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The Rural Student In Rural School.

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Education Learning Outcomes in Sports Games via TLM.

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Many children enjoy playing in rural sports.

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Teachers, guardians and children

गुरुवार, 28 नवंबर 2019

Importance of education in India-Rural Education

Rural Education In India 

         Rural Education In India Before discussing the importance of education and its benefits, let's have a look at the state of education in India. There has been a revolutionary awareness of education in India. But its status is still not appreciable. Especially in rural areas, education is not good. For you and your children

    Rural Education In India Even in the big cities here, education has not touched its leather border. High-class people who are very rich. Their children all get educated in good schools. They are not short of anything, so they get an education easily.

    After that those who have enough money, educate their children by studying in good schools. People who do not have enough money, somehow get their children educated up to high school.

       After that, the child starts thinking of earning money by seeing the financial condition of his parents. By the way, very few children in the family have addresses after getting higher education. The state of education in India hides here and at a lower level than this.

      Rural Education In India Talking about those who live below the poverty line, the government has made good arrangements for their children up to high school. Government schools have provided the facility of dress money, mid-day meal, satraps, cycles, etc. 

      Its benefits are also seen. People are taking advantage of this. Those below the poverty line somehow get education up to high school. But after that, they do not get a higher education.

       Education status in India will not be fully strengthened only by the higher class of people being educated. To improve its status as a whole, people of all categories need to get higher education.

           Rural Education In India Government and non-governmental organizations need to take concrete steps for this. We all need to be aware to improve the state of education in India. We should work in this field as much as possible at our level


Importance of education in India-

              Rural Education In India Education is a sun that shines its light on humans. And the rays emanating from this shine not only the family, society, country but the whole world. Education is a perfume inside human beings that keeps on smelling society with its fragrance. Education teaches us the highest style of living. It creates a good character in humans. 

        Only an educated person can become a doctor, engineer, pilot, lawyer, and good businessman, etc. An educated person can do any work very well. It is said that a human being can never remain hungry.

Importance of education in employment-

      Rural Education In India The importance of education is and always will be in human life. Education develops man's abilities. The more educated a person is, the better his career is.

    An educated person gets a job at a good post in any company. His salary is also good. Whereas those who are not educated do not get a good post job in any company. And their salary is also less than educated people.

    No one can fool an educated person quickly or exploit him. Those who are not educated can easily be fooled. And those people easily become victims of exploitation.

बुधवार, 27 नवंबर 2019

Rural Education Gramin Shiksha

Rural Education Gramin Shiksha

           The child learns a lot in school along with other children, but it is difficult to teach him at home. Usually, parents do not know what is the right way to teach a child. They think that scolding or killing the child is an option so that they start studying fearfully. But the question is, is this really the right way

         By scaring the child, you can force him to read in front of you, but he will avoid studying as a burden as soon as you lose sight. In such a situation, it is very important for the parents to know how to teach the child so that he will enjoy the studies and his interest in studies will increase.

       Before teaching children, know that you need patience in this work. The child will ask you the same question many times and you will have to explain it. Apart from this, take special care of these things while teaching the child.

1. If the child is very young, then try to teach him with the help of photo book, book of poems or video of poems.

2. There are many toys for teaching young children. Using them will also be very beneficial. Your child will learn a lot about sports.

3. Talk with children full of information. Try to give logical answers to their questions. Listening makes sense more quickly

4. Do not tie the child in the house. Children learn a lot by looking at things in society and meeting other children.

5. Do not consider being strict with children as the only option. Try to explain it to children in different ways. They can insist but once their fear of beating or scolding is gone, they will also stop respecting you.

मंगलवार, 19 नवंबर 2019

Status of education in rural India

Status of education in rural India

       Rural Education India. The history of Indian education is also the history of Indian civilization. We also find the place and role of education in the development of Indian society and the changes in it, continuously developing. After the public system of education between the Sutrakala and Lokayat, we see Buddhist education being constantly filled with material and social commitment. In the Buddhist period, women and Shudras were also included in the mainstream of education.

       The education system that was built in ancient India was better and better than the education system of the contemporary world, but in the course of time, the Indian education system declined. Foreigners did not develop the education system here in the proportion it should have. During its transition, Indian education faced many challenges and problems. Even today, these challenges and problems are in front of us which we have to deal with.


     By 1750, the practice of Gurukul continued in India, but due to the transition of English education by Makole, the ancient education system of India came to an end and many Gurukuls were broken in India and convents and public schools were opened in their place.

1 ancient time education
2 medieval times education
3 modern period education
4 British education policy for India
education after independence 
6 Major events in the history of Indian education

Ancient Indian education-
       Acharya's place in Indian education was very proud. He was respected and respected. Acharya was a learned scholar, virtuous, actionable, selfless, self-respecting and always committed to the welfare of the students. The teachers used to make the character of the students, arrange food for them, treat the sick students, they used to start well. Acharya considered Brahmachari only as a part of his family and treated him in the same way. Acharya used to give free education with religious wisdom.

The students respected and obeyed the Guru. Acharya was touched and presented for the routine in the morning. Under the seat of the Guru, it was considered to be the duties of the students, to be dressed in a comfortable manner, to clean clothes and food on time, to collect fuel, to feed animals, etc. Students used to get up at the Brahmamuhurta and after bathing in the morning, used to take bath, evenings, home, etc. Then used to study.

Education was given the utmost importance in ancient times. India was called 'Vishwaguru'. Various scholars have taught education with metaphors like a light source, insight, inner light, knowledge and third eye. It was the belief of that era that just as light is the means to remove darkness, education is the means to remove all the doubts and illusions of a person. In ancient times, it was emphasized that education gives a real vision of life to a person. And makes it fit

We see the early form of education of ancient India in the Rigveda. The aim of education in the Rigveda era was metaphysics. Those who interviewed the element with celibacy, penance and yoga practice were famous by the names of sages, vipers,  poets, sages,  The interviewed elements were collected in the form of mantras in the Vedic codes, which included the study of Swadhyaya, Sangopang, Shravan, Manana and Nididhyasana.

Medieval period-
      Acharya's place in Indian education was very proud. He was respected and respected. Acharya was a learned scholar, virtuous, actionable, selfless, self-respecting and always committed to the welfare of the students. The teachers used to make the character of the students, arrange food for them, treat the sick students, they used to start well. Acharya considered Brahmachari only as a part of his family and treated him in the same way. Acharya used to give free education with religious wisdom.

    The students respected and obeyed the Guru. Acharya was touched and presented for the routine in the morning. Under the seat of the Guru, it was considered to be the duties of the students, to be dressed in a comfortable manner, to clean clothes and food on time, to collect fuel, to feed animals, etc. Students used to get up at the Brahmamuhurta and after bathing in the morning, used to take bath, evenings, home, etc. Then used to study.

      Education was arranged for the princes within the palaces. The knowledge of the state system, military organization, war operations, literature, history, grammar, law, etc. was obtained from the home educators. Princesses also got an education. The teachers were highly respected. He was a scholar and a virtuous person. The students and teachers had a mutual love and respect. Emphasis was placed on simplicity, virtue, education, and religion. There was a tradition of memorizing. Lessons were taught by question, interpretation, and examples. There was no examination.

modern period-
     Seeing the improvement of the economic condition of Western-educated Indians, the public started leaning here. A large number of students started entering English schools as the policy of appointing English-educated Indians to government posts was announced. Along with governmental encouragement, English education also received a substantial amount of individual support. With the expansion of the English Empire, more staff and physicians, engineers and lawmakers were required.

      The government's vision was towards useful education. Medical, engineering and law colleges started to be established. Jyotiba Phule opened a school in 1848 to improve the condition of women and their education. It was the first school in the country for this work. If the teacher could not be found to teach the girls, he did this work for a few days and made his wife Savitri eligible.

      The upper-class people tried to disrupt their work from the beginning, but as Phule continued to move forward, he forced his father to expel the husband and wife from the house. This did stop his work for some time, but soon He opened three schools for girls one after the other. Focus on women's education.

Major events in the history of Indian education-

  1. 1780: 'Kolkata Madrasa' established by East India Company.
  2. 1791: Establishment of 'Sanskrit College' in Banaras by East India Company
  3. 1813: It was decided to spend money on education through a decree.
  4. 1835: Macaulay's manifesto
  5. 1848: Mahatma Jotiba Phule opened India's first primary school for girls in Pune in 1848,     after teaching his wife Savitribai Phule. 
  6. 1854: Manifesto of Wood
  7. 1857: Universities are established in Calcutta, Bombay, and Madras.
  8. 1870: Establishment of Ferguson College in Poona by Bal Gangadhar Tilak and his associates.
  9. 1882: Hunter Commission
  10. 1886: Establishment of Dayanand Anglo Vedic College in Lahore by Arya Samaj.
  11. 1893: Establishment of Kashi Nagri Pracharini Sabha.
  12. 1893: Maharaja Sayaji Rao Gaekwad of Baroda first introduced the state to compulsory education.
  13. 1849-1922: Chhatrapati Sahu Ji Maharaj established schools and hostels for the underprivileged and poor children and provided them financial assistance for higher education.
  14. 1898: 'Central Hindu College' established by Mrs. Annie Besant in Kashi.
  15. 1901: Lord Curzon held a secret education conference in Shimla in which 152 proposals were accepted.
  16. 1902: Appointment of University Commission of India (by Lord Curzon)
  17. Establishment of Gurukul Kangri University in Kangri near Haridwar by Swami Shraddhanand.
  18. 1904: Indian University Law made.
  19. 1905: At the time of the Swadeshi Movement, the Council of Ethnic Education was established in Calcutta and a National College was established, with the first principal being Arvind Ghosh. Bengal Technical Institute was also established.
  20. 1906: Maharaja Sayaji Rao Gaikwad of Baroda was the first ruler of India to start free and compulsory primary education in his state in 1904. 
  21. 1911: Gopal Krishna Gokhale tried to make primary education free and compulsory.
  22. 1916: Establishment of Kashi Hindu University by Madan Mohan Malaviya
  23. 1937–38: Basic education scheme based on Gandhian ideas implemented.
  24. 1945: Sergeant scheme implemented.
  25. 1948-49: University Education Commission formed
  26. 1951: Establishment of first IIT in Kharagpur
  27. 1952–53: Secondary Education Commission formed
  28. 1956: Establishment of University Grants Commission
  29. 1958: Second Indian Institute of Technology established in Mumbai
  30. 1959: Third and fourth IITs set up in Kanpur and Chennai respectively :::
  31. 1961: Establishment of NCERT
  32. 1964-66: Establishment of Kothari Education Commission, report submitted.
  33. 1968: First National Education Policy was adopted in accordance with the recommendations of the Kothari Education Commission.
  34. 1975: Integrated Child Development Services Scheme for the proper development of children up to six years old.
  35. 1976: Constitution amendment to change education from 'state' subject to "concurrent" subject.
  36. 1984: Fourth IIM established in Lucknow.
  37. 1985: Establishment of Indira Gandhi National Open University by Act of Parliament.
  38. 1986: New National Education Policy adopted.
  39. 1987–88: All India Council for Technical Education (AICTE) established by Act of Parliament as a statutory body

  40. 1992: Amendment in National Education Policy, 1986, based on review by Acharya Ramamurthy Committee.
  41. 1995: Centrally aided mid-day meal scheme started in primary schools.
  42. 1996: Fifth IIM established in Kozhikode
  43. 1998: Sixth IIM established in Indore
  44. 2001: Census literacy rate 65.4% (overall), 53.7% (female)
  45. 2002: Constitution amendment to make free and compulsory education a fundamental right.
  46. 2003: 17 Regional Engineering Colleges converted into National Institutes of Technology.
  47. 2004: A satellite dedicated to education "EduSat" was launched.
  48. 2005: National Minorities Educational Institutions Commission set up by Act of Parliament
  49. 2006: Two Indian Institutes of Science Education and Research are established in Kolkata and Pune.
  50. 2007: Seventh IIM was established in Shillong
  51. 2009: The Right to Free and Compulsory Child Education Act (RTE) passed by the Indian Parliament.
  52. 20 March 2018: Declaration of autonomy to 42 universities and 4 colleges (including five central universities including JNU, BHU, and HCU)

शनिवार, 16 नवंबर 2019

Education System In Rural Education India

Education System In Rural Education India

         Education is not compulsory at this level, but it is a very popular level in urban and semi-urban areas. Youth Montessori schools or sports schools have been opened for children up to the age of 3 years. The preschool system has been further divided into playschools and kindergartens.


    Primary education is compulsory for all children in India. One to fifth-grade children in the age group of 6 to 10 is in India's primary education system.

Essay on the Indian education system-
         The education system in India Hindi

With over 13,00,000+ schools and over 315 million enrollments, India has the largest education system in the world. Due to educational reforms since the 80s, pre-school and primary schools have been made available to all children in India.


      According to the Right to Education Act 2009, schooling is free and compulsory for all children in the age group of 6 to 14 years. Most schools in India pay attention to academics and pay less attention to extra-curricular activities. The Indian education system follows a 10 + 2 + 3 pattern

State Government Boards-

    All states have their educational boards, which are regulated and supervised by the state governments. Many Indian schools belong to various state boards, the oldest UP board was established in 1922. Some of the other popular state boards are Maharashtra State Board, West Bengal State Board, Madhya Pradesh, and Andhra Pradesh.

NIOS (The National Institute of Open Schooling)-

   Established by the Ministry of Human Resource Development, it is a board for distance education. Presently there are 3,827 educational centers, 1,830 vocational centers, and 690 accredited agencies under NIOS.

Indian education system-
      Well, there is a lot of discussion on the Indian education system these days, because our Union Education Minister and the government are trying to improve our education system and make it more world-class. Efforts are being made to make our education system in such a way that the students can learn from basic education and things to modern things, but still, we have a long way to go. That is why you can also express your views by giving speeches on this subject of the Indian education system on the occasions of need.

      education system If we look at the ancient education system of India, we find that it was based on the Gurukul education system, the foundation of which we know today as the teacher and was based on the direct relation of the disciple or student. Under such an education system, one had to acquire knowledge of Vedic literature along with leading a firm life and disciplined life. This education system was mostly dedicated to learning philosophy, theology, and linguistics. We can say that it was such an inclusive education system, which emphasized the subject of spirituality and philosophy, about war and a healthy lifestyle with good morals.

       the education system, However, this education system was divided on the basis of the varna system and both women and Shudras were deprived of knowledge of the education system and business subjects. After this, we see that the Madrasa education system emerged in medieval India and it established its dominance during this period. Most such schools such as Madraso and Pathshala were run under the supervision of Maulvi who taught Muslim students and Brahmins who taught Hindu students respectively.

      During that period there was no seriousness in the thinking of the people towards education. Because mainly these education systems were based on their traditional view of Hindu and Muslim communities and they put more emphasis on philosophical and religious education rather than secular education.

   But we should also not forget that secular education became a center of great inspiration among people in Western Europe only after the 17th century, and after that in the 19th century, scientific knowledge came in front of people.

शुक्रवार, 15 नवंबर 2019

Education Or Business-Business and education-Rrual Education

Education Or Business

             Business and education is a single paid branch that includes vocational skills and education of operations. Maturing this field of business education is necessary at many levels, including all types of secondary and higher education institutions. There are different forms of education in business, which mainly start from a school classroom to higher education.

Budget 2019-20: Education sector budget increased by 13 percent-

     Business and education In the budget announced on Friday, the Center has given Rs 94,853.64 crore for the education sector in the financial year 2019-20, which is 13 percent higher than the revised estimate for the FY 2018-19. In the last budget, the then Finance Minister Arun Jaitley allocated Rs 85,010 crore for the education sector which was later increased to Rs 83,625.86 crore. However, Rs 38,317.01 crore has been allocated separately for higher education while Rs 56,536.63 crore has been allocated for school education. The budget is given to the University Grants Commission in 2018-19.

        Rs 899.22 crore has been allocated for the Indian Institute of Science, Education, and Research (IISER). The Center has also allocated Rs 400 crore to set up world-class educational institutions and announced a 'Study in India' program to attract foreign students to the country. Presenting the first budget of the second term of the NDA government, Finance Minister Nirmala Sitharaman said that the government will bring a new national education policy to make India's higher education system one of the best in the world.


Education required to make a career in business-

    Business and education It has been a guide for a career in business. Here we have discussed education, a career path in business, job position, salary in business and career outlook. You can also see the following article to know more-
In the business sector, the paths to achieve success are limitless but we must first go through the traditional path.

So to be in the field of business you must first study up to +2 to study mathematics in your school, so that little attention is given to communication and computer- to get in touch with the technical aspect of a business.

     Then for your bachelor's, you can go for an associate degree in economics, accounts or business (BBA-Bachelor in Business Administration).

     Business and education And finally, you can reach your destination by entering the best business school by approving your standardized exam (CAT for entering IIMs in India and GRE for the world stage, GMAT, etc.). Get an MBA (Master's degree in Business Administration with a reputed organization) and things will start rolling for you.
After completing your graduation you can opt for some professional certification like CBM (Certified Business Manager) or PMP (Project Management Professional). This type of certification will help you land directly in the business world (at least entry-level). But with these certifications, you have to stay on your toes and give yourself a few hours to update yourself, so that your credibility remains.

A career in business-
Business and education When you start your foot (walk) on the floor of the world it is very likely that you will fall but the respect in which you will rise will matter the most. All year as you have been part of 2019 is no different. Every year everyone is poised to build a strategic career and getting into the professional field is a good step if you are good at communicating with people, have good intro career skills and really little common sense.

     To work in the field of business, all you have to do is to aim for how you are going to generate profit for the organization, whether it is trending or what is happening for social media tracking and specific personal analysis. , To find out

बुधवार, 13 नवंबर 2019

Rural Education In India -Mid-Day-Meal Sysem

Mid-Day-Meal System -Rural Education In India

         Rural Education In India The Mid-Day-Meal Scheme is run with the concerted efforts of the Government of India and the State Government. The Mid-Day-Meal scheme was implemented by the Government of India on August 15, 1995, under which all children studying in government/council/ state government-aided primary schools from class 1 to 5, at 80 percent attendance, received 03 kg of wheat per month or 80 It was arranged to give rice. But under the scheme, the full benefit of the food grains given to the students was not received by the student, but he used to butt in the middle of his family.

       Rural Education In India  As per the instructions are given by the Supreme Court on 28 November 2001, a scheme has been started to provide cooked food in primary schools from 01 September 2004 in the state. Keeping in view the success of the scheme, from October 2007 it has been extended to higher primary schools located in educationally backward blocks and from April 2008 to the remaining blocks and upper primary schools located in the city area.

Rural Education In India

  • Providing nutritious food to the children studying in the state's primary, council and state government-aided primary schools, EGS and IEE centers.
  • To develop the ability of children to learn by providing nutritious food.
  • Increase student numbers in schools.
  • Develop a tendency for students to stay in school in primary classes and reduce dropout rates.
  • To develop a sense of brotherhood in children and to feed them the difference between different castes and religions by sewing them together so that a good understanding is created in them.

Mid-Day-Meal - arrangement : -          
             Rural Education In India Under this scheme, students are provided tasty and delicious food in the mid-day school. Under the scheme, arrangements have been made to provide food items made of rice to each student 4 days a week and food items made of wheat for 2 days. Under this scheme, food grains (wheat/rice) are made available by the Government of India at the rate of 100 grams per student per day at the primary level and 150 grams per student per day at the upper primary level. At least 450 calories of energy and 12 grams of protein should be available in the food being provided in primary schools and at least 700 calories of energy and 20 grams of protein should be available in upper primary schools. The menu has been extensively changed according to the enhanced nutritional standard and has been widely disseminated.

Menu for food: -Rural Education In India
         Different types of food (menu) have been arranged for each working day of the week for a variety of mid-day meals so that all the nutrients of the food are available and also according to the interest of the children. Due to the setting of the menu, transparency has come and the community has been able to determine the compliance status of the menu.

Attentiveness-Rural Education In India
   Mid-Day-Meal -Further care should be taken that such mistakes are not repeated in the future and these mistakes need to be rectified.

     Mid-Day-Meal - The suppliers of mid-day meals in a Vellore government middle school have come under scanner after parents discovered that their children were provided with rotten eggs for lunch. The incident occurred on Thursday.

When the parents thronged the supplier’s’ office, they feigned innocence and retorted saying that they only cooked the eggs that were supplied to them and had no clue it was spoilt. Upon hearing this issue, Nalankani, the zonal development officer rushed to the spot. On investigation, it was found that all eggs provided to the students were spoilt.

The suppliers were ordered to distribute fresh eggs.

He also promised the parents-teachers association that action will be initiated against the suppliers if found guilty.
The All Assam Primary and Upper Primary Mid-day Meal Cook and Helpers’ Association on Thursday threatened to move court, challenging the engagement of 15 NGOs for preparing midday meals for primary schools in the state.

सोमवार, 11 नवंबर 2019

Rural education In India-primary education TLM

primary education TLM-Rural education In India

       The medium of education in sports and sports has been given the first priority by TLM so that the child can get an education through TLM and TLM is also known as teaching aids and teaching-learning- material.

          The purpose is to feed them, keep them quiet or provide them with unique knowledge subconsciously, while they are concentrating or entertaining themselves using these gadgets. 

Everyone is connected to the Internet to some extent. Despite the positive and negative effects, as the 3rd generation technology succession reached this level, it is quite inevitable that embracing the fusion of technologies is just a matter of time. Embarking on the Fourth Industrial Revolution (4IR), technology and market leaders are already forecasting what will be the future trends. These include massive job losses due to automation, 10 percent clothes, and spectacles being connected to the internet, mobile phone implants in the human body, 90 percent of people to have unlimited free cloud storage,10 percent cars to be driverless, cities without traffic lights, 3d printed cars, 3d printed organs, etc. While these dreams are becoming reality, the choice is on us; either we could whimsically wait for this amazing future to happen and see who leads the world, or it is for us to claim a stake to lead the world together.

     teachers and educators seldom know what opportunities and disruptions are waiting for foIn the quest for this answer, last year Access to Information (a2i) Programme organized a few workshops futurists, designers, journalists, development partners, and students together to discuss “Future Education”. Experts have opined that a future learner should have attributes of “Being a Solution”. To be a solution he/she should have major 8 characteristics of behavior that can be expressed in short as “6CAP”. That indicates a learner will be Creative, Critical Thinker/Problem Solver, Collaborative, Communicative, Change Maker, Citizen (active and global), Adaptive and Productive. Besides, having subject knowledge and occupational training a learner should have 6CAP characteristics that will help him/her to adjust to a new situation and lead the country with others.r our students. So global leaders are searching for the answer to what our future learners should look like. 

      To ensure these characteristics in a learner, the teaching-learning process, environment, resource, teacher, assessment and overall curriculum must be reshaped. More precisely we need to focus on three most prioritized courses of action which are formative assessment along with interactive teaching-learning method, self-motivated and well-trained teachers, and visionary educational leaders to ensure quality education.
       Formative assessment is a continuous evaluation process that helps teachers to teach better and learners to learn better. Various FA tools can be used in the classroom locally and globally such as Think-Pair-Share, Daring Doodles, Roll the Die, Quick summaries, Round Robin Charts, Talk Show Panel, Interview, etc. Many more interactive FA tools can be practiced within the classroom hours. Besides, formative assessment requires a new set of teaching-learning method (TLM).

       One very good example of TLM is Project-Based Learning (PBL). PBL is a powerful learning process that boosts learner's critical thinking, problem-solving, and communication and collaboration skills simultaneously. It takes learners on a cool and extraordinary journey of creativity, an exploration that is relevant to the real world. To
This does not mean that they have to be super-geniuses, subject specialists or a first-class graduate, rather it refers to people who love teaching, know how to engage learners, how to unleash their inner potentiality with quality test and feedback, how to prepare young people for the future by embedding them with curiosity and life-long learning behaviours. 

रविवार, 10 नवंबर 2019

Rural Education Association to promoted

Rural Education

STEM West supports rural education in McDowell

COLUMBUS, Ohio—Recently, the national STEMx network announced funding for five states to expand quality STEM education programs and add to the national conversation on innovative education.
The 2019 STEMx Challenge Grants funds projects in Idaho, Indiana, North Carolina, South Carolina, and Virginia. Four of the five awardees focus specifically on expanding STEM in rural areas, an emerging focus of the STEM education movement today. The fifth includes rural areas as part of a broader coalition-building effort.
      The STEMx network, a coalition of leading STEM education organizations, selected the winners through a competitive process. Each of the five winning proposals will achieve two goals. First, these programs will catalyze the expansion of quality STEM education in the selected state. Second, every state will document their success and share their expertise through the STEMx network, furthering the national dialogue on expanding access to education.
“The opportunities funded today will position these five networks as leaders in expanding STEM nationally,” said Wes Hall, interim senior vice-president of education and philanthropy at Battelle. “The expertise they share will strengthen all states.”
Battelle manages the STEMx network as a part of the institution’s commitment to inspiring the next generation of innovators.
Today’s funding marks the second time the South Carolina’s Coalition for Mathematics & Science has won a STEMx Challenge Grant.
“Through STEMx and its support of this program, more South Carolina students have experienced the inspiration that a quality STEM education provides,” said Tom Peters, executive director of the South Carolina’s Coalition for Mathematics & Science. “This latest project builds our work and will allow us to expand the reach of STEM to more communities.”
Idaho: New strategic plan and regional hubs planned to enhance statewide STEM access
Facing projections of a 26% increase in the number of STEM jobs in Idaho by 2024, the Idaho STEM Action Center looks to expand into a full-fledged statewide STEM ecosystem. The Idaho STEM Action Center will bring partners together and formalize a state STEM network with shared vision, mission, and goals. This new strategic plan will include a series of regional STEM hubs.
The project will be led by the Idaho STEM Action Center, a government agency under the Executive Office of the Governor.
Indiana: Community sessions culminate in state convening on rural STEM education
The Indiana STEM Ecosystem will host a spring 2020 STEM Ecosystem Convening to gather businesses, PK-12 education and out of school programs. Attendees will identify key local challenges to expanding STEM partnerships to reach students in rural communities. Planning for the convening will include open sessions in Indianapolis, Northern Indiana and Southern Indiana.

The Indiana STEM Ecosystem was established as the I-STEM Network in 2006 by the Central Indiana Corporate Partnership, Eli Lilly and Company, the Lilly Endowment and Purdue University. For this grant, the Indiana STEM Ecosystem will partner with the Indiana Afterschool Network, ISTEM Resource Network at Purdue University, and the Rolls Royce Corporation.
North Carolina: Seven county rural regions will select and achieve three key actions to expand rural STEM education.
STEM West will rally the seven-county region of rural western NC around STEM education. The main event will be hosted in the center of western North Carolina at the Isothermal Community College in Spindale on January 30th (with a snow date of February 12th). That full-day event will highlight local STEM programs, identify programming gaps, and select three key future action items. The facilitator for consensus will be Tom Williams, president of Strategic Educational Alliances, Inc. Following the event, sub-meetings will begin to drive completion of these three action items in time to report back to STEMx in June.
   STEM West is a non-profit based in Catawba County Schools and is supported by the North Carolina Science, Mathematics, and Technology Education (SMT) Center in Durham, North Carolina. The seven counties served by STEM West are Alexander, Burke, Caldwell, Catawba, McDowell, Polk and Rutherford.
South Carolina: Local feedback session and new rural STEM effort
South Carolina’s Coalition for Mathematics & Science will host a localized feedback session focused on rural STEM education with an emphasis on whole community engagement. Building off the Coalition’s prior success with the Grand Challenges format, the session will be interactive. It will also drive toward the creation of at least one rural STEM education effort to increase knowledge and sustain community support. The South Carolina team has already begun developing a list of potential organizations and individuals to invite and plans for more than 100 attendees.
Through a previous STEMx Challenge Grant, the state identified five Grand Challenges for STEM in South Carolina. This included building awareness about STEM and engaging more people in STEM advocacy. This follow-on funding will enhance current efforts toward these ends.
South Carolina’s Coalition for Mathematics & Science will lead the program.
Virginia: As foundation state network grows, meetings in rural regions
To ensure the Virginia statewide STEM plan meets its goal of increasing equity and access in STEM education, state leaders felt it was important to hear directly from community members. This challenge grant will give citizens a voice and role in the development of this plan. With these supporting funds the Virginia STEM Coordinator, Chuck English, and the Virginia Department of Education STEM Director, Dr. Tina Manglicmot, will visit five rural regions and host sessions where stakeholders will have the opportunity to learn about the development of the plan and add their perspectives. It will start the communications network that will help with future Virginia STEM developments.
Launched in 2012, the STEMx network is a nationwide coalition of state STEM networks. Through the STEMx network, organizations can share opportunities and solutions for addressing some of the education’s greatest obstacles. To learn more, visit
About Battelle-
Every day, the people of Battelle apply science and technology to solving what matters most. At major technology centers and national laboratories around the world, Battelle conducts research and development, designs and manufactures products, and delivers critical services for government and commercial customers.
Battelle also manages a range of successful projects bringing quality STEM education to students including the Ohio STEM Learning Network, Tennessee STEM Innovation Network, and the national STEMx network.

Rural educators from the Kentucky chapter of the National Rural Education Association to promoted collaboration

No result found, try new keyword! Kentucky K-12 educational leaders increased their voice and power of collaboration by establishing a state chapter and joining the National Rural Education Association (NREA) last week in Louisville.

Rural Education-

International travel isn’t an option for most students in Mary Claire Giddens’ freshman English class at Fitzgerald High School. Even though they live two hours from the Atlantic, some of them have never seen the ocean, much less cross it. Fitzgerald, about 30 miles northeast of Tifton, is best known for the wild Burmese chickens that strut the downtown streets and, some claim, keep the bugs away. It is a heavily agricultural community with a population under 9,000 and a poverty rate of 38.8 percent (Georgia’s average is 16.9 percent). For some in the town, exploring new places isn’t possible.
But one warm May morning, just a few weeks before the end of school, Giddens takes her students far away from their sleepy hometown, over the ocean, and back a few centuries to Italy’s fair Verona with William Shakespeare’s Romeo and Juliet.
After graduating from the College of Education, Mary Claire Giddens BSEd ’14 returned to her rural roots to teach in Fitzgerald, Georgia (Photo by Peter Frey/UGA)
Capping the year with a play written in Elizabethan English could be a tough sell, but Giddens BSEd ’14 keeps the room engaged with a little dueling (as she has the students act out the fight scenes with foam swords) and an accessible dive into the text. Even though the story is hundreds of years old, Giddens keeps it relevant, comparing the earnest lovers to friends they might know while simultaneously cultivating an appreciation for Shakespeare’s writing.
“I want y’all to pay attention to what smooth game Romeo has,” Giddens says when the class reaches the scene of the star-crossed lovers’ first kiss.
The students eat it up. One remarks that, before meeting Juliet, a forlorn Romeo is acting “cringe.” Another question about whether the two are even in love, really. “He’s 17; she’s 13. They don’t know what love is.”
The skepticism is evidence that the students are paying attention.
In her second year at the school, Giddens is already the kind of inspiring teacher who can direct even the class clowns toward an appreciation for the Bard. She has become a lot like her own English teacher, Brenda Whitley, who teaches across the hall. It was about 10 years ago that Giddens was reading Shakespeare as a freshman in this same school from the same textbooks as her students. It’s one of the experiences that inspired her to earn a teaching degree from UGA’s College of Education.
Although she hadn’t really planned to, Giddens has come back to teach in her rural hometown. But this sort of homecoming has become an increasingly uncommon story.
Challenges and Solutions
   Schools across the nation are facing a number of challenges. A big one is teacher shortages, says Denise Spangler Ph.D. ’95, dean of the College of Education. In a 2018 Gallup poll of K-12 school superintendents, 61 percent said they were concerned about their district’s ability to recruit and retain quality teachers.
The challenges are especially acute for rural and urban schools (two areas associated with high poverty rates). But whereas policymakers often talk about the challenges of urban schools, rural districts tend to be forgotten. That’s also true in the scholarly realm, where there’s fairly little research about the dynamics of rural K-12 education—even though nearly one out of five students attends a rural school in the United States.
Sheneka M. Williams, associate professor in the College of Education, is one of the researchers exploring this issue. For Williams, the topic is personal as well as academic. 
grew up in rural Jackson, Alabama. It was the kind of town where her parents knew her teachers by name before she even started school. Williams rejects the notion that people from small towns are undereducated. For her, it was a quality learning environment. But she does see a growing problem: Too often, a rural community’s brightest minds don’t stay.
“Many are leaving, and those who do go off to college find it difficult to return,” Williams says.

What’s happening in rural communities is part of a larger economic shift.
“As the U.S. has transitioned away from relying heavily on manufacturing and goods production, it’s hit rural communities especially hard and sometimes created a cycle of unemployment,” Williams says.
The College of Education is addressing the needs of these rural communities not only through its research, such as Williams’ scholarship studying rural education but also with its rigorous teacher preparation program, which equips aspiring teachers to educate a diverse array of students. The impact can be felt throughout the state. In the last five years, the college has supplied at least one UGA grad to teach in 153 of Georgia’s 181 school districts.
Building Community
But it’s not all bad news. K-12 education may be one area that—if fortified with good teachers and the right resources—can be a source of strength for a small community. “What rural areas can offer is a more cohesive community. It’s more familial. There is research that says these smaller learning environments, where you feel like you are part of a community, provide benefits for students,” Williams says.
Already, schools can act as the cultural heart of a community. A place where generations have shared experiences and have gathered for Friday night football games and school concerts.
That sense of community is what Chuck Arnold MMEd ’10, EdS ’13 is building as director of bands at Dawson County High School. A skilled trumpeter, Arnold served in the U.S. Navy Band overseas and worked as a freelance musician in New Orleans before becoming a school band director, just like his father.
Arnold came to UGA for his postgraduate work. While in Athens, he taught the Redcoat Marching Band trumpet section and acted as rehearsal director for the UGA Jazz Ensemble.
While a graduate student ay UGA, Chuck Arnold MMEd ’10, EdS ’13 taught the trumpet section of the Redcoat Marching Band and was rehearsal director for the UGA Jazz Ensemble. He is now director of bands at Dawson County High School in North Georgia. (Photo by Peter Frey/UGA)
After working at Collins Hill High School in Gwinnett County, Arnold went to Dawson County. He was drawn to two things: the beauty of the area (a tight-knit community nestled in the foothills of the north Georgia mountains) and the challenges that awaited.
When he arrived, the band's program was not in good shape. In a school where 1,100 students were enrolled, only 35 were in the band. The program had not been a priority in the district until a new administration arrived.
Arnold was charged with building a band that could be a point of pride for the community. He had his work cut out for him. Being a high school band director is as much about running an operation (fundraising, travel plans, recruitment) as it is about teaching students to play together. Arnold’s coursework and experiences at UGA have been invaluable for helping him manage the load.
And for him, the effort is worth it. Music education, he says, offers an unparalleled experience to prepare students for success.
“It’s life in a nutshell,” he says of the band experience. “It teaches them accountability. They have to be here every single rehearsal because every other member is counting on them. You’ve got to be prepared. It’s very similar to job expectations.”
In his four years at the helm, the band has tripled in size and raised its music grade level from a 3 (which is a medium-skill level) to 5 (advanced). Arnold credits the students and the school administration for the developments. Others might add that Arnold’s musical experience combined with academic chops is a big factor too.
Distance Learning

While teacher shortages are a problem across the board, it is particularly acute in special education. Julie Rigdon BSEd ’18 was oblivious to the issue until 2011. That’s when a retinal disease damaged her husband Kevin’s vision so badly that he had to quit his job.
Julie Rigdon BSEd ’18 teaches visually impaired students in South Georgia. (Photo by Peter Frey/UGA)
To support her family, Rigdon went to work as a bookkeeper for an elementary school in Waycross. There she met the Ware County School District’s visual impairments teacher, Barbara Sonnier. Rigdon was still navigating her new life with a visually impaired husband. Sonnier helped Rigdon find some of the resources her family needed to get by. As Rigdon saw Sonnier working with students, helping equip them for a life without sight, Rigdon was inspired. She saw the need, and she wanted to help.
“There aren’t enough vision teachers anyway,” she says. “But in South Georgia, there are practically none.”
In her mid-30s, she enrolled in UGA’s online Bachelor of Science in Special Education program, a two-year degree that offers students the flexibility to complete this degree in a high-need field. In her area of southeast Georgia, bachelor’s programs are limited.
“It was not an option to drive to the nearest on-campus program because I needed to stay close to home for my husband and daughter,” she says. “Having the flexibility to be available for my family and get a degree from UGA was too good to not go for it.”
As soon as Rigdon graduated, she began working on her online master’s degree in visual impairment. This fall, she begins her first job as a visual impairment teacher in Wayne County. She’ll serve 11 students who range from 2nd to 11th grade, helping them learn Braille, making sure they have the right learning materials, and teaching them daily living skills (cooking, cleaning the house, and other daily tasks that they can’t learn from visual cues).
Getting to finally teach will be a relief for her. Just like Giddens, Williams, Arnold, and others who’ve come through UGA’s College of Education, the ultimate goal is helping the younger generations reach their potential.
“I’m so excited to finally get to work with the students and their parents,” Rigdon says. “Just to let them know, there is someone here that can help you.”

Theory vs. Practice
There’s an old debate in teacher preparation about the importance of theory (such as theories about how children learn, how to use technology effectively, how to teach reading) versus practical experience (just getting into a classroom and teaching). Both are extremely important to becoming an effective teacher, says Dean Denise Spangler, especially in a diverse environment.
The College of Education already is a national heavyweight when it comes to teaching theory and research. And it has worked to balance theory and practice with its partnership with the Clarke County School District. The Professional Development School District brings UGA students and faculty into Clarke County schools to contribute to the education of the K-12 students while also giving aspiring teachers an invaluable experiential learning opportunity. More than 500 UGA students participate each year, and eight faculty members serve as professors-in-residence to guide UGA students and provide support to teachers and administrators.
Mary Claire Giddens went through the program and calls it one of her most valuable experiences at UGA. She says the needs of urban students in a high-poverty area are comparable to those in her rural school.
“It gave me a realistic picture of what teaching was going to be like,” she says.
The program also sharpens the expertise of UGA faculty.
Denise Spangler Ph.D. ’95 is dean of the University of Georgia’s College of Education. (Photo by Peter Frey/UGA)
“It helps them make sure that what we’re doing is relevant in today’s schools with the kinds of policies that teachers work under, the kinds of students they’re working with, the kinds of constraints there are around testing,” Spangler says.

Rural education In India

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