Physics accounts for 1/3rd of your marks for admission to IIT’s and other top Engineering colleges! With considerable focus on numerical problems, Physics can be high scoring too. Simply put, if you want a top rank and score, you have to absolutely prepare well for Physics.
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Are schools providing a safe haven in which learning can occur? Concern over this question led to the establishment of the sixth education g...
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Public schools in India Primary and secondary education Even though India has made high efforts to improve it´s education system, there are ... -
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Physics accounts for 1/3rd of your marks for admission to IIT’s and other top Engineering colleges! With considerable focus on numerical pro...
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Ravana had 10 head and Rama had only 01 head..............means Ravana was more minded than Rama.................But Rama had more MORAL VAL...
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PRIVATE SCHOOL TEACHERS IN INDIA: PROBLEMS OF TEACHERS IN PRIVATE PUBLIC SCHOOLS IN ... : "Are schools providing a safe haven in which ...
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jay shree ram!!!
Ravana had 10 head and Rama had only 01 head..............means Ravana was more minded than Rama.................But Rama had more MORAL VALUES ( stated in Indian Scriptures) than Ravana..............So Rama won!!!!!!!!!!!!!!!!! It is not so important to have big mind but Mind with Character and Values is important>>>>>>>>>>>>Happy Dushehra to all my FB Friends!!!!!!!!!
INDIAN JOB MARKET...HOW TO GET A JOB?
The Indian job market
As one of the most promising future world markets, India attracts many workers from abroad. Thriving IT centres such as Bangalore, Madras or Hyderabad, offer great career opportunities for expatriates.
Working in India demonstrates the willingness to work in a new culture and international market. As India’s importance in world economy increases, work experience in this country will become increasingly profitable.
Overview of Indian economy
India's economy is one of the largest in the world and the third largest in Asia. If it keeps growing at current rates, it will become the third largest economy in the world within the next ten years. Though agriculture is becoming less and less important, more than 60 % of the Indian population still depends on it.
However, the Indian economy is visibly changing. Look no further than the IT parks that have sprung up like mushrooms. Today, more than 50% of India's GDP is generated through services.
The Indian government has made huge efforts in terms of market liberalisation to attract foreign capital. Multi-national companies that were unable to invest in India 20 years ago due to strict regulations are now spending vast amounts of money creating ultra-modern infrastructure. However there are still many obstacles when it comes to doing business in India. This is why India ranks as one of the most difficult countries for business.
Booming sectors
India´s billion person market is one of the largest in the world. In terms of spending power, India is the fifth-largest economy in the world.
One of the fastest growing sectors in India is the IT-sector. Every year, many graduates from Indian universities enter the job market competing for the highest salaries. However demand in this sector is still high and likely to remain high. India has become one of the major exporters of software services within the last years, and around two thirds of worldwide off-shore IT services are based in India.
Engineering is another rapidly growing sector in India. As Indian companies start to expand globally, it becomes easier for foreigners to start their careers in India. Labour demand is especially high in the fields of biotechnology, aeronautics, auto industry and consumer electronics.
Positions in marketing and sales are also widely available. In international companies these positions are often given to foreign nationals.
Major companies in India
There are many multi-national companies operating in India, such as IBM, PWC, Goldman Sachs, ABN Amro, Microsoft, Unilever, Adobe and BP. Many Indian companies have also started recruiting expatriates. Examples for Indian companies are Tata Engineering, ITC, TCS and Infosys. You find more information on Indian companies on-line at www.fundoodata.com .
Job opportunities for expatriates in India
Since India has a huge supply of cheap labour, good education is the key to success. A western college or university degree is a major advantage and a few years of work experience will improve your chances of finding a job in India.
India's growing economy creates huge demand for highly skilled workers. While sectors such as IT are popular among young Indians, others face the problem of a lack of qualified labour. There are many education and professional training possibilities in India, but they cannot (yet) meet the demand of qualified people. This has created opportunities for expatriates who want to work in the education and professional training fields.
Upper management positions used to be filled with expatriates. Work experience in the West, especially in the USA, was seen as major advantage. Although this is often still the case, Indian companies usually prefer to employ indigenous staff.
Teaching English is always an option for expatriates and there are many jobs available at high schools, universities and at language schools. Being a native teacher with a TEFL certificate is usually enough to apply for a teaching job. If you want to teach at international schools you will need to meet additional education requirements. Positions at these schools are limited. There are also teaching positions available at institutions focusing on international culture. Many of these institutions train employees for India-based call centres.
Learning the language of the Indian region you want to work in is not necessary, as English is spoken in most companies. It will improve your chances of finding a job, however, and, eventually, of getting a promotion.
As one of the most promising future world markets, India attracts many workers from abroad. Thriving IT centres such as Bangalore, Madras or Hyderabad, offer great career opportunities for expatriates.
Working in India demonstrates the willingness to work in a new culture and international market. As India’s importance in world economy increases, work experience in this country will become increasingly profitable.
Overview of Indian economy
India's economy is one of the largest in the world and the third largest in Asia. If it keeps growing at current rates, it will become the third largest economy in the world within the next ten years. Though agriculture is becoming less and less important, more than 60 % of the Indian population still depends on it.
However, the Indian economy is visibly changing. Look no further than the IT parks that have sprung up like mushrooms. Today, more than 50% of India's GDP is generated through services.
The Indian government has made huge efforts in terms of market liberalisation to attract foreign capital. Multi-national companies that were unable to invest in India 20 years ago due to strict regulations are now spending vast amounts of money creating ultra-modern infrastructure. However there are still many obstacles when it comes to doing business in India. This is why India ranks as one of the most difficult countries for business.
Booming sectors
India´s billion person market is one of the largest in the world. In terms of spending power, India is the fifth-largest economy in the world.
One of the fastest growing sectors in India is the IT-sector. Every year, many graduates from Indian universities enter the job market competing for the highest salaries. However demand in this sector is still high and likely to remain high. India has become one of the major exporters of software services within the last years, and around two thirds of worldwide off-shore IT services are based in India.
Engineering is another rapidly growing sector in India. As Indian companies start to expand globally, it becomes easier for foreigners to start their careers in India. Labour demand is especially high in the fields of biotechnology, aeronautics, auto industry and consumer electronics.
Positions in marketing and sales are also widely available. In international companies these positions are often given to foreign nationals.
Major companies in India
There are many multi-national companies operating in India, such as IBM, PWC, Goldman Sachs, ABN Amro, Microsoft, Unilever, Adobe and BP. Many Indian companies have also started recruiting expatriates. Examples for Indian companies are Tata Engineering, ITC, TCS and Infosys. You find more information on Indian companies on-line at www.fundoodata.com .
Job opportunities for expatriates in India
Since India has a huge supply of cheap labour, good education is the key to success. A western college or university degree is a major advantage and a few years of work experience will improve your chances of finding a job in India.
India's growing economy creates huge demand for highly skilled workers. While sectors such as IT are popular among young Indians, others face the problem of a lack of qualified labour. There are many education and professional training possibilities in India, but they cannot (yet) meet the demand of qualified people. This has created opportunities for expatriates who want to work in the education and professional training fields.
Upper management positions used to be filled with expatriates. Work experience in the West, especially in the USA, was seen as major advantage. Although this is often still the case, Indian companies usually prefer to employ indigenous staff.
Teaching English is always an option for expatriates and there are many jobs available at high schools, universities and at language schools. Being a native teacher with a TEFL certificate is usually enough to apply for a teaching job. If you want to teach at international schools you will need to meet additional education requirements. Positions at these schools are limited. There are also teaching positions available at institutions focusing on international culture. Many of these institutions train employees for India-based call centres.
Learning the language of the Indian region you want to work in is not necessary, as English is spoken in most companies. It will improve your chances of finding a job, however, and, eventually, of getting a promotion.
PUBLIC SCHOOLS IN INDIA: PROBLEMS AND SUGGESTIONS
Public schools in India
Primary and secondary education
Even though India has made high efforts to improve it´s education system, there are still many obstacles limiting the quality of education. One of the major pitfalls is the shortage in the number of teachers and school equipment.
Primary education in India
Availability of primary schools in remote areas is still limited leading to anomalies in student teacher ratios. In addition, teacher trainings have not yet been unified in India which makes getting a competent teacher for your child like playing the lottery. Although the situation is improving, it will take decades before the quality of India’s primary education system reaches Western levels.
Secondary education in India
Secondary education in India includes the two year high school as well as vocational colleges. The main focus of secondary education centres is on the preparation for certain professions.
Even though high schools and colleges face the same problems as primary schools, their quality of education is significantly better. This is mainly due too the fact that experienced professionals from Indian companies and universities are called to teach at secondary schools on a regular basis. Their experiences often compensate teachers’ lack of knowledge. However, even fewer children than at primary schools are able to attend secondary schools in India.
Admission requirements in India
Which pre-requisites need to be fulfilled before you can enrol your child in an Indian school is hard to find out as there are four independent school boards responsible for different regions in India. Requirements for the same type of school can even differ even within one state as the jurisdiction of the boards does not match state lines. The four school boards are:
the state government’s secondary education examination board (SSLC) which regulates the majority of Indian schools
The Central Board of Secondary Education (CBSE)
The Council for the Indian School Certificate Examinations (ISCE)
The National Open School Board
To make things worse, there are further admission requirements defined by each school individually. You will have to find those out yourself at the respective school. Newspapers also provide admission requirement information of local schools.
Indian schools usually have entrance exams which take place between September and December. The exact dates of these exams differ, again, among schools and can also be found in local newspapers.
For admission you will have to fill in forms provided by your desired school.
School tuitions in India
Even though public schools are free of charge, you will have to pay for books, lunch and exams, including the entrance exam, and as a foreigner you are expected to contribute to sports or building funds for your school. These funds are tantamount to demanding a bribe and it is not clear whether your money is actually used to improve schooling. However, if you want to keep your child’s chances of admission you should simply pay.
Despite the chaotic situation of admission at Indian schools, transition between them is fairly easy. Final exams at the end of each school are, more or less, equal and your child should not encounter problems at the new school. Only the different quality of individual teachers may be something your child needs to adapt to. The final exams of all boards at the end of high school allow students to apply for a degree program at any Indian university.
PRIVATE SCHOOL TEACHERS IN INDIA: PROBLEMS OF TEACHERS IN PRIVATE PUBLIC SCHOOLS IN ...
PRIVATE SCHOOL TEACHERS IN INDIA: PROBLEMS OF TEACHERS IN PRIVATE PUBLIC SCHOOLS IN ...: "Are schools providing a safe haven in which learning can occur? Concern over this question led to the establishment of the sixth education ..."
PROBLEMS OF TEACHERS IN PRIVATE PUBLIC SCHOOLS IN INDIA.
Are schools providing a safe haven in which learning can occur? Concern over this question led to the establishment of the sixth education goal, "By the year 2000, every school in America will be free of drugs and violence and will offer a disciplined environment conducive to learning." The Schools and Staffing Survey (SASS), conducted by the National Center for Education Statistics (NCES) in 1987-88 and 1990-91, asked teachers and principals their view of problems in their schools. When asked about a range of school problems including absenteeism, student drug abuse, and physical conflicts among students, teachers and principals could respond that each problem was either a serious problem, moderate problem, minor problem, or not a problem in their schools.
TEACHERS AND PRINCIPALS SAY FAMILY FACTORS ARE SERIOUS PROBLEMS IN SCHOOLS.
In 1990-91, one out of every four public school teachers cited lack of parent involvement as a serious problem in their schools. This problem was also described as "serious" by 4.3 percent of private school teachers. Among both public and private school teachers, this problem topped the list in the percentage of teachers who rated it as a serious problem in their schools. Secondary teachers were more likely than elementary teachers to report lack of parent involvement as a serious problem in their schools.
TABLE 1.--Percent of teachers who said that lack of parent
involvement was a serious problem in their schools
Total Elementary Secondary
---------------------------------------
Public 25.5 20.6 30.7
Private 4.3 3.0 5.5
School principals agreed that lack of parent involvement was one of the most serious school problems. Among public school principals, poverty was described as a "serious" problem as often as lack of parent involvement. Private school principals cited poverty as a "serious" problem somewhat more often than they cited lack of parent involvement.
TABLE 2.--Percent of school principals who said that each problem
was a serious problem in their schools
Public Private
---------------------
Lack of parent involvement 14.5 2.2
Poverty 14.9 3.8
MORE SECONDARY SCHOOL TEACHERS SAY STUDENT ATTITUDES AND BEHAVIORS ARE SERIOUS PROBLEMS.
Besides lack of parent involvement, the school problems viewed as serious by at least 10 percent of public school teachers included student apathy, poverty, student absenteeism, student disrespect for teachers, parental alcoholism and/or drug abuse, and student tardiness. Behaviors and attitudes of students were more likely to be seen as problematic by teachers at the secondary level than by teachers at the elementary level. Parent alcoholism, on the other hand, was described as "serious" as often by elementary teachers as by secondary teachers and poverty was described as "serious" more often by elementary teachers.
Private school teachers were much less likely to report that any of the above problems were "serious." The percentage of private school teachers rating each problem as "serious" ranged from .1 percent for student possession of weapons to 4.3 percent for lack of parent involvement.
TABLE 3.--Percent of teachers who said that each problem was a
serious problem in their schools
Elementary Secondary
---------------------------
Public teachers
Poverty 18.9 15.2
Parental alcoholism 11.6 12.5
Student apathy 10.4 31.7
Student absenteeism 6.1 22.9
Private teachers
Poverty 1.4 2.6
Parental alcoholism 1.4 3.0
Student apathy 1.7 6.5
Student absenteeism .7 4.5
Fewer teachers and principals say drug and alcohol use is a seri- ous problem in 1991. With the completion of the second SASS survey of teachers in 1991, NCES can now report changes in teachers' and principals' perceptions of the seriousness of school problems such as alcohol and drug abuse and school violence.
In 1991, fewer secondary school teachers viewed alcohol and drug abuse by students as serious problems in their schools than in 1988. Teachers' reports of the seriousness of alcohol and drug abuse declined in both public and private secondary schools.
Despite recent increasing attention to the presence of guns and other weapons on school grounds, more teachers did not report that student possession of weapons was a serious problem in 1991 than they did in 1988.
Reports of public secondary school principals in 1991 indicated a decrease in the percentage who viewed drug and alcohol use by students as a serious problem. About 12 percent of public sec- ondary school principals said that alcohol use was a "serious" problem in 1988 compared with 7 percent in 1991. The percentage who said that drug abuse was "serious" decreased from 5.4 percent in 1988 to 2.6 percent in 1991.
While there was no change in the percentage of private secondary school principals who viewed drug abuse as a serious problem between 1988 and 1991, the percentage who viewed alcohol use as a serious problem decreased during this period, from 3.4 percent to .8 percent.
Very few public or private school principals reported that student possession of weapons was a serious problem in their schools. While only about .5 percent of public secondary school principals said that this was a serious problem in 1988 and 1991, virtually none of the private school principals said that weapons possession was a serious problem.
TABLE 4.--Percent of secondary school teachers and school princi-
pals who viewed student alcohol use, drug abuse, or weapons
possession as a serious problem, 1988 and 1991
School Teachers School Principals
1988 1991 1988 1991
----------------- -------------------
Public
Alcohol use 21.5 16.1 11.7 7.1
Drug abuse 14.9 8.2 5.4 2.6
Weapons possession 2.6 2.2 .3 .5
Private
Alcohol use 6.6 4.5 3.4 .8
Drug abuse 3.0 .9 1.9 .4
Weapons possession .3 .1 0 --
________________________________________________________________
--Too few cases for a reliable estimate.
FOR MORE INFORMATION, SEE THE FOLLOWING REPORTS:
Choy, S.P., Medrich, E.A., Henke, R.R., Bobbitt, S.A., Schools and Staffing in the United States: A Statistical Profile, 1987- 88. National Center for Education Statistics, NCES 92-120.
Kaufman, S. 1988 Schools and Staffing Survey Sample Design and Estimation. National Center for Education Statistics, NCES 91- 127.
Kaufman, S. and Huang, H. 1990-91 SASS: Sample Design and Estimation. Technical Report. National Center for Education Statistics, NCES 93-449.
Mansfield, W., Alexander, D., and Farris, E. Teacher Survey on Safe, Disciplined, and Drug-Free Schools. Fast Response Survey System. National Center for Education Statistics E.D. TABS, NCES 91-091.
ISSUE BRIEFS present information on education topics of current interest. All estimates shown are based on samples and are subject to sampling variability. All differences reported are statistically significant at the .05 level. In the design, conduct, and data processing of NCES surveys, efforts are made to minimize the effects of nonsampling errors, such as item nonre- sponse, measurement error, data processing error, or other systematic error.
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