A concrete poem is a poem that takes the shape of its subject. For example, a concrete poem about an apple, describes the apple in a poetic way, and the words are written on the paper, in the shape of an apple.
Concrete poems are a fun form of writing that first graders really enjoy because they combine the fun and creativity of both writing and illustrating in one activity. Your youngster will enjoy this activity even more, when she writes a concrete poem and gives it as a gift. This Mother’s Day, help your child to write a concrete poem about one of Mom’s favorite things - it can be anything from her favorite sweater or her cup of morning coffee. When your child gives it to Mom, Mom will surely add it to her list of favorite things!
You Will Need:
@ pencil
@ paper
@ colored pencils
@ construction paper
@ scissors
@ glue stick
@ markers
What to Do:
Have your child think of one of Mom’s favorite things.
Next, assist your child in using a pencil to lightly draw a simple sketch of the selected favorite thing. Make sure the sketch is simple enough that words can be written along the shape easily. Your child should only draw an outline, if possible.
Now, talk to her about words that describe Mom as well as Mom's favorite thing. Is Mom fun-loving? A pizza-lover? A purse collector? A good cook? Does she love her rose garden? Using the pencil outline as a guide, have your child use colored pencils to write words that describe Mom and her favorite thing in the shape of the sketch. Turn the paper as she writes so that your child is always writing from left to right along the outline of the shape, and help her in choosing colors that will bring the picture to life.
Continue writing words until the poem is complete and the outline is full. Cut out the concrete poem. Fold a piece of construction paper in half to form a card, and glue the poem to the inside.
Have your child use markers to decorate the card however she thinks Mom would like it best.
Did You Know?
From the earliest years of school, children learn about holidays in their community and how to participate in a variety of ways। And in Kindergarten and first grade they will be learning to read and write. With this activity, you bring it all together—and also let Mom know how much she is loved in the process.
Write a Concrete Poem For Mom
by Liana MahoneyTopics:
Topics: First Grade, Reading, Writing, Mother's Day
Liana Mahoney is a National Board Certified elementary teacher, currently teaching a first and second grade loop. She is also a certified Reading Specialist, with teaching experience as a former high school English teacher, and early grades Remedial Reading Instructor.
Ten Ways to Green Your Home and Family
We use a lot of energy in our daily lives, for heating, cooling, lighting, appliances and transportation। There are many ways to save energy and money by making a few simple changes।
- Change your non-dimmable light bulbs from incandescent to compact fluorescents (CFLs)। CFLs come in all shapes and sizes and even many shades of the color spectrum. So you do not have to have a white glare or even use the curly bulbs. Incandescent bulbs are going to be obsolete soon, so educate your kids about how much energy CFLs save. Because CFLs have a trace of mercury in the bulb, they must be disposed of at a recycling center.
- Turn down the temperature of your water heater to 120 degrees F। or 50 degrees C. If your water heater is not insulated, wrap an insulating blanket around it. If your water heater is gas, and not insulated, be sure to leave room for the air vent. Do not cover any venting pipes with a blanket.
- Arrange to have an energy audit for your home or apartment, which can be done through most utility companies or through an independent contractor। This audit will tell you where and how you are wasting energy, or areas that are lacking insulation. If you follow some of the suggestions, it is possible you can get a rebate from the utility and possibly a federal or state tax credit.
- Get a programmable thermostat for your furnace or home heating system। If your home or apartment is vacant all day, setting the heat to turn down while you are gone will save you money and energy. Also, turn the heat down at night. Adjust your air conditioner, so that it cools to a warmer temperature in the summer. Use shades to keep heat in during the winter and out during the summer. In the summer, open windows at night to let the cool night air in, then close windows and curtains to keep the house cool all day.
- Teach your kids about turning off lights and the TV when they leave a room। We are used to leaving appliances running even when we don't need them. We forget that they are drawing energy, costing us money and creating carbon dioxide in the atmosphere through their energy use. When you buy an appliance, be sure it is Energy Star rated; there are ratings for everything from air conditioners to Xerox machines!
- Involve everyone in the family in using power strips। Any gadget that has a digital readout or transformer box on its power cord needs to be plugged into a power strip and then turned off when not in use. Computers, printers, DVD players, TVs, iPods, phone chargers, adding machines, coffee makers, microwaves and just about any modern device all draw power even when they are turned off. If you plug the devices into a power strip and turn it off when not in use, you can save up to 10% on your energy bill.
- Try to minimize the carbon-producing transportation patterns of your family. Do you take public transportation? Do you carpool? Do you ride bikes other than for recreation? Do you combine with neighbors for shopping trips, meetings or events? When you do have to fly, offset the carbon footprint of your trip by buying green tags. Try www.terrapass.com or www.nativeenergy.com
- Food buying patterns use energy, too। Most food travels 1,500 miles from farm to fork. See if you can find food that was not transported from far away. Many stores carry local produce from neighboring farms. Read the labels on fruits and vegetables to see where they were grown. Buy from the farmers market or Community Supported Agriculture when you can. In addition to eating local, buying in bulk cuts down on food transportation costs. Also, avoid foods that use large amounts of packaging and always take your own bag to the market, as plastic is a petroleum product.
- Water is another source of energy use; it needs to be heated for showers and washing dishes। Take shorter showers or put a shut-off valve on the shower to turn it off while soaping, shampooing or shaving. Put a water-saver nozzle on your showerhead and all faucets. Use cold water to wash your clothes and dry your clothes on a rack or a clothesline. Turn the water off when brushing your teeth, (a great way to teach kids about not wasting water) or while shaving.
- Using potable water from the hose to water lawns and plants can deplete your water supply, especially if you are in a drought region of the country।If you live in a place where you could collect rainwater, catch it in a barrel and use it for watering plants and landscaping। If you are landscaping, plant drought resistant plants using a method called xeriscaping.
Now that you have begun to think about the amount of energy you use in your home or apartment, you can calculate your carbon footprint. This is a way to figure out how much carbon dioxide you or your household put in to the atmosphere on a yearly basis. It can be calculated just for your home, or it can include driving and flying as well.
Each carbon calculator is a bit different. Calculating our carbon dioxide emissions is still a rough science in the process of being refined. In addition to the two sites mentioned above, I recommend www.b-e-f.org or www.myfootprint.com.
After calculating your carbon footprint, you can choose to offset the amount of energy your home uses by purchasing green tags. Depending on the organization you choose, you could be funding a wind farm, solar panels for schools or methane generated from dairy cow waste. Your dollars contribute to developing and purchasing renewable energy. Using your money in this way makes us all less dependent on a fossil fuel economy.
Nancy H. Taylor is the author of "Go Green: How to Build an Earth-Friendly Community" (Gibbs Smith Publishers, Layton, Utah 2008). For more information, please visit www.nancyhtaylor.com.
5,300 Students Battle It Out in Nashville
There is a widespread assumption that with its large number of grandmasters and top-flight players, the New York City area is the center of the chess universe in the United States. Judging by the results of the SuperNationals tournament last weekend, New York has a lot of competition, at least when it comes to scholastic chess. Skip to next paragraph, Separate championships are held most years for elementary, junior high and high school students. But every four years, all of the championships are held at the same time. This year’s SuperNationals, held in Nashville, attracted almost 5,300 children from 45 states and Puerto Rico. Stuyvesant High School in Manhattan captured the top section (the K-12 Championship, open to st
udents through the 12th grade), Solomon Schechter School of Westchester took the K-9 Championship, and Hunter College Campus Schools, also in Manhattan, won the K-1 Championship. But the other championship sections were won by schools from other states, and most of the sections that limited competition to players according to their ratings were also won by schools far from New York.The K-8 Championship was won by Canyon Vista Middle School in Austin, Tex. A team from Mission San Jose Elementary School in Fremont, Calif., won the K-6 Championship. Stevenson Elementary in Bellevue, Wash., won both the K-5 Championship and the K-5 section for players whose ratings were under 900. Half Day School in Lincolnshire, Ill., was the runaway winner of the K-3 Championship. In other rating-limited sections, winning schools came from Florida, Maryland, Missouri, Minnesota and other states. Canyon Vista defended its title (it had edged out Hunter on a tie-breaker last year). Canyon Vista was led by George Qi, an eighth grader, who took the individual K-8 title by winning all seven of his games. In the diagram at left, from George’s Round 6 game against Robert Perez of Florida, Black had just played 33 ... Bc4 to launch a desperate counterattack. In his annotations to the game, George wrote that after the move, “I got really scared,” and his opponent offered him a draw. But he settled down and calmly marched his king across the board and out of danger. The game concluded 34 Ke1 Qg1 35 Kd2 Qf2 36 Kc1 Qe1 37 Kc2 Qe2 38 Kb1 Qe1 39 Ka2 Qg3 40 hg3 Bf7 41 Qf6, and Black resigned. In the diagrammed position, White could have accepted the bishop by playing 34 bc4 because after 34 ... Rf8 35 Bf3 Ke1, Black has run out of checks. In the K-3 section, Half Day School was led by Alex Bian, a third grader, who scored 6.5 points and tied for second. In Round 2, in the diagram above, he was winning easily, but he finished up nicely against Christopher Cardenas of Texas with a forced checkmate in five moves. The game ended 23 ... Rh2 24 Kh2 Re2 25 Kh1 Bg2 26 Rg2 Qh3 27 Kg1 Qg2, mate. Note that 23 ... Ree2 would have been less precise because after 24 Rg8 Ka7 25 b5 Rh2 26 Kg1, it would still have taken several moves to वीं.
udents through the 12th grade), Solomon Schechter School of Westchester took the K-9 Championship, and Hunter College Campus Schools, also in Manhattan, won the K-1 Championship. But the other championship sections were won by schools from other states, and most of the sections that limited competition to players according to their ratings were also won by schools far from New York.The K-8 Championship was won by Canyon Vista Middle School in Austin, Tex. A team from Mission San Jose Elementary School in Fremont, Calif., won the K-6 Championship. Stevenson Elementary in Bellevue, Wash., won both the K-5 Championship and the K-5 section for players whose ratings were under 900. Half Day School in Lincolnshire, Ill., was the runaway winner of the K-3 Championship. In other rating-limited sections, winning schools came from Florida, Maryland, Missouri, Minnesota and other states. Canyon Vista defended its title (it had edged out Hunter on a tie-breaker last year). Canyon Vista was led by George Qi, an eighth grader, who took the individual K-8 title by winning all seven of his games. In the diagram at left, from George’s Round 6 game against Robert Perez of Florida, Black had just played 33 ... Bc4 to launch a desperate counterattack. In his annotations to the game, George wrote that after the move, “I got really scared,” and his opponent offered him a draw. But he settled down and calmly marched his king across the board and out of danger. The game concluded 34 Ke1 Qg1 35 Kd2 Qf2 36 Kc1 Qe1 37 Kc2 Qe2 38 Kb1 Qe1 39 Ka2 Qg3 40 hg3 Bf7 41 Qf6, and Black resigned. In the diagrammed position, White could have accepted the bishop by playing 34 bc4 because after 34 ... Rf8 35 Bf3 Ke1, Black has run out of checks. In the K-3 section, Half Day School was led by Alex Bian, a third grader, who scored 6.5 points and tied for second. In Round 2, in the diagram above, he was winning easily, but he finished up nicely against Christopher Cardenas of Texas with a forced checkmate in five moves. The game ended 23 ... Rh2 24 Kh2 Re2 25 Kh1 Bg2 26 Rg2 Qh3 27 Kg1 Qg2, mate. Note that 23 ... Ree2 would have been less precise because after 24 Rg8 Ka7 25 b5 Rh2 26 Kg1, it would still have taken several moves to वीं.THE HEART OF A TEACHER
What is heart? Passion, desire, and drive combined to form an intense intrinsic motivation to act। This is the foremost quality of a good teacher and the first thing I look for in a teacher on my staff.As I conducted countless professional development sessions, created numerous growth plans, and counseled teachers in coaching sessions, it became apparent that the heart of a teacher is what matters—everything else can be taught. For some reason— maybe the seemingly short workday, frequent vacations, or job stability—professionals flock to the field of education. These newcomers to teaching are from all professions such as accounting, business, engineering, and some are even new graduates from college. Not all of these transitions are willing; some are desperate in light of harsh economic times and they feel, “Since I have a degree, I can teach”. Unfortunately, the salary of a teacher hardly makes the job worth it. Therefore, in the schools we see apathy, burnout, and despair in teachers who really did not want to be in the classroom in the first place. Yet, we are stuck with them. Despite advanced degrees and certifications, no amount of professional development and coaching could make these teachers better because their heart is not in it, though they keep teaching year after year.On the other hand, take a new teacher, one who has always wanted to help children and teach, yet has little or no experience and may not even be certified. Who would you rather on campus? Many would choose the veteran who has experience, but at what cost? In this age of society, education is continually changing, evolving, moving steadily towards putting (and keeping) the student first, and campuses need teachers who are willing to do the same, teachers with heart.This “heart” that good teachers possess moves them to continually put students first. This naturally leads these teachers to attend whatever professional developments, listen to whatever advice, and employ whatever strategies necessary for the benefit of their students. This motivation to adapt and evolve cannot be taught and does not automatically accompany a certificate of certification.Teachers who possess heart take heed to counsel and advice. They embrace new teaching models, such as co-teaching and technology in the classroom. They self-evaluate, study, research, observe, and adjust, all without prodding from department heads and administration. They are thirsty for information and seek to not only hone their skills, but to share them with others. Students cannot help but benefit from these teachers who are open, resourceful, and ready to learn.Where do you find teachers like this, ones who possess the heart of a teacher? They are probably already on your campus, waiting for an ignition to their fire by supportive administration and staff or are already taking the lead in producing student achievement and simply making good things happen. Otherwise, they are fresh out of school or working an unfulfilling job in another industry, seeking to get onto your campus as soon as possible. Keep your eye out for teachers like these because only this kind of teacher, a teacher with heart, will ultimately bring about student achievement and success.
Why is parental Involvement Important in Children's Education?
By:- Phillips
Numerous research has been done to conclude that parents who are involved with their children's education are building the foundations for a better educated child. These children will be better adjusted to school which can lead to more education. In addition, parents are sending a message to their children that education is important.
In addition, parental involvement is important because parents who are part of their children education will understand the importance of reading. These parents will read to their children beginning at a young age. Also, this parent will make sure that their child can read on the right grade level throughout the educational process. Since reading is a big problem in our country, the reading foundation that the parent are developing will assist the child in its future educational endears as well as life goals.
Equally important, is the fact that parents who are involved with their children will make sure their home is conductive to education. This means that the home will have plenty of books available for their children to read. The home will also have several kinds of reference materials and tools available, such as: encyclopedias, magazines, computer, calculator, pens, pencils, paper, to name a few. In the home will be a quiet room that children can use to study or concentrate on their school work. Part of setting up a home conducive to learning, also includes limited the amount of television viewing throughout the week. Some parents will even make sure that children's homework is done at the same time everyday and if there is no homework the parent will create some.
Another important reason parents should be involved with their children, is because any kind educational deficiencies can be notice quickly. By having parents involved in their child daily education, they will notice the child's strength and weakness. This can help parents to work with those weaknesses as soon as possible.
Parents who attend their children's parent teacher conferences, and also volunteer for activities at school are demonstrating how important school is. Children observe these parents, and they realize education is important because of parent involvement. Also, the schools appreciate the parents who are involved in the school which can lead to additional educational advantages for their child.
These parents realize that is takes the entire village to raise successful children. Overall, the parents that are involved with their children education are building a stronger foundation for their future. Their children are usually the ones excelling at school and receiving all accolades that are top students receive. Parental involvement is not something parent might get involved with it is something that all parents should be involved with.
Numerous research has been done to conclude that parents who are involved with their children's education are building the foundations for a better educated child. These children will be better adjusted to school which can lead to more education. In addition, parents are sending a message to their children that education is important.
In addition, parental involvement is important because parents who are part of their children education will understand the importance of reading. These parents will read to their children beginning at a young age. Also, this parent will make sure that their child can read on the right grade level throughout the educational process. Since reading is a big problem in our country, the reading foundation that the parent are developing will assist the child in its future educational endears as well as life goals.
Equally important, is the fact that parents who are involved with their children will make sure their home is conductive to education. This means that the home will have plenty of books available for their children to read. The home will also have several kinds of reference materials and tools available, such as: encyclopedias, magazines, computer, calculator, pens, pencils, paper, to name a few. In the home will be a quiet room that children can use to study or concentrate on their school work. Part of setting up a home conducive to learning, also includes limited the amount of television viewing throughout the week. Some parents will even make sure that children's homework is done at the same time everyday and if there is no homework the parent will create some.
Another important reason parents should be involved with their children, is because any kind educational deficiencies can be notice quickly. By having parents involved in their child daily education, they will notice the child's strength and weakness. This can help parents to work with those weaknesses as soon as possible.
Parents who attend their children's parent teacher conferences, and also volunteer for activities at school are demonstrating how important school is. Children observe these parents, and they realize education is important because of parent involvement. Also, the schools appreciate the parents who are involved in the school which can lead to additional educational advantages for their child.
These parents realize that is takes the entire village to raise successful children. Overall, the parents that are involved with their children education are building a stronger foundation for their future. Their children are usually the ones excelling at school and receiving all accolades that are top students receive. Parental involvement is not something parent might get involved with it is something that all parents should be involved with.
FEMALE EDUCATION COMPARISON
By: Kamra Jan
Data for men and women reveals significant disparity in educational attainment. By 1992, among people older than fifteen years of age, 22 percent of women were literate, compared with 49 percent of men. The comparatively slow rate of improvement for women is reflected in the fact that between 1980 and 1989, among women aged fifteen to twenty-four, 25 percent were literate. United Nations sources say that in 1990 for every 100 girls of primary school age there were only thirty in school; among girls of secondary school age, only thirteen out of 100 were in school; and among girls of the third level, grades nine and ten, only 1.5 out of 100 were in school. Slightly higher estimates by the National Education Council for 1990 stated that 2.5 percent of students--3 percent of men and 2 percent of women- -between the ages of seventeen and twenty-one were enrolled at the degree level. Among all people over twenty-five in 1992, women averaged a mere 0.7 year of schooling compared with an average of 2.9 years for men. The discrepancy between rural and urban areas is even more marked. In 1981 only 7 percent of women in rural areas were literate, compared with 35 percent in urban areas. Among men, these rates were 27 and 57 percent, respectively. Pakistan's low female literacy rates are particularly confounding because these rates are analogous to those of some of the poorest countries in the world. Pakistan has never had a systematic, nationally coordinated effort to improve female primary education, despite its poor standing. It was once assumed that the reasons behind low female school enrollments were cultural, but research conducted by the Ministry for Women's Development and a number of international donor agencies in the 1980s revealed that danger to a woman's honor was parents' most crucial concern. Indeed, reluctance to accept schooling for women turned to enthusiasm when parents in rural Punjab and rural Balochistan could be guaranteed their daughters' safety and, hence, their honor.
Data for men and women reveals significant disparity in educational attainment. By 1992, among people older than fifteen years of age, 22 percent of women were literate, compared with 49 percent of men. The comparatively slow rate of improvement for women is reflected in the fact that between 1980 and 1989, among women aged fifteen to twenty-four, 25 percent were literate. United Nations sources say that in 1990 for every 100 girls of primary school age there were only thirty in school; among girls of secondary school age, only thirteen out of 100 were in school; and among girls of the third level, grades nine and ten, only 1.5 out of 100 were in school. Slightly higher estimates by the National Education Council for 1990 stated that 2.5 percent of students--3 percent of men and 2 percent of women- -between the ages of seventeen and twenty-one were enrolled at the degree level. Among all people over twenty-five in 1992, women averaged a mere 0.7 year of schooling compared with an average of 2.9 years for men. The discrepancy between rural and urban areas is even more marked. In 1981 only 7 percent of women in rural areas were literate, compared with 35 percent in urban areas. Among men, these rates were 27 and 57 percent, respectively. Pakistan's low female literacy rates are particularly confounding because these rates are analogous to those of some of the poorest countries in the world. Pakistan has never had a systematic, nationally coordinated effort to improve female primary education, despite its poor standing. It was once assumed that the reasons behind low female school enrollments were cultural, but research conducted by the Ministry for Women's Development and a number of international donor agencies in the 1980s revealed that danger to a woman's honor was parents' most crucial concern. Indeed, reluctance to accept schooling for women turned to enthusiasm when parents in rural Punjab and rural Balochistan could be guaranteed their daughters' safety and, hence, their honor.
Balochistan’s Girls Miss out on Education
By: Kalsum Khan(Killa Saifullah): Amna, Qudsia and Areeba look no different to other Pakistani schoolgirls. The trio of nine-year-olds with neatly braided hair and pressed uniforms giggle at a private joke as they walk through the gates of their school in the town of Sibi in Balochistan Province.
However, in the context of Balochistan, Pakistan's least developed province, they are unusual: they are among the very few girls who go to school.
Balochistan's female literacy rates are among the lowest in the world, with most girls not enrolled in a school. The province's literacy level - 37 percent - lags behind that of Pakistan's three other provinces and the national average of 53 percent.
Analyst Syed Fazl-e-Haider, a columnist with the Dawn English weekly newspaper based in the capital, Islamabad, estimated last month that the rural literacy rate in the province stood at no more than 23 percent.
The literacy rate for Balochistan's women was estimated at 20 percent, with only 10 percent of rural women receiving schooling.The Society for Community Support for Primary Education in Balochistan, an NGO, estimated that the female literacy rate in rural Balochistan increased from only 1.5 percent in 1992 to 8.9 percent in 1998.
"Some districts in Balochistan have among the lowest enrolment and literacy rates in the world, with one district recording only two percent enrolment at the primary [school] level," Naveed Hassan Naqvi, a World Bank education economist who also heads the Balochistan education support project, said.
The project has helped provide a US $22 million loan to set up community schools targeting girls.
But observers said there were numerous challenges to bringing the province level with other parts of Pakistan. Social attitudes were a problem but the ongoing conflict between the Pakistani military and local tribes was also detrimental.
The Human Rights Commission of Pakistan (HRCP) said fighting that flared in the Dera Bugti and Kohlu districts southeast of the province's capital, Quetta, late last year had killed at least 300 and forced thousands to flee. Children's education had been disrupted for at least six months. The fighting had eased but many families had yet to return.
"We moved to Sibi eight years ago from our village in the Dera Bugti district because there were no schools there and we wanted our children to be educated," Akbar Ahmed, 34, whose three children attend school in the town, said.
Elsewhere, law and order issues provided more problems. HRCP said there had been increased reports of highway robbery, vehicle theft and kidnapping.
Pakistan's government blames feudal leaders for the province’s backwardness.
"Feudal chiefs who hold back development for their own purposes will not be tolerated," Pakistan's President Pervez Musharraf said recently.
However, many people in Balochistan believe the issue is more complex. They blame the lack of development and extreme poverty on the authorities and accuse them of failing to grant the province control over its considerable natural resources. Balochistan contains 90 percent of the country's natural gas.
However, in the context of Balochistan, Pakistan's least developed province, they are unusual: they are among the very few girls who go to school.
Balochistan's female literacy rates are among the lowest in the world, with most girls not enrolled in a school. The province's literacy level - 37 percent - lags behind that of Pakistan's three other provinces and the national average of 53 percent.
Analyst Syed Fazl-e-Haider, a columnist with the Dawn English weekly newspaper based in the capital, Islamabad, estimated last month that the rural literacy rate in the province stood at no more than 23 percent.
The literacy rate for Balochistan's women was estimated at 20 percent, with only 10 percent of rural women receiving schooling.The Society for Community Support for Primary Education in Balochistan, an NGO, estimated that the female literacy rate in rural Balochistan increased from only 1.5 percent in 1992 to 8.9 percent in 1998.
"Some districts in Balochistan have among the lowest enrolment and literacy rates in the world, with one district recording only two percent enrolment at the primary [school] level," Naveed Hassan Naqvi, a World Bank education economist who also heads the Balochistan education support project, said.
The project has helped provide a US $22 million loan to set up community schools targeting girls.
But observers said there were numerous challenges to bringing the province level with other parts of Pakistan. Social attitudes were a problem but the ongoing conflict between the Pakistani military and local tribes was also detrimental.
The Human Rights Commission of Pakistan (HRCP) said fighting that flared in the Dera Bugti and Kohlu districts southeast of the province's capital, Quetta, late last year had killed at least 300 and forced thousands to flee. Children's education had been disrupted for at least six months. The fighting had eased but many families had yet to return.
"We moved to Sibi eight years ago from our village in the Dera Bugti district because there were no schools there and we wanted our children to be educated," Akbar Ahmed, 34, whose three children attend school in the town, said.
Elsewhere, law and order issues provided more problems. HRCP said there had been increased reports of highway robbery, vehicle theft and kidnapping.
Pakistan's government blames feudal leaders for the province’s backwardness.
"Feudal chiefs who hold back development for their own purposes will not be tolerated," Pakistan's President Pervez Musharraf said recently.
However, many people in Balochistan believe the issue is more complex. They blame the lack of development and extreme poverty on the authorities and accuse them of failing to grant the province control over its considerable natural resources. Balochistan contains 90 percent of the country's natural gas.
UNIVERSAL PRIMARY EDUCATION
By: Naveed Ahmed
The statistics of Primary Education in Pakistan shows a gross enrollment rate of 70%, with 50% of these children dropping out before reaching the fifth class. Out of these 35% survivors, only one third meet the minimum quality standard that is expected of a child passing primary education. This comes to only 11% of the total target population.
“To ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling and that girls and boys will have equal access to all levels of education.”
A child getting a chance to express her potential at an NCHD Feeder School
The NCHD's UPE program targets the Out-of-school children, by carrying out data collection of each and every household through door to door survey, with the help of village volunteers and teachers of schools, thus ensuring wider community participation through broad based community meetings. Once the list of out of school children are prepared form the data collected, names of out-of-school children are handed over to the village volunteers for visiting the homes of out-of-school children, for motivating the parents for in time enrollment, and ensuring their enrollment in nearest schools. Where there are no schools within commuting distance, NCHD opened formal community primary based schools, and thus ensured access to schooling. In formal schools, where the number of students increased because of intensive enrollment campaign, NCHD provided additional teachers to cater for the learning needs of new students. A system of dropout prevention was devised, which hinged upon private-public partnership; the teacher and the community volunteers followed up a persuasion strategy, following up on students absent without intimation.
The UPE program is implemented through the public sector institutions. The strategy for UPE remains capacity building of the District Education Department through demonstration and on-job training. For providing support to the Education Department, a field team is made responsible for social mobilization for enrollment and dropout prevention, and is attached with the Education Department for the capacity building of the Education Department. These field tiers also carry intensive monitoring of the activities, and also build the capacity of the Education Department for effective monitoring. The over riding concern remains provision of quality education, which is affected through rigorous teachers training and intensive monitoring of learning achievements of the students.
“To ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling and that girls and boys will have equal access to all levels of education.”
A child getting a chance to express her potential at an NCHD Feeder School
The NCHD's UPE program targets the Out-of-school children, by carrying out data collection of each and every household through door to door survey, with the help of village volunteers and teachers of schools, thus ensuring wider community participation through broad based community meetings. Once the list of out of school children are prepared form the data collected, names of out-of-school children are handed over to the village volunteers for visiting the homes of out-of-school children, for motivating the parents for in time enrollment, and ensuring their enrollment in nearest schools. Where there are no schools within commuting distance, NCHD opened formal community primary based schools, and thus ensured access to schooling. In formal schools, where the number of students increased because of intensive enrollment campaign, NCHD provided additional teachers to cater for the learning needs of new students. A system of dropout prevention was devised, which hinged upon private-public partnership; the teacher and the community volunteers followed up a persuasion strategy, following up on students absent without intimation.
The UPE program is implemented through the public sector institutions. The strategy for UPE remains capacity building of the District Education Department through demonstration and on-job training. For providing support to the Education Department, a field team is made responsible for social mobilization for enrollment and dropout prevention, and is attached with the Education Department for the capacity building of the Education Department. These field tiers also carry intensive monitoring of the activities, and also build the capacity of the Education Department for effective monitoring. The over riding concern remains provision of quality education, which is affected through rigorous teachers training and intensive monitoring of learning achievements of the students.
Home School VS. Public School
by: Jaffar
"Each day, more than 1,200 young men and women give up on their high school education, and, in many cases, on themselves" - so says the Brandon. Each day, 1,200 young men and women are becoming a burden to society. In a report done in March of 2006 for the Bill and Melinda Gates Foundation, it was found that one third of all Public High School students failed to graduate with less then 2 years to go. Nearly one half of those were blacks, Hispanics, and Pakistanis. Many students gave personal reasons for leaving school. A third (32 percent) said they had to get a job and make money; 26 percent said they became a parent; and 22 percent said they had to care for a family member. At the end of this article I will show you where to get the rest of this disturbing report.
I am not a fan of the public school system. Not with numbers like... the nationwide grand mean in reading for home schoolers was at the 79th percentile, and the 73rd percentile for language and math. This ranking means home school students performed better than approximately 77% of the sample population on whom the test was normed. Nearly 80% of home schooled children achieve individual scores above the national average and 54.7% of the 16,000 home schoolers achieved individual scores in the top quarter of the population, more than double the number of conventional school students who score in the top quarter.
Facts are facts, but commons sense dictates that the public schools just do not work. They keep throughing money at the problem, working on self esteem and incentives while passing out condoms. They took out morals and replaced it with acceptance. They took out accountability and replaced it with food stamps. That's what the government gives in return for your tax rupees. Not to mention the NEA. They are a force in Islamabad that would rival the IRS. Just mention the word 'school vouchers' and red flags go up while the race cards come down.
Point being that this great country does allow us a means to avoid the peer pressure filled, barb wire lined, police patrolling institutions we call public education. The number of home schools is rising every year, and with that are SAT test scores. The fact that nearly all home schools are Christian based is reason enough to go this route. But even if you took that out of the equation you would be left with flexible schedules, like going year round and taking a week off anytime you like. One on one training and tutoring, a nurturing environment as apposed to one that requires self defense as part of the curriculum.
It is easy to realize that the home school beats public school, and even private schools for that matter. One must consider the time it would take to pursue such a task though, along with the cost. I have found places that get the process rolling for a Rs.2500 Registration fee, Rs.1000 processing fee, and then Rs.85,000 – Rs.150,000 per child, depending on the number of children. These organizations will provide proper paperwork, curriculums, planners, schedules and support to keep it in line with all the various state laws that apply.
"Each day, more than 1,200 young men and women give up on their high school education, and, in many cases, on themselves" - so says the Brandon. Each day, 1,200 young men and women are becoming a burden to society. In a report done in March of 2006 for the Bill and Melinda Gates Foundation, it was found that one third of all Public High School students failed to graduate with less then 2 years to go. Nearly one half of those were blacks, Hispanics, and Pakistanis. Many students gave personal reasons for leaving school. A third (32 percent) said they had to get a job and make money; 26 percent said they became a parent; and 22 percent said they had to care for a family member. At the end of this article I will show you where to get the rest of this disturbing report.
I am not a fan of the public school system. Not with numbers like... the nationwide grand mean in reading for home schoolers was at the 79th percentile, and the 73rd percentile for language and math. This ranking means home school students performed better than approximately 77% of the sample population on whom the test was normed. Nearly 80% of home schooled children achieve individual scores above the national average and 54.7% of the 16,000 home schoolers achieved individual scores in the top quarter of the population, more than double the number of conventional school students who score in the top quarter.
Facts are facts, but commons sense dictates that the public schools just do not work. They keep throughing money at the problem, working on self esteem and incentives while passing out condoms. They took out morals and replaced it with acceptance. They took out accountability and replaced it with food stamps. That's what the government gives in return for your tax rupees. Not to mention the NEA. They are a force in Islamabad that would rival the IRS. Just mention the word 'school vouchers' and red flags go up while the race cards come down.
Point being that this great country does allow us a means to avoid the peer pressure filled, barb wire lined, police patrolling institutions we call public education. The number of home schools is rising every year, and with that are SAT test scores. The fact that nearly all home schools are Christian based is reason enough to go this route. But even if you took that out of the equation you would be left with flexible schedules, like going year round and taking a week off anytime you like. One on one training and tutoring, a nurturing environment as apposed to one that requires self defense as part of the curriculum.
It is easy to realize that the home school beats public school, and even private schools for that matter. One must consider the time it would take to pursue such a task though, along with the cost. I have found places that get the process rolling for a Rs.2500 Registration fee, Rs.1000 processing fee, and then Rs.85,000 – Rs.150,000 per child, depending on the number of children. These organizations will provide proper paperwork, curriculums, planners, schedules and support to keep it in line with all the various state laws that apply.
Education in Zhob
by:KarimA group of girls read outside a Save the Children supported girls' primary school in Zhob,Balochistan,Pakistan.Education is vital to lasting positive change in children's lives. Yet for millions of children and youth in developing countries, education is beyond reach. Save the Children reaches the world's most marginalized children those who urgently need education to survive and thrive in more than 30 countries around the world.Communities and nations, including some of the world's poorest, are committed to meeting the education needs of their most vulnerable children. They need global partnerships and support to meet the formidable challenges they face. In partnership with governments, nongovernmental organizations, and local communities, Save the Children brings quality education to the most vulnerable children in some 30 countries around the globe from sub-Saharan Africa to the Middle East, to Eurasia, South and Central Asia, and Latin America.
Save the Children's Education programs reach marginalized children girls, ethnic minorities, and children affected by HIV/AIDS, wars, and other catastrophes from early childhood through young adulthood. We attend to communities in greatest need, design programs that minimize obstacles to participation, and make the content of education relevant to the realities of children’s lives. Quality of learning at our schools is very high; typically children from Save the Children village schools score better on government exams than children enrolled in government schools.
Save the Children's Education programs reach marginalized children girls, ethnic minorities, and children affected by HIV/AIDS, wars, and other catastrophes from early childhood through young adulthood. We attend to communities in greatest need, design programs that minimize obstacles to participation, and make the content of education relevant to the realities of children’s lives. Quality of learning at our schools is very high; typically children from Save the Children village schools score better on government exams than children enrolled in government schools.
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