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What is the Indian Education Act in 1972?
The 1972 Indian Education Act was the landmark legislation establishing a comprehensive approach to meeting the unique needs of American Indian and Alaska Native students. The unique aspects of the original authority have been retained through subsequent legislative reauthorizing statutes, with the latest revision occurring with the amendments made by the 2001 No Child Left Behind Act (NCLB), which reauthorized the program as Title VII Part A of the Elementary and Secondary Education Act. The Indian Education legislation is unique in the following ways:
It recognizes that American Indians have unique, educational and culturally related academic needs and distinct language and cultural needs;
It is the only comprehensive Federal Indian Education legislation, that deals with American Indian education from pre-school to graduate-level education and reflects the diversity of government involvement in Indian education;
It focuses national attention on the educational needs of American Indian learners, reaffirming the Federal government's special responsibility related to the education of American Indians and Alaska Natives; and
It provides services to American Indians and Alaska Natives that are not provided by the Bureau of Indian Affairs.
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Indian education is very worst in case of career orientation
that universities fund women's sports programs fairly
The premise of a need to be educated in India, is to only get a job. This should change to educate the person with important skills of reasoning, data analysis, logical interp…retation and ability to present cogent arguments. I've seen Indian students are unable to present a clear and well structured argument for a given issue, because we are not trained to do so. We are most adapted to memorize details than to assess "relevance" of details. Job entry is dependent on core degrees like Eng, CA, MBA - where a minimum standard of competency is pre-decided and people are recruited on that basis. We need to develop people who take the aforementioned degrees out of genuine interest rather than get a degree to get the best paying jobs. The following pointers can improve Indian education system: 1. Source Referencing: Need for referencing can create the need for a strong database of historic and contemporary knowledge on any subject under study. Issues can be analysed in the light of historical evidence of efficiency/ inefficiency of precedents. This will enable students to forecast future implication based on past precedents or make a case as to why precedents are dated for current problems. 2. The breakup between written exams and projects/case study/live presentration : should be 40:60. Students should be given more opportunities to develop job relevant skills than mere memorizing. 3. Mentoring/ Career advice from a very young age. 4. National syllabus across the country. Comments most welcome
The Dangerous Drug Act of 1972 is a piece of Filipino legislation that stipulates which drugs are prohibited in the Philippines, which drugs are regulated in the Philippines, …how much jail time will be served for being in possession of aforementioned drugs, what measures should be taken to educate school children about drugs, etc, etc. For the full text of the Dangerous Drugs Act of 1972, please see the related links.
The events that lead directly to the birth of the modern system of education in England are to be sought mainly in the second half of the 19th-century. There were certain ind…ividuals at the beginning of the 19th century who were in favour of widespread education, however, for a number of reasons, they did not have the backing either of the government or of the people. Later on in the century leaders of the Chartist Movement and the Radicals were in favour of some sort of national system of education. However, it is safe to say that there was no widespread desire for the education of the population as a whole. In the social legislation of this period education did not become a real priority until the year of the first Education Act, 1870. Obstacles in way of a national system of free compulsory education The establishment of a national system of education came late in England mainly because of the social, economic and religious climate of the century. 1. The higher classes of society had no interest in advocating the cultural development of the working classes. On the contrary, the effects of the revolutionary spirit in Europe reinforced conservative attitudes that were certainly not conducive to advocating the development of the critical faculties of the people as a whole. Neither did the vast majority of the working class have any real interest in education. Child labour was common practice in this period and working-class families were very reluctant to give up the earnings of their children for the benefit of education. The employment of children continued to increase even after 1850. Also the effect of Protestantism, with its emphasis on individualism, personal salvation, the private reading and interpretation of Scripture, ran contrary to any sort of collectivist thought. Religious conflict also delayed the establishment of a national system of education. One example of this can be seen in the reaction to the clauses regarding education in the 1843 Factory Bill. There was violent opposition on the part of nonconformists and Catholics alike because, according to the Bill, headmasters had to be of the Church of England. Furthermore, the children were to be taught the catechism and be present at liturgical celebrations as well as service on Sundays. The Bill failed. The idea of secular education had never been popular during the century. Education had almost exclusively been under the control of the established church. Furthermore, we should not forget the conflict between secular and religious thought that characterised the century, especially the latter half. Given the cultural and religious climate of the century it became obvious that any nondenominational system of education would be well nigh impossible. It was only in the 20th century, with the rise of indifference towards religious teaching, that general nondenominational schooling became possible. Denominational education was further reinforced by the increase in the Catholic population due to the wave of Irish immigrants during and following the Great Famine in Ireland (1845-50). It was also thought that the voluntary school system was quite successful and that it was better not to encourage government intervention. Furthermore, the dominant laissez-faire theory of the time meant that, as in most areas, any direct intervention on the part of the state in the field of education was to be discouraged. The state was only too happy to leave education to the private sector, voluntary or otherwise. Education could not constitute an exception to the tenaciously upheld doctrine of laissez-faire. However, these voluntary institutions did not have the influence or power to construct a nationwide system. Economic development and the increase of wealth were seen to be priority issues. The question of education only attracted very limited attention. Tendencies and events favouring national education Not everything was negative; there were quite distinct undercurrents of thought beginning to emerge that eventually led to the 1870 Education Act. During the century, and particularly during the second half, we have the beginnings of a national system of education that owes its birth to many factors. From the first decade of the 19th-century there emerged indications of new thinking in the field of education. Of particular interest is the Bill introduced into the House of commons by Samuel Whitbread in 1807. In 1807 Samuel Whitbread proposed to deal with the whole of the Poor Law with the introduction of a Bill in the House of Commons. Of particular interest is the first part of the Bill, which dealt specifically with education. Whitbread advocated making the parish responsible for education and proposed that each child should have two years of education between the ages of 7 and 14. He thought this would reduce crime and pauperism. It was considered too expensive to implement and it was also thought that the introduction of such a scheme would take the people away from manual work and make them dissatisfied with their social situation. Although unsuccessful the thought of generalised education for the masses was even then being expressed and was later to be reiterated constantly throughout the century eventually leading up to the 1870 Education Act. The idea of widespread education was also helped by the gradual increase in collectivist thought especially after 1865. This is quite evident in the works of Carlyle and Ruskin. It was only after this date that any idea of widespread state intervention in the field of education could find fertile ground. The various Factory Acts of 1833, 1844, and 1867 were another contributory factor towards the general tendency towards national education. These acts focused not only on the condition of workers but they also had the effect of imposing certain restrictions on child labour, which in turn favoured the opportunity of an alternative: education for the child. In the second half of the 19th-century crime and pauperism increased, so did riots strikes and social unrest. The commercial and manufacturing supremacy of Britain was in decline and this was seen to be mostly due to the fact that other European countries had a more developed technical education system. Political stability and economic prosperity now seemed to be associated with the education of the people. Education now seemed financially viable. In 1869 two other societies were established: the Education League, which turned secular and the National Education Union, which was conservative and Anglican. It was mainly due to these two societies that the Education Act of 1870 was passed. The Education Act of 1870 It was with the Education Act of 1870, also known as the "Forster Act", that we have the real birth of the modern system of education in England. This not only gave rise to a national system of state education but also assured the existence of a dual system - voluntary denominational schools and nondenominational state schools. The act required the establishment of elementary schools nationwide. These were not to replace or duplicate what already existed but supplement those already run by the churches, private individuals and guilds. The country was divided into school districts and in those areas where there was inadequate provision school boards were to be elected. These were responsible for raising sufficient funds to maintain the schools. The schools were often called " board schools". These elementary schools had to be non-denominational. The school boards could charge a weekly fee not exceeding 9 pence. For a limited period the school boards could pay the fees if the parents were unable to do so. The Voluntary Schools could also receive such payment of fees from the school boards. They had to guarantee attendance for all children in their respective districts between the ages of 5 and 13. The School Board could appoint officers to enforce attendance. These officers or "Board Men", as they were commonly known, became one of those terribly menacing figures firmly implanted in the minds of young schoolboys. This figure was an effective deterrent in playing truant. All the more menacing because the child could only picture him in his imagination (if he faithfully attended school, that is!!). He was also known as the School Attendance Officer. Religious instruction was an integral part of the school curriculum but was not compulsory. This was to be nondenominational. Since 1870 Voluntary Schools declined except Roman Catholic Schools because Boards Schools provided better buildings and higher pay for teachers. Elementary education became effectively free with the passing of the 1891 Education Act.
The case act requires the secretary of state to submit to the senate the final text of any executive agreement and allows agreements concerning sensitive national security mat…ters to be submitted privately to the Senate Foreign Relations and House Foreign Affairs committees.
The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE), which was passed by the Indian parliament on 4 August 2009, describes the modalitie…s of the provision of free and compulsory education for children between 6 and 14 in India under Article 21A of the Indian Constitution. India became one of 135 countries to make education a fundamental right of every child when the act came into force on 1 April 2010
The Vocational Education Act of 1963 authorized a major expansion and redirection of vocational education. Its goals were to enroll a larger proportion of the baby boom …generation that was moving through the educational system and to improve the kinds and quality of training available to them. It also directed funds to the retraining of adult workers who were displaced by technological change. It partially accomplished these goals. Subsequent reauthorizations of this act placed increased emphasis on serving handicapped and economically distadvantaged students and increasing the integration of academic and technical instruction.
The Education Acts is a series of laws that has been laid down to better improve education.
Free education is often meant to imply waiver of tuition fees. But tuition fee is only a part of educational expense, and poor families are often not able to raise other expen…ses needed for education. These could include textbooks, copies and writing material, uniforms, transportation, educational and support materials for disabled children (hearing aids, spectacles, Braille books, crutches and so on), or even library fee, laboratory fee, etc. which are not covered under tuition fee. The phenomenon of drop-outs in particular is related to inability of parents to meet the educational expense of their children, often daughters, somewhere during the course of elementary education. Keeping this in mind, the Act at Section 3(2) enlarges the term 'free' by mandating that "no child shall be liable to pay any kind of fee or charges or expenses which may prevent him or her from pursuing and completing elementary education". A list of free entitlements is made explicit in 5(1) of the Model Rules, but it is not restrictive; as per Section 3(2) of the Act, if any other charge or expense, other than that listed in Model Rules 5(1), for example, free residential facilities for children whose parents migrate, prevents a child from pursuing or completing elementary education, the state shall have to provide it.
A disadvantage of Right to Education Act are lawmakers not including educational needs for children past the age of 14. Individual states are left to make separate laws to… extend the limits for children beyond this age group with the goal to have the age extended to 16 by the year 2015. Another disadvantage is early education not being included in the Right to Educate Act. The goal is to extend the goal for early education to the children starting at age 3.
It is a group that teaches people how important it is to help and protect the environment.
Cherokee, Choctaw, Creek, Seminole, and Chickasaw. also known as the "Five Civilized Tribes".
The Indian educational scenario is full of flaws. While it is still struggling with quantity issues, the literacy rate being less than 65%; it also suffers with quality issues…. It is never enough to be barely literate. Education is much more than literacy. An overlooked factor that highly contributes to the spurt in the lack of quality is the social mindset which instigates a person to study certain subjects that support jobs in the west owned multi-national companies. As a result, there is immense amount of competition in the areas of science and commerce while other subjects like arts and social studies are ignored. This encourages the formation of educational institutions and universities with low standards to meet the large demand of professional courses. These universities end up being just degree awarding bodies. The students also end up in a confused state of mind who do not know what they want to do in life. So they flow with the wave and become a part of it. Many of them land up with less than reputable jobs. One more sector which is taking a severe hit because of this is the agricultural sector. In the years after the independence, the country of farmers gradually changed its priorities to industrialization and development of the service sector. This is good for the development of the nation but not on the expense of the farm sector, which is falling into complete negation. There are no takers for farming anymore, a sector which has a potential for good employment opportunities in both research and production. More and more lands are being wasted because of lack of support to farmers for modern farming techniques. The nation will be facing severe food shortage if this continues. While the government fights its endless fight through corrupt channels to bring literacy to all Indians, even among the literate there are only a handful who receive quality education. It can only be changed by changing the mindset of the society and bringing awareness that there are more careers to this world than just doctors, engineers and MBAs. Only then will there be achieved the dream of quality education to all in all the streams.
well....i have a debate on this topic tomorrow . i came here so that i could get some relevent points for my debate competition but here, u people r asking us the questions ! …is it good? why dont u simply type the answers yourself so that it would be easy for school students and users like us . please do a little effort to improve your website !
In Animal Life
The Indian act is a Canadian statute that concernsregistered Indians (that is, First Nations peoples of Canada), their bands, and the system of Indian reserves. The Indian Act… was enacted in 1876 by the Parliament of Canada under the provisions of Section 91(24) of theConstitution Act, 1867, which provides Canada's federal government exclusive authority to legislate in relation to "Indians and Lands Reserved for Indians". The Indian Act is administered by the Minister of Indian Affairs and Northern Development. The act defines who is an "Indian" and contains certain legal rights and legal disabilities for registered Indians. The rights exclusive to Indians in the Indian Act are beyond legal challenge under the Canadian Charter of Rights and Freedoms. Section Twenty-five of the Canadian Charter of Rights and Freedoms, in particular, provides that the charter shall not be interpreted as negating specific aboriginal treaties and their corresponding rights and freedoms. Section Thirty-five of the Constitution Act, 1982 also recognizes and affirms the legal validity of aboriginal treaties.