering from disabilities, and the demand for special education has grown by leaps and bounds. By properly dealing with the issues and problems concerned and finding solutions, special education can give them the chance to stand up and be on equal footing with their peers, drawing out their true potentials as key movers and prime contributors to society regardless of their physical and mental difficulties.

The matter is not one that can be put to rest so easily, however. While replacing its spokesperson, the organization needs to be able to answer some questions. Is it going to ignore the demands of a majority of parents and students for a teacher assessment program in order to defend teachers’ working environment and official treatment? Does the value of action that can largely be characterized as being that of an interest group come before the organization’s value as a promoter of “true” (“cham”) education? Does it think it can stand up to the administration’s “anti-educational” education policies while ignoring students and parents?

The election for Seoul superintendent of education turned into a fight between the candidate supported by the union and the candidate(s) who oppose it. One of the biggest differences of opinion was over teacher assessment. The result was that the anti-Jeon Gyo Jo candidate known as the “little Lee Myung-bak” won despite the fact that President Lee Myung-bak’s approval ratings were around a mere 20 percent. The organization has long fought for the democratization of Korean education, but it lost a good opportunity to resist the market-oriented policies that destroy the public serving nature of education.

It was not because of its organizational strength that the union was able to play a leadership role during the years of the democracy movement. Rather, it was because students and teachers lent their strength to the ideals of cham education.

Addressing the inaugural ceremony of the Fazaia College of Education and Teachers’ Training for Women, Shahbaz said that the country could not progress without promoting education, particularly primary education.

Resources: The CM said that Pakistan was not utilising all its resources properly, which is why the country was lagging behind developed nations. He said that during his visits to remote areas, he had found that many educational institutions did not even have basic facilities, such as electricity, fans and furniture.

Shahbaz said that students of Aitchison and grammar schools had access to modern facilities, including the Internet, but the students of Kasur, Rajanpur, Bhakkar, Layyah and other remote areas did not. He stressed the need to remove this disparity. He said that well-educated teachers could play a vital role in this regard.

Model schools: The CM said that 288 model schools were being set up at the tehsil level under a Rs 5 billion project. He said these schools would have all basic facilities, including computers, access to the Internet, an e-library and hostels. He said that billions were being spent to provide computers to more than 4,000 schools in Punjab. He said the government had set up a Rs 1 billion fund to bear the expenses for the graduate studies of all position holders, in the country or abroad.

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The Hebrew University law professor also warned against the lack of joint civil studies in the different streams of education.  She then stressed the problematic character of the secular society. “The secular Zionist majority in Israel does not receive parallel education which is rich with identity, but rather a neutral education fitting the perception of the civil state. This majority is not given tools to significantly deal with the identity problems and the rightness of the way, which are a critical part of the ongoing success of the Zionist battle today.
The graduation ceremony was also attended by Education Ministry Director-General Shlomit Amichai, billionaire and philanthropist Morton Mandel, graduates of the Mandel Leadership Institute and leading education officials from the different sectors Good parents, and mothers especially – which is why a woman`s own education is so important – provide this initial orientation as best they can.
By the time the infant reaches 4 years, he or she has already developed a strong sense of curiosity and a desire to learn, and the mind is fully prepared to receive formal school instruction.

Once in school the child, under the guidance of professional teachers, works his way upwards from year to year, climbing from grade to grade, his knowledge expanding, and his body and mind growing more and more towards maturity.

For a country`s future development, the importance of a child`s educational orientation during these early formative years cannot be over-stated.

What then follows is formal education, which equips the child with sound knowledge of basic literacy–reading, writing, and arithmetic–before turning to specific subjects, and ultimately specializing on the ones in which he excels best.

Nothing is more beneficial, both to the individuals concerned and to the country at large, than the availability of a wide choice of professional disciplines.
To finance rising cost of reference books, stationery, school tuition and private tutoring, consumers cut back on dining out and other household expenses,” the official at the BOK said.

Household spending on education dropped 2.2 percent in 1998 during the financial crisis, but education investment jumped 15.9 percent in 2001, and growth has been steady since then, the BOK said.