Wednesday, January 30, 2013

Saudi arabian innovator designs smart school bag

Smart School Bag

Thirty-one-year-old Saudi Khalid al Jabal has come up with an original approach to education. He has designed a inclusive and compact system controlled in a “Smart Bag”, which he says will make students’, parents’ and teachers’ lives easier.

“This Smart Bag is part of the classification. The system contains special software precise to the teacher, programs for school management, programs. There is a program for federal management, which is the Ministry of Education. These programs mutual symbolize the project for the Smart Bag and school electronic system,” al Jabal said.

The Smart Bag is a small backpack weighing 1.5 kilograms and encloses a tablet computer. This device contains the system’s educational program and joins the teacher, students and parents or guardians to one network.

“At home, the student can converse with the teacher in a simple and easy way. There is a forum for each lecture (a session on the internet). This is a forum for statement between the teacher and the students. If there is a query from a student, he can ask it in the forum and when the teacher answers each one will advantage,” al Jabal said.

“With this system, the guardian doesn’t require to visit the school, because he gets a daily statement which enables him to see the times of admission and exit of his child to and from school, and he also can see the child’s educational and behavioral progress,” al Jabal said.

Tuesday, January 29, 2013

Ben Levin's Offered the Urban School Reform

Ben Levin, the Toronto consultant known in our region for his May 2011 report on Nova Scotia education, has now consider in on the state of urban school reform, make a new book with Jane Gaskell, former dean of the University of Toronto’s faculty of education. It is much more enlightening about Levin’s personal outlook and perception than his quite terse, research-based description on our P-12 school system.

Improving public education in Canada’s poorest urban areas is not only a intimidating task, but one that has consume well-intentioned, violently resolute school reformers since the early 1960s. In Making a dissimilarity in Urban Schools: Ideas, Politics and Pedagogy (University of Toronto Press, soft cover, 219 pages, $31.95) the two Toronto educational researchers see city schools as a primary vehicle in the superior social struggle to decrease poverty in inner-city society.

Success has proven intangible in both cities. More than 30 years after a group of reform-minded, left-leaning trustees emerge on the old Toronto public city board, the two authors approved that in both cities inflexible social inequalities continue and student results continued to lag, mainly in lower socio-economic areas and among indigenous and visible minority communities. More expressively, most of the 50 school reform allies interviewed over this 10-year — on again, off-again — research scheme were “disappointed with what had been achieved.”

Gaskell is a well-known feminist scholar, hoist in Toronto, but with a extensive career stop in Vancouver before returning home. It was in Winnipeg where Levin came of age, first as a high school “student radical,” then range the heights from a young school trustee to chief regional official, as a deputy minister of education in both Manitoba and Ontario.

Monday, January 28, 2013

India's Educational System in 21st Century

Education is a major obligation to live a quality life. But it is also true that only a superiority education can supply such a life. As one of the prime anxiety being brilliance of education in schools, the countries around the world are focusing on improving on teaching science and mathematics to enhance the employability rate of young people, as statement by Aaditi Issac for TNN.

Keeping this in mind, British Council in India has joined with NCERT AND Unesco and planned a global policy conversation in the Capital of the country. Education sector experts, senior policy level officials and practitioners from diverse nations argue and brain tempest upon the issues of expansion the range of science and mathematics education, supporting the potential learning of science and mathematics.

It also focused on inspiring and empowers young people to do glowing in science and mathematics. At classroom level it is predictable that the students must employ with questions and become conscious of what they are learning and what is predictable of them to deliver from the acquired knowledge. Smith further added that the students must be concerned in learning that is complete. She restated that it is necessary that teachers are prepared with right skills and training.

For illustration, at the majestic College in London classes are held by professors for school teachers to help them increase their knowledge-base. Sir Keith O'Nions, Rector, majestic College London said, “We also have a Reach out Lab for school children. In this lab, school students come for free, spend time and learn about science from PG students and professors. This way, we attain out to schools, which may not have good supplies.”