How Relationships Is Effective Communication - 883 Words

Relationships involve effective communication to keep going. Otherwise, the relationship slowly dies or is forgotten. Although, not just any sort of communication keeps a relationship from fading. It must be effectively done. Different components go into effective communication. First, the conversations must be initiated somehow through a channel or method of communicating. Next, the conversations should be transactional or each person is communicating with one another through speaking and listening to one another. Lastly, each party should be aware of the three different contexts that go into the conversation; relational, situational, and cultural. Avoiding so could lead to conflicts. Both parties must want to and try to actively communicate and understand each other in order to have a lasting and healthy relationship with one another. In order to communicate with someone, you must have some way to do so. These include texting, calling on the phone, writing, and the most common form; speaking face to face. These are all different methods of communicating which are also known as a type of channel. In order to help with utilizing different channels, you should look at the problems associated with them. Each channel has their drawbacks and strengths. When speaking face to face it is easier to get flustered around someone making it difficult to effectively communicate. Non-face to face communication channels are a lot easier for someone with speaking disabilities or who isShow MoreRelatedEffective Communication: The Foundation of Any Successful Relationship789 Words   |  3 PagesEffective communication is at the foundation of any successful relationship. Without communication based in respect, understanding, and love, relationships often disintegrate. Ober (18) described how there are four Cs and and A concepts that are associated with successful marriage, which include commitment, communication, compassion, connection, and acceptance. In order to improve relationships and prevent conflict or eventual partnership dissolution, individuals involved can seek out help and guidanceRead MoreEffective Communication As A Health Care Professional1313 Words   |  6 PagesCommunication is about more than just exchanging information. It s about understanding the emotion and intentions behind the information. Effective communication is how you convey a message so that it is received and understood by someone in exactly the way you intended (L. Robinson, J. Segal, Ph. D., M. Smith. 2015). This paper looks at the requirements of effective communication as a health care professional and the essential concepts to have as a registered nurse. Effective communication assistsRead MoreChallenges in Interpersonal Relationships976 Words   |  4 PagesInterpersonal Relationship Class 101 Laura Lyles COM 200 Interpersonal Communication Kenneth Newton April 8, 2013 Challenges In Interpersonal Relationship Class 101 Dear Jace and Kelli, I am thrilled to know that you are taking this class in Interpersonal Relationship. This class is to strengthen and empower you two as a couple as you embark on your new transition of becoming a married couple. Many areas will be covered in this class. We will discuss effective listening, empathyRead MoreCommunication : Verbal And Non Verbal Communication1216 Words   |  5 PagesCommunication is a complex activity which involve verbal and non-verbal communication, the topic under discussion, the prejudgments that people bring to the topic, and the â€Å"communication history† between participants in the discussion. A Speaker who transmits message must ensure that the message is delivered clearly. A listener who takes the messages must be an active listener. As effective communication can only take place when the recipient of the message understands it’s meaning and able to expressRead MoreThe Relationship Between Effective Communication And Organizational Efficiency11 23 Words   |  5 PagesExamine the relationship between effective communication and organizational efficiency, showing in particular how communication barriers may impact adversely on an organisation. This essay will focus on the relationship between effective communication and organizational efficiency, highlighting the main barriers in communication and their consequences. In order to facilitate the understanding of this relationship, it is very important to comprehend the purpose of communication in businessRead MorePrevention of Criminal Activity in the Society1275 Words   |  5 PagesWhat is the importance of effective communication in coaching? Communication is the cornerstone of coaching; and effective communication is the primary prerequisite of effective coaching. Even if the coach and person being coached speak completely different languages, the coaching relationship can be built on nonverbal communication. Communication engenders trust, and allows the coach to transmit knowledge, ideas, and emotions to the mentee. As Burton Raedeke (n.d.) point out, As a coach, youRead MoreEffective Communication For The Nursing Profession1493 Words   |  6 PagesEssay on Effective Communication Skills in the Nursing Profession. Name: Carmela Alitin Student Number: n9713271 Unit: PYB007 Communication for Health Professionals Tutor: Aleana Green Tutorial: Thursdays 11am-1pm, Z-607 Word Count: 1,380 A Reflective Essay on Effective Communication Skills in the Nursing Profession â€Å"Effective communication is integral in every profession, but in nursing, it could mean the difference between life and death,† (E.S Alitin, personal communication, 31 MarchRead MoreThe Importance Of Active Listening, Positive Verbal Communication And Understanding Level Of Communication1588 Words   |  7 PagesListening, Positive Verbal Communication and Understanding Level of Communication with Different Clients. Communication is an essential skill that involves the ability to exchange our attitude, thoughts and feelings through written, verbal and non-verbal interaction with each other (Crisp, Potter, Perry, 2013). In a wide range of workplaces, these interactions are primarily used to develop professional relationships with clients. To discuss the importance of effective communication in workplaces, I hadRead Moreletter of advice com 200 wk 51575 Words   |  7 Pagesyou both would like advice on how to effectively communicate in your relationship. In taking an interpersonal communication course, I have learned several concepts that I would like to share with you throughout this letter. I feel that it is only right that I share information I have learned for the marriage you have ahead. I know that you are newly engaged, and this information will prove to be of use in your relationship. It is important that interpersonal communication become the building blocksRead MoreTherapeutic And Non Therapeutic Communication1108 Words   |  5 Pagesnon-therapeutic communications, in nurse-patient relationship, on patient’s conditions in hospital. The paper contains of explanation of each article followed by the relation to the PICOT statement. 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Story of an Hour free essay sample

They had no say so in their welfare (clothes they wore, house they lived in, bedroom they slept in, their inner thoughts was not heard). A woman day was started the same way every day. Women didn’t have any autonomy and or independence. They were not allowed to be self-sufficient unless they were widows. Characters: Everyone treats Mrs. Mallard as if she was weakest individual in the world. Everybody knows what is best for Mrs. Mallard except Mrs. Mallard. Josephine, Brently, and Mrs. Mallard have a parent child relationship. Josephine, Mrs. Mallards, sister takes the role her of her mother and Brently, Mr. Mallard, takes the role as her father instead of her husband. Brently was a good provider, loved his wife, and was very devoted to her. He wanted the best for her. His downfall was he never asked her what she wanted. This marriage doesn’t have any sense of balance. We will write a custom essay sample on Story of an Hour or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Symbols that lead to a bigger meaning than the one that is literal: marriage, women, Marriages was one sided. No matter how good the man was he was still bad. Or how considerate he was he was still inconsiderate of her feelings. He had the final say so. She lived to please him. They didn’t live to please each other. Thought he knew best Mrs. Mallard loved her husband and he loved her. Just didn’t have a balanced marriage. Meaning that he didn’t listen to her inner thoughts and wants. Even though he was a good man. He took care of her as if she was royalty. The one thing in the marriage she wanted was a voice. And he didn’t allow her to have one. His death to her meant that she would have a voice in her life. Heart trouble in this story meant that Mrs. Mallard was torn between loving her husband and loving herself. Even though she loved him with all her heart. She bore a grudge of resentment toward Mr. Mallard. She loves him, he loves her, but she loves herself beyond the love for him. She dies from heart trouble that is related to her disappointment. She is disappointed to see her freedom, her voice, and her chance at living for one person that is herself and not living for her husband taken away from her. She loves him but for the first time in her life she controlled her every move/destiny/fortune/future. That is what every woman is looking for today. To have a voice in their life. The Story of an Hour was written in 1894. Mr. and Mrs. Mallard was a fine for their times. It was a typical marriage. Mr. Mallard loved Mrs. Mallard and she stated so, â€Å"†¦the face that had never looked save with love upon her. â€Å"When two people get married you have to live for that other person. Both have to compromisetoo much compromise from one person makes that person tired or resent the other. That person doesn’t compromise that makes that person a slacker or don’t care†¦. (1) give and compromises gets tired, (2) takers give enough to stay around. Both have to have a voice or right to be heard or expression or say so or opinion You have to find balance between compromise and or give and take of a relationship.

The Austrian Education System free essay sample

The Austrian education system School in Austria is free and public and compulsory for all children for 9 years. The education for children is divided into three main categories which are primary, lower secondary and upper secondary school. Due to the School Act of 1962 a legal basis was set for primary and secondary education. Furthermore, these two school types are managed by the state. Primary education lasts for four years. The Lower Secondary education lasts also four years and the students have the possibility to inscribe for the general secondary or the academic secondary school. Next, upper secondary education lasts for five years. The first school year at upper secondary level is the final year of compulsory school for the Austrian’s majority. Finally, after finishing five years of upper secondary school schoolchildren receive the A-levels which is an entry to higher education for example, university. Apart from that, private schools are mainly provided by the Roman Catholic Church with a small percentage of 10 %. We will write a custom essay sample on The Austrian Education System or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page All in all, Austria has an adequate education system with a variety of schools and educational facilities. Moreover, if students choose the apprenticeship training the Austrian education system offers a job specific training and enables them to gain essential experience during the training period. However, a critical and controversial point, especially in the Lower Secondary school and at University, is that the state pushes a lot of money in the school system but it isn’t used effectively. A reason could be the old school and bureaucratic administration. It is my firm belief that, only a small amount of the state’s donation is used for teaching material. I have experienced that in my science class in the Lower Secondary school. There we had gadgets which were at least 20 years old and didn’t work properly. Besides, there is a lasting lack of teachers who are not sufficient educated. So when it comes to the situation that a teacher has to make a replacement, he is not able to teach the primal subject.

Free Essays on Homesexual Marriages

Discrimination is the voice of ignorance. Marriage is one of the fundamental establishments of the United States. As a young person, one looks forward to many goals in their lifetime: career success, a good life, and very often marriage to the person they love. This is one of the biggest parts of our "American life" and culture. Very few heterosexuals would be willing to put their right to marry on a ballot for voter approval, or even in their wildest dreams have to consider doing that. However, in the past ten years that is a prospect gay men and women are facing all over our United States. Why is American culture so unaccepting of homosexual marriages and what are the repercussions of this for homosexual couples and for all of our citizens? Homosexuality, as a lifestyle has always been under great fire in our culture. Homosexuality has been defined and termed in many contexts. The West Chester University Lesbian, Gay and Bisexual Services states that, Given the variable aspects of sexual orientation and given evidence that an individual’s sexual orientation may change over time, it is difficult to provide a precise and universally accepted definition of homosexuality. In general terms, homosexuality may be described as the capacity to find affection and or sexual satisfaction with someone of the same gender. Focus founder and fundamental Christian leader, James Dobson, however, simply defines homosexuality as a sin, and says homosexuals can be cured in God’s name (Egelko, 3/2000 p2). As one can see from these two examples alone, the definition of this lifestyle isn’t focused solely on what a homosexual is, but rather how individuals feel about the way of life. In day to day living, the homosexual lifestyle is most likely not much different from the heterosexual or "straight" lifestyle. A homosexual still gets up in the morning and goes to work or to school. They still have dinner with family or friends, participate in sports... Free Essays on Homesexual Marriages Free Essays on Homesexual Marriages Discrimination is the voice of ignorance. Marriage is one of the fundamental establishments of the United States. As a young person, one looks forward to many goals in their lifetime: career success, a good life, and very often marriage to the person they love. This is one of the biggest parts of our "American life" and culture. Very few heterosexuals would be willing to put their right to marry on a ballot for voter approval, or even in their wildest dreams have to consider doing that. However, in the past ten years that is a prospect gay men and women are facing all over our United States. Why is American culture so unaccepting of homosexual marriages and what are the repercussions of this for homosexual couples and for all of our citizens? Homosexuality, as a lifestyle has always been under great fire in our culture. Homosexuality has been defined and termed in many contexts. The West Chester University Lesbian, Gay and Bisexual Services states that, Given the variable aspects of sexual orientation and given evidence that an individual’s sexual orientation may change over time, it is difficult to provide a precise and universally accepted definition of homosexuality. In general terms, homosexuality may be described as the capacity to find affection and or sexual satisfaction with someone of the same gender. Focus founder and fundamental Christian leader, James Dobson, however, simply defines homosexuality as a sin, and says homosexuals can be cured in God’s name (Egelko, 3/2000 p2). As one can see from these two examples alone, the definition of this lifestyle isn’t focused solely on what a homosexual is, but rather how individuals feel about the way of life. In day to day living, the homosexual lifestyle is most likely not much different from the heterosexual or "straight" lifestyle. A homosexual still gets up in the morning and goes to work or to school. They still have dinner with family or friends, participate in sports...

Global Managers Essay Example | Topics and Well Written Essays - 5250 words

Global Managers - Essay Example The pro-globalization lobby argues that globalization brings about much increased opportunities for almost everyone, and increased competition is a good thing since it makes agents of production more efficient. The two most prominent pro-globalization organizations are the World Trade Organization and the World Economic Forum. The World Trade Organization is a pan-governmental entity (which currently has 144 members) that was set up to formulate a set of rules to govern global trade and capital flows through the process of member consensus, and to supervise their member countries to ensure that the rules are being followed. The World Economic Forum, a private foundation, does not have decision-making power but enjoys a great deal importance since it has been effective as a powerful networking forum for many of the world's business, government and not-profit leaders. The anti-globalization group argues that certain groups of people who are deprived in terms of resources are not curren tly capable of functioning within the increased competitive pressure that will be brought about by allowing their economies to be more connected to the rest of the world. The first phase of globalization is to integrate economically most of the populations of the world. The advantages of these phases would be the reduction of geographical inequalities by spreading jobs and business opportunities all around the word. So, the main action of actors of the first phase is world trade negotiation against protectionism. First phase of globalization: During the first phase, a global market for all products has been created. The market equilibrium between undeveloped and developed country is obtained by the currency exchange rate. Countries, who have insufficient exported capabilities, have a weak currency. Weak currencies make imported products of developed countries outrageously expensive and prevent the local population to buy them. Then, according to the neo-liberal economical theory, the effect of low salaries make the country attractive to foreign investment and the local entrepreneurship become more competitive. The local industry exports more and so the country can bear higher salary and the level of importation will so increase. This classical scenario has one major drawback: foreign currency exchange rate volatility. The currency can adjust strongly against other currency or be linked to a strong currency (the bath and the dollar) and so follow the movement up of the strong currency. Second phases of globalization: The second phase of globalization is the constitution of global governance. Today, the United Nations is the first step of the second phases. The purpose of the United

Evaluate the Significance of the Statement Essay

Evaluate the Significance of the Statement - Essay Example The problems related to such cases are analyzed in this paper; reference is made specifically to the transnational divorces in UK and their recognition in the context of British law. Due to the complexity of the relevant processes, two different modes of such divorces have been developed in the British law: the transnational divorces based on proceedings and those that can be developed otherwise than by means of proceedings. The literature published in regard to this subject highlights the following issues: existing British law in regard to transnational divorces is not so clear; there are provisions setting the general terms of the relevant processes but the options available are differentiated, leaving to the court the right to decide on the potential validity of a divorce for the English law and the intervention of the English courts in a dispute related to foreign divorce. This phenomenon is particularly clear in the case law developed in regard to this issue. In any case, transn ational divorces are acceptable in the context of British law, being based mostly on the principle of recognition, but their effects are not standardized, being depended on the conditions of each case, as these conditions reflect the relationship of each of these cases with the English law. The fact that the trends developed in Britain in regard to the acceptance of the transnational divorces as valid are differentiated, do not influence the power of the English courts to decide on the validity of these divorces, no matter if the terms of the foreign law, to which the parties are related, are met. 2. Transnational divorce in UK 2.1 Transnational divorce in UK – characteristics and challenges In order to understand the effects of a transnational divorce in the context of the British law, it would be necessary to refer primarily to the characteristics of the particular type of divorce, as developed not only in UK but also worldwide. A divorce is characterized as transnational w hen the acts involved, meaning the various processes required for the acquisition of the relevant certificate, have taken place in two different countries (O’Brien and Smith 1999, p.487). In accordance with Wray (2011), the transnational divorce is distinguished by the common divorce at the following point: in the transnational divorce part of the processes for the issue of the divorce need to be completed in UK and part of them have to be developed in another country (Wray 2011, p.83). In other words, transnational divorces are necessarily related to the law of different countries. In Britain, the requirements of a transnational divorce are incorporated in three different legislative texts – the Recognition of Divorce and Legal Separations Act 1971, the Domicile and Matrimonial Proceedings Act 1973 and the Family Law Act of 1986. It should be noted that the above texts do not refer directly to the case of ‘transnational divorce’ but they list the terms un der which a divorce of such characteristics can be valid in the context of the British law. In practice, the identification of the terms of validity of a transnational divorce is quite difficult. This problem is particularly common in England where a series of problems has appeared in regard to the successful completion of the relevant processes, a fact that reveals the need for the review of the relevant legislation (O’Brien and Smith 1999, p.487). One of the most important problems related to transnational div

Higher Education Essay Example for Free

Higher Education Essay The tasks of the ENIC/NARIC offices in Denmark, Sweden and Norway include work on issues related to education from India. All three offices receive applications and questions concerning recognition of education from the country both from institutions, representatives from the labour market and other stakeholders. The number of applications and enquiries are growing. All three countries have relatively large populations of persons of Indian origin settled in their countries, Denmark about 4,300, Norway 7,000 and Sweden 13,600 (2005). A need to learn more about the country and especially the system of education has been felt for some time. The most important motivation for a study tour was to facilitate the work of giving advice concerning education from India and daily credential evaluation work. In addition to this, the Nordic ENIC/NARIC offices wished to achieve closer future contact and cooperation with different educational organisations in India. The visit was planned and implemented in cooperation with the Norwegian Embassy in India, the Nordic Center, both located in New Delhi, and the National Accreditation and Assessment Council (NAAC) in Bangalore. The main focus was to gather information about the educational system in the country; the financing of education, information about public and private education and how they are governed; how the authorities plan and implement quality assurance work (QA), and how the institutions deal with these challenges. Information about future plans for education in India was also of great interest. The delegation visited the University Grants Commission (UGC), the National Accreditation and Assessment Council (NAAC), the Central Board of Secondary Education (CBSE), the All India Council for Technical Education (AICTE), the Association of India Universities (AIU) and the National Council for Teacher Education (NCTE) as well as various institutions of higher education. The first two organizations mentioned are responsible for the higher education sector while the rest of the boards and councils organise and work with the development and maintenance of intermediate and secondary education, technical education and teacher education. The study tour was planned as a joint visit by the ENIC/NARIC offices in Denmark, Sweden and Norway to both India and Pakistan from 24 September to 6 October 2005. The delegation consisted of 8 representatives. Report Structure The report is based on information and impressions which the delegation obtained during the study tour. Information was also gathered from sources such as the websites of the organisations and institutions visited and from agencies including the National Office of Overseas Skills Recognition (NOOSR) in Australia, World Education Services (WES) in the USA, IAU and UNESCO/IAU among others. At several places in the text, sources have been specifically mentioned. An additional list of sources can be found in the appendices. 3 The report describes the system of education in India and the quality assurance system. Chapter 1 introduces the administration of the school system and the organisation of primary, secondary and higher secondary education, while Chapter 2 provides information about technical and vocational education. Chapter 3 outlines the system of higher education by reviewing the institutional structure with a discussion of both public and private education. Information on degree structure and grading systems is included, as well as examples of some bachelor degree programmes. In Chapter 4, teacher training at higher secondary level and at university level is described. Chapter 5 presents India’s response to globalisation in the higher education sector. The last chapter deals with the quality assurance work in education, both at secondary and higher level. Impressions and reflections about the education system and how it functions are incorporated into the report in frames where appropriate. Country Profile India is one of the world’s oldest civilisations, dating back to 2,500 B. C. Aryan tribes from the northwest invaded the country in about 1,500 B. C. ; their merger with the earlier Dravidian inhabitants created the classical Indian culture. Arab incursion starting in the eighth century and Turkish in the twelfth century were followed by those of European traders, beginning in the late fifteenth century. By the nineteenth century, Great Britain had assumed political control of virtually all Indian lands. Mohandas Gandhi and Jawaharlal Nehru helped end British colonialism through non-violent resistance. India achieved independence in 1947. The Republic of India was established in 1947 and comprises 32 states and Union Territories, the latter controlled by the central government. The country covers about 3. 3 million square kilometres with a population of 1. 029 billion and dominates southern Asia. It is slightly larger than one-third the size of the United States. India is home to 17% of the world’s total population, accommodated in an area that is 2. 4% of the world’s total area. India has the world’s twelfth largest economy and the third largest in Asia behind Japan and China, with a total GDP of around $570 billion. Services, industry and agriculture account for 50. 7%, 26. 6% and 22. 7% of GDP respectively. The United States is India’s largest trading partner. Bilateral trade in 2003 was $18. 1 billion. There are some 16 official major languages and 844 dialects. Among these languages, English enjoys associate status, but is the most important language for national, political, and commercial communication. Hindi is the national language and primary tongue of 30% of the people. The other official languages are Bengali, Telugu, Marathi, Tamil, Urdu, Gujarati, Malayalam, Kannada, Oriya, Punjabi, Assamese, Kashmiri, Sindhi, and Sanskrit. Hindustani is a popular variant of Hindi/Urdu spoken widely throughout northern India but is not an official language. Hinduism (80. 5%), Islam (13. 4%), Christianity (2. 3%), Sikh (1. 9%) are the major religions in the country. The literacy rate is 52% (of the total population of age 15 or older). 4 Chapter 1 General Education. Administration of Education The central and the state governments have joint responsibility for education, with freedom for the state governments to organise education within the national framework of education. Educational policy planning is under the overall charge of the central Ministry of Human Resource Development which includes the Department of Elementary Education and Literacy and the Department of Secondary and Higher Education. The Ministry is guided by the Central Advisory Board of Education (CABE) which is the national level advisory body. The education ministers of all the different states are members of the board. The National Council of Education Research and Training (NCERT) (1961) defines the National Frame Curriculum for classes I XII. It also functions as a resource centre in the field of school development and teacher education. State Councils of Educational Research and Training (SCERT) are the principal research and development institutions in all the states. At secondary level, school boards at state level affiliate schools and set examination standards in accordance with the national framework. The Central Board of Secondary Education (CBSE) and Council for Indian School Certificate Examinations (CISCE) cover all India besides the National Institute of Open Schooling (NIOS). National Policy on General Education Under the national constitution, education was a state matter until 1976. The central government could only provide guidance to the states on policy issues. In 1976 the constitution was amended to include education on the concurrent list. The initial attempts of designing a National Education Policy were made in 1968 but it was only in 1986 that India as a whole had a uniform National Policy on Education. The National Policy on Education 1986, modified in 1992, defines the major goals for elementary education as universal access and enrolment, universal retention of children up to 14 years and substantial improvement in the quality of education. The National Policy of Education of 1992 also aims at vocationalisation of secondary education and greater use of educational technology. The policy has been accompanied by several programmes such as the District Primary Education Program (DPEP) launched in 1994 and the National Campaign for Education for All (Sarva Shiksha Abhiyan) launched in 2001/2. A proposed bill on the right to education (draft, November 2005) stresses the right of all children from age 6 until their 15th birthday to receive elementary education either in school or non-formal education (NFE). The Indian government is preparing the universalisation of secondary education (USE). The main aim is to provide high quality secondary education to all Indian adolescents up to the age of 16 by 2015, and senior secondary education up to the age of 18 by 2020. 5 Crucial problems in India are teacher absenteeism, noted by UNESCO in 2005; high teacherpupil ratios; and inadequate teaching materials and facilities, particularly in rural areas. At the other end of the scale, children attending urban schools, especially middle and upper class children in private schools, are subjected to extreme competition from a very early age in order to qualify for admission into the best schools. In 1979-80, the Government of India, Department of Education launched a programme of Non-Formal Education (NFE) for children of 6-14 years age group, who cannot join regular schools drop-outs, working children, children from areas without easy access to schools etc. The initial focus of the scheme was on ten educationally backward states. Later, it was extended to urban slums, and hilly, tribal and desert areas in other states. Source: UNESCO: India, updated August 2003 and Annual Report 2004/5, Ministry of Human Resource Development, India (overview). Newsletter, October-December 2005, International Institute for Educational Planning, UNESCO. Learning without Burden, NCERT, 1993, reprinted 2004. Annual report 2004/5, Ministry of Human Resource Development, India (annexes). School Education. A uniform structure of school education, the 10+2 system, has been adopted by all the states and Union Territories (UTs) of India following the National Policy on Education of 1986. Elementary school, Class I – VIII, is recognised as the period of compulsory schooling, with the Constitutional amendment making education a fundamental right. A majority of the states and Union Territories (UTs) have introduced free education in classesI-XII. In states/UTs where education is not free for classes IX and above, the annual fee varies considerably. The pre-school covers two to three years. The elementary stage consists of a primary stage comprising Classes I-V (in some states I-IV), followed by a middle stage of education comprising Classes VI -VIII (in some states V-VIII or VI -VII). The minimum age for admission to Class I of the primary school is generally 5+ or 6+. The secondary stage consists of Classes IX-X (in some states VIII-X), and a senior secondary stage of schooling comprising classes XI-XII in all states. In some states/UTs these classes are attached to universities/colleges. The number of working days of school education in a year is generally more than 200 days in all the states/UTs. Participation in primary and secondary education The Gross Enrolment Ratio (GER), which indicates the number of children actually enrolled in elementary schools as a proportion of child population in the 6-14 years age group, has increased progressively since 1950-51, rising from 32. 1% to 82. 5% in 2002-03, according to statistics published by the Ministry of Human Resource Development in India. The rate of increase in GER of girls has been higher than that of boys. The dropout rate at the primary level (Classes I-V) declined from 39% in 2001-02 to 34. 9% in 2002-03. However the GER only covers 61% of children from classes VI to VIII. 6 In 2002/3 the dropout rate was estimated at 34. 9% at the end of lower primary classes and 52. 8% at the end of upper primary. The dropout rate was 62. 6% at the end of secondary school (Class X). There are wide disparities among the different states in the number of children completing primary and secondary school from less than 20% to more than 80%, according to the central statistics from the Ministry of Human Resource Development. Source Selected Educational Statistics 2002-03. Provisional. Ministry of Human Resource Development, India Annual Report 2004/5. Ministry of Human Resource Development, India Secondary Education. Department of Secondary and Higher Education, Ministry of Human Resource Development, India (information on the Departments website) National Curricula The National Council of Education Research and Training (NCERT) formulated the first Curriculum Framework in 1975 as a recommendation to the individual states. NCERT was accorded the responsibility of developing a binding National Curriculum Framework through the National Policy on Education (NPE) (1986). NCERT reviews the curriculum every five years on the basis of consultations within the whole school sector. The core areas of the curriculum are common. Teaching of English is usually compulsory in classes VI-X in most of the states/UTs. NCERT published a New National Curriculum framework in 2005. The New National Curriculum will be introduced in textbooks in three phases: Phase one, 2006-07: classes I, III, VI, IX and XI. Phase two, 2007-08: classes II, IV, VII, X and XII Phase three, 2008-09:classes V and VIII NCERT has gradually been changing the curriculum from traditional information provision to be more learner-oriented and competence-based. National Curriculum Framework 2000 The National Curriculum Framework 2000 operates with the concept of the Minimum Levels of Learning (MLLs) identifying certain essential levels of learning for each stage of school education. Pre-primary education The National Policy on Education defines the objective of early childhood care and education (ECCE) as being the total development of children in the age group 0-6 years. Early Childhood Education (ECE) or pre-primary education (2 years), part of the ECCE, shall prepare children for school. Teaching at this stage, according to the National Curriculum Framework, comprises group activities, play–way techniques, language games, number games and activities directed at promoting socialisation and environmental awareness among children. Formal teaching of subjects and reading and writing are prohibited. However, NCERT strongly criticised the actual pre-school programmes for exposing children to structured formal learning, often in  7 English with tests and homework, in the introductory notes to the new National Curriculum Framework 2005. The competition for the best education starts at a very early age. Newspapers from September 2005 in India report of tremendous pressure on three-year old children being prepared by their parents for nursery interviews and competing with a huge number of other children for places in the most prestigious private pre-schools. The newspapers report on private persons/institutes that offer help to parents in preparing their children for nursery interviews. Other newspapers report the need for psychological support for children having developed speaking difficulties after having been exposed to onerous preparation by their parents for nursery interviews. Primary education At the primary stage, emphasis is on the process of understanding, thinking and internalising. The National Curriculum contains the following subjects: Subject Language(s) Lower primary Classes I-II The mother tongue/regional language Lower primary Classes III-V The mother tongue/regional language Upper primary Classes VI-VIII. Three Languages — the mother tongue/the regional language, a modern Indian language and English All kind of creative activities including the childs own creations Essentials of mathematics for every day activities, including geometry Art education Mathematics Art of healthy and productive living Woven around the world of the learner Creative education, health and physical education, work education, value inculcation Integrated approach Environmental studies Health and physical education Science and technology Social sciences. -Work education Integrated approach to music, dance, drama, drawing and painting, puppetry, health and physical education, games and sports, yoga and productive work Experiences to help socio- emotional and cultural development with a realistic awareness and perception of phenomena occurring in the environment Games and sports, yoga, NCC and scouting and guiding Key concepts across all the disciplines of science, local and global concerns Social, political and economic situation of India and the world, including Indian cultural heritage. Academic skills social skills and civic competencies Agricultural and technological processes including participation in work situation Source: National Curriculum Framework 2000 8 In all language education programmes, the stress is placed on the ability to use the language in speech and in writing for academic purposes, at the workplace and in society in general. The duration of a class period may be around 40 minutes and, according to NCERT, the school year should be a minimum of 180 days, and â€Å"†¦A primary school should function for five hours a day out of which four hours may be set aside for instruction. For the upper primary and secondary schools, the duration of a school day should be six hours out of which five hours should be kept for instruction and the rest for the other routine activities. † Secondary education (2 years, grades IX-X) In grades IX-X the scheme of studies should include the following subjects: three languages (the mother tongue/the regional language, a modern Indian language and English), mathematics, science and technology, social sciences, work education, art education, health and physical education. Foreign languages such as Chinese, Japanese, Russian, French, German, Arabic, Persian and Spanish may be offered as additional options. The curriculum in mathematics should take into account both the learning requirement of learners who will leave school for working life, and of students who will pursue higher education. According to the NECRT Secondary School Curriculum 2002-2004 (Vol.1, Main Subjects) the suggested number of weekly periods per subject in grade X is as follows: Subject Language I Language II Mathematics Science and technology Social science Work education or pre-vocational education Art education Suggested number of periods in grade X 7 6 7 9 9 3 + 2 to 6 periods outside school hours 2 The boards, however, according to NCERT, often offer limited or no optional courses: two languages (one of which is English), mathematics, science and social sciences are the typical examination subjects. A few boards encourage students to choose an optional course from a range that includes economics, music and cookery. Higher secondary/Senior secondary education (2 years, grades XI–XII) The curriculum at this stage is divided into an academic stream and a vocational stream. Academic stream The objectives of academic courses are to promote problem-solving abilities and convey higher levels of knowledge. The curriculum at this stage comprises foundation courses and elective courses. Foundation courses consist of (i) language and literature, (ii) work education, and (iii) health and physical education, games and sports. The study of language prepares a student to both learn and use language in the classroom, the community and the workplace. The choice of the language to be studied is decided by the learner. Work education includes e. g. developmental projects in a village or city. Generic Vocational Courses (GVC) aim at developing employment-related generic skills regardless of the persons’ occupations. The student should choose three elective courses out of the subjects 9 prescribed by the boards. Elective courses may include bridging courses between the academic and vocational streams. The list of courses may include modern Indian languages, Sanskrit, classical European languages and their literatures, English (academic and specialised), other foreign languages, subjects in the sciences and mathematics, computer science, accountancy, business studies, engineering, political science, history, sociology, psychology, philosophy, fine arts and others. NCERT prescribes that courses should be listed together without dividing them into mutually exclusive groups. Nonetheless, several boards restrict the combinations in the form of a science stream, arts stream and commerce stream. Some schools tailor their classes to medical and engineering courses. Universities restrict admissions based on the subjects and combinations of courses studied in the +2 stage. Sixty percent of the instructional time is devoted to the instruction of elective subjects and forty percent to the foundation course. Vocational stream The introduction of the vocational stream was recommended by the central Kothari Commission (1964-66). The National Policy on Education, 1986 (revised 1992) set a target of twenty-five percent of higher secondary students in vocational courses by 1995. So far, enrolment is far below this. The courses for the vocational stream consist of: †¢ A language course †¢ A general foundation course †¢ Health and physical education, and †¢ Elective vocational courses Vocational education covers areas like agriculture, engineering and technology (including information and communication technology), business and commerce, home science, health and para-medical services and humanities. Language courses are organised to cover the grammatical structures and additional vocabulary particular to the trade or vocation. The general foundation course for the vocational stream comprises general studies, entrepreneurship development, environmental education, rural development and information and communication technology. Vocational electives are organised according to employment opportunities. Practical training is an essential component of the vocational courses, according to the National Curriculum Framework, with seventy percent of time devoted to vocational courses. The certificate issued should mention the competencies acquired and the credits earned. Organisation The organisation of teaching is based either on an annual or semester system. In most cases, a year’s course is divided into two parts to be covered in the two halves of an academic session in the annual system. Marks are accorded to a certain number of periods; the total mark is an average of marks accorded to the different parts of curriculum in an annual or semestrial examination (e. g. a paper corresponding to a 3-hour written examination). 10 The example below copied from the Senior School Curriculum 2007 (Central Board of Secondary Education) illustrates a typical curriculum (in history) and the maximum marks accorded to the different parts of the curriculum. History/Class XI Paper One Unit Part A Ancient India 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. . 30. Total Introduction Paleolithic Cultures and Beginning of settled Life Harappan Civilization The Early Vedic Period Later Vedic Phase and Iron Age South and North-East India Religious traditions Mahajanapada Mauryas Society, Economy and Culture during Mauryan period Post-Mauryan India The age of India from Guptas and after The Society and Culture in the age of Guptas and Harsha Project Work 100 marks 8 4 8 8 5 2 10 4 10 6 6 8 8 . 5 8 9 5 2 7 7 Time: 3 Hours Periods 100 Marks Marks. In the semester system, recommended by NCERT, students take a number of credit hours corresponding to their requirements and capacity, and at their own pace. However, only a few institutions have adopted the semester and credit system. National Curriculum Framework 2005 The National Curriculum Framework 2005 points out the need for plurality and flexibility within education while maintaining the standards of education in order to cover a growing variety of children. The Framework recommends that learning shifts away from rote methods and that the curriculum reduces and updates textbooks. Peace education is included as a dimension in education. The new curriculum proposes a broader spectrum of optional subjects, including the revalorisation of vocational options. Courses may be designed to offer optional modules, rather than trying to cover everything and overfilling courses too much. The National Curriculum Framework 2005 also proposes changes within the examination system (examinations for classes X and XII) allowing reasoning and creative abilities to replace memorisation. The children should be able to opt for different levels of attainment. Textbooks 11. Most states have legislated to create bodies for the preparation of syllabi and textbooks. The states have established various mechanisms for the preparation and approval of textual materials. However, a study in 2005, undertaken by the Central Advisory Board of Education (CABE), of textbooks used in government schools (not following the CBSE syllabus) and in nongovernment schools (including social and religious schools) showed that many textbooks reinforce inequalities and neglect rural, tribal or female realities. According to NCERT Newsletter, in 2005, CABE proposed the institution of a National Textbook Council to monitor textbooks. Source: National Curriculum Framework 2000, National Council of Education Research and Training (NCERT), India National Curriculum Framework 2005, National Council of Education Research and Training (NCERT), India Newsletter July 2005, National Council of Education Research and Training (NCERT), India Senior School Curriculum 2007, Central Board of Secondary Education (CBSE), India, 2005 Examination and Assessment In all the states and Union Territories, public examinations are conducted at the end of classes X and XII by the respective State Boards of Secondary and Higher Secondary Education. Ministry of Human Resource Development has published a list of recognised state boards for secondary and higher secondary education. The minimum age for admittance to the Secondary School Examination generally varies from 14+ to 16+. The minimum age for Higher Secondary School Examinations varies from 16+ to 18+ years. Some states/UTs do not have an age restriction. The Central Board of Secondary Education (CBSE), established by a special resolution of the Government of India in 1929, prescribes examination conditions and the conduct of public examinations at the end of Standard X and XII. The Council for the Indian School Certificate Examinations (CISCE), Delhi, was established in 1958 by the University of Cambridge, Local Examinations Syndicate as a self-financing national examination board. The Council conducts the Indian Certificate of Secondary Education (Standard X) and the Indian School Certificate (Standard XII) examinations. CISCE affiliates schools using English as a medium of instruction. The title of the final qualification varies depending upon the examining body. The titles used by the central examining boards are: CBSE: †¢ All India Secondary School Certificate (Standard X). †¢ All India Senior School Certificate (Standard XII). 12 CISCE: †¢ Indian Certificate of Secondary Education (ICSE Standard X). †¢ Indian School Certificate (ISC Standard XII). †¢ Certificate of Vocational Education (CVE XII). Information from the procedure of the All India Senior School Certificate (Standard XII) (extract): The Board conducts examination in all subjects except General Studies, Work Experience, Physical and Health Education, which will be assessed internally by the schools based on cumulative records of students periodical achievements and progress during the year. In all subjects examined by the Board, a student will be given one paper each carrying 100 marks for 3 hours. However, in subjects requiring practical examination, there will be a theory paper and a practical examination as required in the syllabi and courses. A candidate may offer an additional subject that can be either a language at elective level or another elective subject as prescribed in the Scheme of Studies, subject to the conditions laid down in the Pass Criteria. A candidate will get the Pass Certificate of the Board, if he/she gets a grade higher than E in all subjects of internal assessment unless he/she is exempted. Failing this, result of the external examination will be withheld but not for a period of more than one year. In order to be declared as having passed the examination, a candidate shall obtain a grade higher than E (i. e. at least 33% marks) in all the five subjects of external examination in the main or at the compartmental examinations. The pass marks in each subject of external examination shall be 33%. In case of a subject involving practical work a candidate must obtain 33% marks in theory and 33% marks in practical separately in addition to 33% marks in aggregate in order to qualify in that subject. A candidate failing in two of the five subjects of external examination shall be placed in compartment in those subjects provided he/she qualifies in all the subjects of internal assessment. A candidate who has failed in the examination in the first attempt shall be required, to re-appear in all the subjects at the subsequent annual examination of the Board. A candidate who has passed the Senior School Certificate Examination of the Board may offer an additional subject as a private candidate provided the additional subject is provided in the Scheme of Studies and is offered within six years of passing the examination of the Board. A candidate who has passed an examination of the Board may reappear for improvement of performance in one or more subject(s) in the main examination in the succeeding year only; however, a candidate who has passed an examination of the Board under Vocational Scheme may reappear for improvement of performance in one or more subject{s) in the main examination in the succeeding year or in the following year provided he/she has not pursued higher studies in the mean time. He /she will appear as private candidate. Candidates who appear for improvement of performance will be issued only Statement of Marks reflecting the marks of the main examination as well as those of the improvement examination. Central Board of Secondary Education Central Board of Secondary Education (CBSE) is one of the three national boards of secondary education in India. CBSE has affiliated around 8,300 schools including government and independent 13 schools. It also affiliates schools in some 20 African and Asian countries. About 200 new schools are affiliated each year. Study teams conduct regular inspections of the affiliated institutions. CBSE has a central office and 6 regional offices. Permanent affiliation is obtained after a number of years. Affiliation is granted according to strict criteria. A list of affiliated schools can be found on CBSE s website: http://www. cbse. nic. in. The major objective is to prescribe conditions of examinations and conduct public examinations at the end of Classes X and XII and to grant certificates to successful candidates of the affiliated schools. All affiliated schools follow the national scheme of 10+2. Here is an example of testimonial for All India Senior School Certificate Examination from 2000: CBSE is regulated but not financed by the central government. Financing is assured by fees from the affiliated schools. CBSE accepts private candidates. CBSE develops its curriculum on the basis of the national curriculum framework. The curriculum is revised every 5 to 10 years. Two of the front line curriculum subjects are revised every year. According to CBSE, it strives notably to adapt current teaching methods and content of teaching to an innovative and creative society in the form of subjects such as functional English, bio-technology, entrepreneurship, life skills education, and disaster management. An important objective is the destressing of education, including no homework or examinations in grades I and II and only achievement reports in grades III-V. Information technology is compulsory in grades IX +X. Language studies include a possible 27 different languages besides Hindi and English. One teacher may teach four subjects up to grade X.