select CategoryID, istopic from ( SELECT CategoryID, EXISTS (SELECT * from topics_equivalence te WHERE te.categoryid=acl.categoryid) as istopic FROM eZArticle_ArticleCategoryLink acl WHERE acl.ArticleID=160569 ) as subquery select CategoryID, istopic from ( SELECT CategoryID, EXISTS (SELECT * from topics_equivalence te WHERE te.categoryid=acl.categoryid) as istopic FROM eZArticle_ArticleCategoryLink acl WHERE acl.ArticleID=160108 ) as subquery select CategoryID, istopic from ( SELECT CategoryID, EXISTS (SELECT * from topics_equivalence te WHERE te.categoryid=acl.categoryid) as istopic FROM eZArticle_ArticleCategoryLink acl WHERE acl.ArticleID=159244 ) as subquery select CategoryID, istopic from ( SELECT CategoryID, EXISTS (SELECT * from topics_equivalence te WHERE te.categoryid=acl.categoryid) as istopic FROM eZArticle_ArticleCategoryLink acl WHERE acl.ArticleID=158505 ) as subquery select CategoryID, istopic from ( SELECT CategoryID, EXISTS (SELECT * from topics_equivalence te WHERE te.categoryid=acl.categoryid) as istopic FROM eZArticle_ArticleCategoryLink acl WHERE acl.ArticleID=148768 ) as subquery select CategoryID, istopic from ( SELECT CategoryID, EXISTS (SELECT * from topics_equivalence te WHERE te.categoryid=acl.categoryid) as istopic FROM eZArticle_ArticleCategoryLink acl WHERE acl.ArticleID=146986 ) as subquery select CategoryID, istopic from ( SELECT CategoryID, EXISTS (SELECT * from topics_equivalence te WHERE te.categoryid=acl.categoryid) as istopic FROM eZArticle_ArticleCategoryLink acl WHERE acl.ArticleID=144506 ) as subquery select CategoryID, istopic from ( SELECT CategoryID, EXISTS (SELECT * from topics_equivalence te WHERE te.categoryid=acl.categoryid) as istopic FROM eZArticle_ArticleCategoryLink acl WHERE acl.ArticleID=144248 ) as subquery select CategoryID, istopic from ( SELECT CategoryID, EXISTS (SELECT * from topics_equivalence te WHERE te.categoryid=acl.categoryid) as istopic FROM eZArticle_ArticleCategoryLink acl WHERE acl.ArticleID=143474 ) as subquery select CategoryID, istopic from ( SELECT CategoryID, EXISTS (SELECT * from topics_equivalence te WHERE te.categoryid=acl.categoryid) as istopic FROM eZArticle_ArticleCategoryLink acl WHERE acl.ArticleID=143053 ) as subquery select CategoryID, istopic from ( SELECT CategoryID, EXISTS (SELECT * from topics_equivalence te WHERE te.categoryid=acl.categoryid) as istopic FROM eZArticle_ArticleCategoryLink acl WHERE acl.ArticleID=142742 ) as subquery select CategoryID, istopic from ( SELECT CategoryID, EXISTS (SELECT * from topics_equivalence te WHERE te.categoryid=acl.categoryid) as istopic FROM eZArticle_ArticleCategoryLink acl WHERE acl.ArticleID=142391 ) as subquery select CategoryID, istopic from ( SELECT CategoryID, EXISTS (SELECT * from topics_equivalence te WHERE te.categoryid=acl.categoryid) as istopic FROM eZArticle_ArticleCategoryLink acl WHERE acl.ArticleID=142073 ) as subquery select CategoryID, istopic from ( SELECT CategoryID, EXISTS (SELECT * from topics_equivalence te WHERE te.categoryid=acl.categoryid) as istopic FROM eZArticle_ArticleCategoryLink acl WHERE acl.ArticleID=141380 ) as subquery select CategoryID, istopic from ( SELECT CategoryID, EXISTS (SELECT * from topics_equivalence te WHERE te.categoryid=acl.categoryid) as istopic FROM eZArticle_ArticleCategoryLink acl WHERE acl.ArticleID=140981 ) as subquery select CategoryID, istopic from ( SELECT CategoryID, EXISTS (SELECT * from topics_equivalence te WHERE te.categoryid=acl.categoryid) as istopic FROM eZArticle_ArticleCategoryLink acl WHERE acl.ArticleID=140462 ) as subquery select CategoryID, istopic from ( SELECT CategoryID, EXISTS (SELECT * from topics_equivalence te WHERE te.categoryid=acl.categoryid) as istopic FROM eZArticle_ArticleCategoryLink acl WHERE acl.ArticleID=139101 ) as subquery select CategoryID, istopic from ( SELECT CategoryID, EXISTS (SELECT * from topics_equivalence te WHERE te.categoryid=acl.categoryid) as istopic FROM eZArticle_ArticleCategoryLink acl WHERE acl.ArticleID=137758 ) as subquery select CategoryID, istopic from ( SELECT CategoryID, EXISTS (SELECT * from topics_equivalence te WHERE te.categoryid=acl.categoryid) as istopic FROM eZArticle_ArticleCategoryLink acl WHERE acl.ArticleID=136613 ) as subquery select CategoryID, istopic from ( SELECT CategoryID, EXISTS (SELECT * from topics_equivalence te WHERE te.categoryid=acl.categoryid) as istopic FROM eZArticle_ArticleCategoryLink acl WHERE acl.ArticleID=135641 ) as subquery

${intl-tooltip_rss_feed}$

Highlights

Poor literacy affects health in Pakistan

05/16/2008 Low levels of literacy make it difficult for families in Pakistan to access information on post-natal care, contraception and medical attention. With only two percent of its GDP allocated to education, the country risks achieving the Millennium Development Goals, says UNESCO.

No education for all in India

04/24/2008 Even as UNESCO�s latest report pans India for lagging behind in the race for achieving education for all by 2015, experts gathered in the capital weigh up the nationally sponsored Sarva Shiksha Abhiyan. Exclusion and discrimination remain core challenges as millions of children remain outside its fold, is the verdict.

Amnesty: Ensure safe schools for girls

03/30/2008 Amnesty has condemned increasing violence against school girls in India and calls upon the government to enforce strict laws and policies prohibiting all forms of violence, including corporal punishment, harassment, verbal, sexual and emotional abuse. Every girl has the right to education in a safe environment, the rights body underlines in its new report.

Read more

Image: Schoolgirls in India © Peter Armstrong

Rural teachers get a lifeline

03/05/2008 Teachers working in remote villages of West Bengal will soon be provided with critical academic aid through a first-of-its-kind phone based service in India. Using an innovative mix of telephony and internet, LifeLines Education seeks to answer queries on pedagogy, classroom management and administration, while linking teachers with a network of educational experts.

Investment in education is essential for sustainable development

05/03/2007 Economic development is closely associated with poverty reduction in many countries. It is also believed that increased income levels lead to improved health, education and living standards. However, development experiences show that there is no automatic link between increased per capita income and reduction in poverty levels.

Image: © United Nations Children's Fund

New Paradigm of the Learning Process in era of Globalisation

03/09/2007 Information and communication technologies (ICT) have effectively revolutionized our society. In the era of globalisation, technology has dramatically penetrated into every area of society and, every aspect of social and cultural lives. But, teaching, and the world of education more generally have not taken the advantage of these changes. We have largely failed to capitalize on the potential of new technologies, and particularly digital technology as a learning tool

Image: LearningChannel.org: analysis illustration (person reading book)

Computers bypass rural school in India

01/04/2007 The use of ICT in school has the potential not only to improve education, but also to empower people, strengthen governance, open up new market and galvanize the effort to achieve the human development goal for the country. When it comes to computer education in rural primary schools, they still remain the stepchildren of the much-talked-about hi-tech wave that is sweeping the nation.

Image: Tricky route to partnership

Role of ICT in Promoting Girls education at elementary level

12/26/2006 Universalisation of Elementary Education is a national goal for which Distance Education Programme is a national resource and major support for distance learning programme.

Image: ICT Education

Knowledge is Capital: Journey of knowledge enterprises

12/06/2006 Today a knowledge society is developing in which information and communication technology (ICT) is both a catalyst and a necessity. Knowledge is an invaluable asset in this ICT-integrated society where production, services, consumption and trade are rapidly changing. To keep up with developments (knowledge) workers need to adapt continuously and acquire new competences: working and learning melt together.

Image: Knowledge economy

Universalisation of elementary education in India: A distant dream?

11/28/2006 Opportunities to pursue education are dependent upon the availability of adequate access. In the nation as a whole, primary educational facility is available to only to about 70-80 % of the eligible age group ( unto 14 years) of the children. Some of the states are not fortunate to reach even this capacity.

Image: © Center for Global Development

Teacher in the Indian Education Management Set-up

11/21/2006 There has been a growing realisation that a system-wide transformation is crucial for the attainment and sustainability of the goal of UEE and MDG with improved quality. The objectives of improved access and increased participation, reduced drop-out rates and enhanced learning achievements cannot be met and sustained without improving the quality, effectiveness and efficiency of teacher in the elementary education system.

Image: © working TV

Has modern schooling and parenting robbed childhood of its joy?

11/14/2006 Another Children�s Day is here, but do the little ones care when they have the entire year to themselves! Life is a mad whirl, flitting from one object to another � toys, video games, TV, clothes, fast food, parties...there is so much to choose from. But the spontaneity of a child�s laughter is diminishing as growing up gets fast-tracked.

Image: © Worldwatch Institute

Children and access to school-need for striking a balance?

11/07/2006 The importance of five to eight years of schooling for all children has come to be accepted as a societal non-negotiable. For over the decades we have done remarkable progress in terms of increasing the access to education. In fact first time in independent India, primary education is receiving some focused attention from political leaders and administrator.

Image: © Teachers Without Borders

Role of ICT in Non-formal Education

10/24/2006 In recent years, the use and impact of Information and Communication Technologies (ICTs) on teaching and learning has increased tremendously. They provide new perspectives and opportunities for expanding traditional educational processes and systems. Increasingly, ICT enhanced Non-Formal Educational (NFE) modules are being channelled through community access centres, such as community radio, telecentres, Community Multi-media Centres (CMCs).

Image: Non formal education

Paradigm shift and Quality management in education sector

10/17/2006 Generally speaking, �quality� as a concept in education has eluded an acceptable definition. Some scholars have taken a bypass that defining quality is not particularly important and useful. Some have taken to poetic refuge, �as beauty lies in the eyes of the beholder, quality lies in the eyes of the customer�. Also like beauty is inherent in the object of the �beholding eyes�, quality is also �inherent in the product�

Image: Education

Universalisation of Education through multi stakeholder partnership

10/06/2006 Today nearly 4 of 5 children in the age group 6-14 are in school. Two of 3 persons are functionally literate. Thus in the last fifty years, several milestone in this regard have been crossed and the progress achieved is by no means small. But still it falls short of meeting the goal of Education For All (EFA). The process of universalisation can be achieved by the Multi stakeholder partnership model.

Image: Children in a school

Student �teacher relations at the Crossroads

09/11/2006 In India where poverty and food insecurity haunt one-third of the population, education remains a distant dream for many. Elementary education is a higher value of life, higher than food needs and social security for a large number of people. The main challenge for us is to create a demand for elementary education in a society that is besieged by a variety of problems. In such a scenario the role of teacher is important

Image: Student-Teacher

ICT and paradigm shift from teaching to learning

Children at a Ghana school: Will ICT help?

08/14/2006 As technology has created change in all aspects of society, it is also changing our expectations of what students must learn in order to function in the new world economy. Students will have to learn to navigate through large amounts of information, to analyze and make decisions, and to master new knowledge domains in an increasingly technological society

Read more
From: OneWorld South Asia
Related: [Development] [Education] [ICT] [MDGs]

Image: Children at a Ghana school: Will ICT help?

Universalisation of primary education and ICT Initiatives in india

07/18/2006 Sarva Shiksha Abhiyan (SSA) a indian name of Universalisation of primary education (UEE) has been conceived as a government of India national educational movement to achieve the target of UEE among all children. Distance education with the advent of digital technologies, has become an alternate or supplement to the conventional education

Image: School children

Development and educated Unemployed in South Asia

06/27/2006 Upgrading skills did not result in solving the educated unemployment problem in India and Sri Lanka. South Asian economies or particularly those sectors of economies that employ educated people, did not expand much. There was also a mismatch between the qualities of labour force demanded by the market and those that were supplied by the systems of education and training.

< 1 > | 2 | 3 | Next >>