Bitae transforms non-formal learning and achievements into opportunities for refugees.
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Overall, 1 million workers, or 23.5%, in the formal and non-formal long term care sector were immigrants.
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Years before filing their non-formal complaint with OSHA, the employee had noticed a pattern of bad behavior developing.
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For a non-formal complaint, OSHA contacts the employer, describes alleged hazards, and follows up with a fax or letter.
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"They don't get to interact in a non-formal way, so their boss doesn't know who they are," Moss says of forgotten remote workers.
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Over the decades, they've often been seen at the same royal — and non-formal — occasions from Trooping the Colour to polo matches with their kids.
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We provide free schooling to more than 800 poor, orphaned and displaced girls in primary school and to 1,600 girls over age 13 in "non-formal" education.
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Immigrant workers were also more likely than those born in the U.S. to be employed with home health agencies (13.1% versus 7.9%) - and in the non-formal sector (6.8% versus 4.6%).
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We provide free schooling to more than 800 poor, orphaned, and displaced girls in primary school, and to around 1,600 girls over the age of 13 who are in "non-formal" education.
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Bitae leverages mobile and blockchain technology to ensure that governments, international organizations, NGOs, educational institutions and employers are able to document non-formal learning and skills in the most inclusive, secure and transparent way.
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We provide a platform to track, store and verify refugees' non-formal learning and skills, creating a "digital backpack" of classes, workshops, internships and skills that together, can help a refugee move forward with education and employment.
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HRW urged the education ministry to allow NGOs to provide non-formal education to help fill the gap, and to revise residency requirements which it said were also preventing Syrians' access to education by restricting freedom of movement and exacerbating poverty.
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They'll also determine the best places to implement them, whether that means through curricula in preschool classrooms (both formal and non-formal, such as in refugee camps), working with social workers on best practices for parents and caregivers, or more broadly in terms of PSA-like messages.
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The Bureau of Non-Formal Education traces its origin to the Directorate of Non-Formal Education. The Directorate of Non-Formal Education was under the Primary and Mass Education Division which was established in August 1992. The Directorate was placed in charge of Non-Formal Education programs providing services to 34.4 million illiterate people in Bangladesh. The Directorate of Non-Formal Education was dissolved in 2005 and replaced with the Bureau of Non-Formal Education.
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Non-formal education (NFE) is popular on a worldwide scale in both 'western' and 'developing countries'. Non-formal education can form a matrix with formal and non-formal education, as non-formal education can mean any form of systematic learning conducted outside the formal setting. Many courses in relation to non-formal education have been introduced in several universities in western and developing countries. The UNESCO institute of education conducted a seminar on non-formal education in Morocco.
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As noted above, informal learning is often confused with non-formal learning. Non-formal learning has been used to often describe organized learning outside of the formal education system, either being short-term, voluntary, and having, few if any, prerequisites. However they typically have a curriculum and often a facilitator. As stated on the non-formal learning page, non-formal learning can be seen in various structured learning situations, such as swimming lessons, community-based sports programs and conference style seminars.
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The association for development of education in Africa (ADEA) launched many programmes in non-formal education in at least 15 countries of Sub-Saharan Africa. In 2001 World Bank conducted an international seminar on basic education in non-formal programmes. In addition to this the World Bank was advised to extend its services to adult and non-formal education. A report on vocational education, Making Learning Visible: the identification, assessment and recognition of non-formal learning in Europe, defines non-formal learning as semi structured, consisting of planned and explicit approaches to learning introduced into work organisations and elsewhere, not recognised within the formal education and training system.
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For non-formal education, the school conducts classesfor music, dance, art, theatrics, public speaking etc.
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UEH are training nearly 52,000 students and trainees under the system grades: regular college or university degree two formal, non formal college or university degree two non- formal and complete knowledge college, high school, graduate students, which is the largest university system of government.
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Bureau of Non-Formal Education is a government bureau responsible for providing jobs, education, and opportunities to individuals who have not received formal education. The Bureau is located in Dhaka, Bangladesh. The Director General of Bureau of Non-Formal Education is Tapan Kumar Ghosh.
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Kazuho Makino, a Japanese agronomist, joined the institute in 1964. In 1976 he launched a Non-Formal Education Center to provide agricultural training to farmers and rural leaders. In 2000 the center was recognized as College of Continuing and Non-Formal Education where Makino served as the first Dean of the college. With the renaming of the university in 2009 the name of the college was changed to the Makino School of Continuing and Non-Formal Education.
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BRAC is one of the largest NGOs involved in primary education in Bangladesh. As of the end of 2012, it had more than 22,700 non-formal primary schools with a combined enrolment of 670,000 children. Its schools constitute three-quarters of all NGO non-formal primary schools in the country. BRAC's education programme provides non-formal primary education to those left out of the formal education system, especially poor, rural, or disadvantaged children, and drop-outs.
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It had 1 non-formal education centre (Sarva Siksha Abhiyan). An important commodity it manufactured was tea.
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The complement of the Borromean rings is a non-formal space: it supports a nontrivial triple Massey product.
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It had 1 non-formal education centre (Sarba Siksha Abhiyan). It had the branch of 1 nationalised bank.
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There are two types of diplomas/certificate issuance which are issued in formal education sector & non formal education sector. Formal education sector diploma/certificates are issued by govt. approved/recognized institution, colleges and universities etc. and non formal education sector diploma/certificates are issued by NGOs, companies and societies etc.
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On 6 September 2018, he was appointed as Provincial Minister of Punjab for Literacy and Non Formal Basic Education.
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New York, N.Y.: International Council for Educational Development Publications. p. 11. Afterwards, Coombs and Ahmed add the idea that non-formal education is any systematic educative activity, organized outside from the official framework to facilitate educative experiences for all people, regardless of age, genre, nationality, social, economic or health situation. Throughout his career, Coombs encouraged and impulsed the professional development of people responsible of non-formal education, which will be determining for the development and professionalization of the educative areas in institutions devoted to non-formal education.
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Makino School of Continuing and Non-Formal Education, formerly known as College of Continuing and Non-Formal Education is a constituent school of Sam Higginbottom Institute of Agriculture, Technology and Sciences located in Allahabad, India. The school focuses on farming community, food processing, alternative marketing system, health and nutrition, and rural education.
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There exists a substantial number of NGO-run non-formal schools, catering mainly to the drop-outs of the government and non-government primary schools. Very few NGOs, however, impart education for the full five-year primary education cycle. Because of this, on completion of their two-to-three-year non-formal primary education in NGO-run schools, students normally re-enter into government/non-government primary schools at higher classes. There are Non-Governmental Schools (NGO) and Non-Formal Education Centers (NFE) and many of these are funded by the government.
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N-NET is to measure the knowledge to students who are studying in non-formal education at secondary education and high school education.
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The non-formal education is in the Afar language and includes mathematics; a total of 843 students have achieved literacy. , there were 223 people (30 women, 31 men, and the rest children) in non-formal education taught by 6 teachers. Details about the local Koranic education is not available, but at one village children had been learning Koranic verses there for 117 years.
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This proposed organization could initiate media education in the formal and non-formal modes. Media education at the formal level may be facilitated by lobbying for the inclusion of such in existing secondary and tertiary curricula. Non-formal education may be conducted through media consumer sponsored awareness campaigns. This organization could also conduct its own audience related studies and policy research.
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Satyen Maitra evolved the system called the “Eclectic Method” for adult and non-formal education. It has been accepted in the following Indian educational programs: Total Literacy Campaign (TLC), Post Literacy Program (PLP), and Continuing Education Program (CEP). Maitra wrote textbooks for adults in non-formal education. He was inducted into the Advisory Committee of the National Board of Education in 1970.
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It aims buttress the regional economic sector through business support, training and non-formal education programs, community awareness workshops, and mentoring and networking drives.
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On the positive side, open badges are free and allow for the inclusion of various forms of learning, including non-formal and informal learning.
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It had 1 non-formal education centre (Sarva Siksha Abhiyan). Among the social, recreational and cultural facilities it had were 2 auditorium/ community halls.
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Education plays an important role in development. Out of school programmes are important to provide adaptable learning opportunities and new skills and knowledge to a large percentage of people who are beyond the reach of formal education. Non-formal education began to gain popularity in the late 1960s and early 1970s. Today, non-formal education is seen as a concept of recurrent and lifelong learning.
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It also encourages the development of non-discriminatory education and training. The effectiveness of such literacy and non-formal education programmes are bolstered by family, community and parental involvement. This is why the United Nations Sustainable Development Goal 4 advocates for a diversification of learning opportunities and the usage of a wide range of education and training modalities in recognition of the importance of non-formal education.
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He remained Minister for Agriculture until the cabinet reshuffle in November 2016, when he was made Provincial Minister of Punjab for literacy and non-formal education.
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Among the educational facilities It had were 3 primary schools. It had 11 non-formal education centres (Sarba Siksha Abhiyan) and 1 special school for the disabled.
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European Guidelines for Validating Non-Formal and Informal Learning. Luxembourg, CEDEFOP. CEDEFOP. 2014. Use of Validation by Enterprises for Human Resources and Career Development Purposes. Luxembourg, CEDEFOP.
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60 institutions in all municipalities of the country, which number about 12 thousand adults. These schools also provide non-formal adult education services. The scope and subjects of study programmes for adults are adapted according to the needs. Adults who study under general education and non-formal education programmes can choose a flexible learning form that is most suitable for them — modular education, independent education, extramural education, or distance education.
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A total of 13,125 children were attending private schools; 7,438 were males and 5,687 were females. As many as 9,554 children were enrolled in non-formal education institutes.
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It had 7 non-formal education centres (Sarba Siksha Abhiyan). Important commodities it manufactured were: zari items and ready-made garments. It had the branch of 1 nationalised bank.
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Among the educational facilities it had were 1 primary school, other school facilities were at Gopalpur 3 km away. It had 1 non- formal education centre (Sarva Shiksha Abhiyan).
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Thus, it is a 2-4-4-4 system. Puntland's Ministry of Education also recognizes non-formal and technical and vocational education as integral parts of the region's educational system.
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Among the educational facilities it had were 2 primary schools. It had 1 non-formal education centre (Sarba Siksha Abhiyan). Among the important commodities it produces were saris and bricks.
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It had 4 shorthand, typewriting and vocational training centres. It had 7 non-formal education centres (Sarba Sikha Abhiyan). Among the social, cultural and recreational facilities it had 1 stadium.
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Among the educational facilities it had were 8 primary schools, 1 secondary school. It had 5 non- formal education centres (Sarva Shiksha Abhiyan). It had branch office of 1 nationalised bank.
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Non-formal education is beneficial in a number of ways. There are activities that encourage young people to choose their own programme and projects that are important because they offer the youth the flexibility and freedom to explore their emerging interests. When the youth can choose the activities in which they can participate, they have opportunities to develop several skills like decision making skills. Non-formal learning has experiential learning activities that foster the development of skills and knowledge.
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Adults study not only in order to obtain formal education, but also for self-expression, improvement of their skills, or communication with other people. On non-formal adult education courses and seminars adults tend mostly like to study foreign languages, Basics of Law and Business, Psychology, Computer Literacy as well as Arts, Literature, and Philosophy. Improvement of competencies in citizenship, traffic safety, and career management is also important. Non- formal adult education is organized by approx.
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Through a combination of workshops, jam sessions, seminars, and performances, musicians have the opportunity to learn a variety of musical styles. Bringing together participants from a variety of cultural backgrounds, Ethno is a space for intercultural learning, friendship, and exchange. Ethno has been recognised as good practice in non-formal education for young people by the 2008 Sunshine Report on Non-Formal Education by the European Youth Forum. The program is managed by the JMI ETHNO Committee.
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Among the educational facilities it had were 4 primary schools, 1 secondary school, the nearest senior secondary school at Raniganj 6 km away. It had 6 non-formal education centres (Sarva Shiksha Abhiyan).
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It had 3 non-formal education centres (Sarba Siksha Abhiyan). Among the social, recreational and cultural facilities, it had 2 public libraries. Among the important commodities it produced were fire works and beedi.
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Félix, Oprea & Tanré (2008), Remark 3.21. The simplest example of a non-formal nilmanifold is the Heisenberg manifold, the quotient of the Heisenberg group of real 3×3 upper triangular matrices with 1's on the diagonal by its subgroup of matrices with integral coefficients. Closed symplectic manifolds need not be formal: the simplest example is the Kodaira–Thurston manifold (the product of the Heisenberg manifold with a circle). There are also examples of non-formal, simply connected symplectic closed manifolds.
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The ALS evolved from the non- formal education that has been conducted by the government of the Philippines. Previously, non-formal education was mostly concentrated in instructions in livelihood skills training with basic reading and writing incorporated in the module. Under the current system, skills training and livelihood training have been excluded and established as a separate education system. Skills training had become a stand-alone program with Technical Education and Skills Development Authority (Philippines) taking charge of the program.
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It had 5 non-formal education centres (Sarba Siksha Abhiyan). Among the social, cultural and recreational facilities, it had 2 auditorium/ community halls and 1 public library. An important commodity it manufactured was tea.
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The album had only one official single, which was "Somnambulist (Simply Being Loved)". However, the Technology EP serves as a non-formal single release for "Superfabulous", "The Force of Gravity" and "The Great Escape".
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Bangladesh Open University Dhaka BOU offers two types of programmes, formal and non-formal, in seven schools and a network of 12 regional resource Centres, 80 co-ordinating offices and 1,000 tutorial centres nationwide.
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In Europe, since 2000, the work of the CEDEFOPBjornavold, J. 2001. Making learning visible: identi cation, assessment and recognition of non-formal learning. European Journal of Vocational Training, Vol. 22, pp. 24–32.CEDEFOP. 2009.
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Among the educational facilities it had were 4 primary schools, other school facilities at Ballavpur nearby. It had 1 non-formal education centre (Sarba Siksha Abhiyan). Among the commodities it produced were paddy, seeds, vegetables.
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He has been in the teaching profession for over 40 years in both formal and non-formal education sectors. He has written books, published articles and created PSAs to prevent organized violence against women & children.
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Informal learning is organized differently than formal and non-formal learning because it has no set objective in terms of learning outcomes and is never intentional from the learner's standpoint. For all learners this includes heuristic language building, socialization, enculturation, and play. Informal learning is a pervasive ongoing phenomenon of learning via participation or learning via knowledge creation, in contrast with the traditional view of teacher-centered learning via knowledge acquisition. The term is often conflated, however, with non-formal learning, and self-directed learning.
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Among the educational facilities it had 6 primary schools, 1 middle school, 1 secondary school. It had 6 non-formal education centres (Sarva Shiksha Abhiyan). Among the social, recreational, cultural facilities it had 1 public library.
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Brummana High School houses one of the oldest Scouts groups in Lebanon, Brummana One Group, or Br1, founded in 1952. Br1's mission is to contribute to the education of young people based on non-formal education.
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Perelman and Olbrechts-Tyteca began research on the logic of non-formal arguments in 1948. Following Frege's comprehensive approach to the study of mathematics, they collected a wide range of writing from academic, professional, religious, and popular realms to devise and apply their theory. After encountering Latini and "rediscovering" the Greco-Latin rhetorical tradition, both the project and its philosophical basis took a definitive shape. Perelman hypothesized that the rationale governing non-formal argument could be derived from the principles of rhetorical theory and from considerations of audience and values in particular.
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The European Association for the Education of Adults (EAEA) is a European NGO whose purpose is to link and represent European organisations directly involved in adult learning. The main focus is to promote adult learning and access to and participation in non-formal adult education for all, particularly for groups currently under-represented. EAEA aims at influencing EU policies on non-formal adult education and lifelong learning and cooperates with the institutions of the European Union and with international organisations as the Council of Europe, the International Council for Adult Education (ICAE) and UNESCO.
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Non-formal education is popular among the adults specially the women as it increases women's participation in both private and public activities, i.e. in house hold decision making and as active citizens in the community affairs and national development. These literacy programmes have a dramatic impact on women's self-esteem because they unleash their potential in economic, social, cultural and political spheres. According to UNESCO (2010), non-formal education helps to ensures equal access to education, eradicate illiteracy among women and improve women's access to vocational training, science, technology and continuing education.
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The Philippine education system embraces formal and non-formal education. It is closely related to the American system of education but differs in the number of school years as other countries have 12 years basic education. In the Philippines, however, primary education is composed of six years and four years in secondary education in which with the tertiary education comprise the formal education system. Non-formal education includes education opportunities that facilitate achievement of specific learning objectives for particular students, especially the out-of-school youths or adult illiterates who cannot avail of formal education.
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Nassimbeni, Mary and Bev May. "Adult education in South African public libraries: enabling conditions and inhibiting factors". University of Cape Town, p.8 The best-reported data on funding is about adult literacy and non-formal education programs.
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The ENBA is an educational institution that offers specialized services in the visual arts at middle level, formal and non-formal; to contribute with the development of Honduran plastic arts, the appreciation of art, national and universal culture.
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A PNS that delivers quality education (formal, non-formal, informal) adoptable to the present environment manned by competent and committed teachers and personnel with the cooperation and understanding of parents and local and national officials and non-governmental organizations.
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Among the educational facilities it had 27 primary schools, 6 middle schools, 9 secondary schools, 5 senior secondary schools, the nearest general degree college at Jalpaiguri 6 km away. It had 13 non-formal education centres (Sarva Shiksha Abhiyan).
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Among the educational facilities it had were 3 primary schools, 1 secondary school, the nearst senior secondary school at Bahula 2.5 km away. It had 1 non-formal education centre (Sarva Shiksha Abhiyan) and 1 special school for disabled.
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Among the educational facilities it had were 3 primary schools, other school facilities at Ichhapur, 2 km away. It had 1 non-formal education centre (Sarva Shiksha Abhiyan). Among the important commodities it produced were paddy, rice and fish.
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Isca Academy offers GCSEs, BTECs and ASDAN courses as programmes of study for pupils. Some courses are offered in conjunction with Exeter College. Much value is placed in the non formal curriculum which develop skills needed to become successful learners.
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Among the educational facilities it had were 2 primary schools, the nearest middle, secondary school at Ballavpur 0.5 km away, the nearest senior secondary school at Raniganj 3 km away. It had 1 non-formal education centre (Sarba Siksha Abhiyan).
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It had 1 recognised shorthand, typewriting and vocational training centre, 1 non-formal education centre (Sarba Siksha Abhiyan). Among the social, recreational and cultural facilities, it had 1 auditorium/ community hall. It had the branch office of 1 nationalised bank.
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The everyday uniforms for girls are very similar to the boys' uniform. It is relatively common for there to be some kind of sponsored advertisement on some non-formal school uniform shirts, though this trend has fluctuated in recent years.
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TVET (Technical and Vocational Education and Training) is education and training which provides knowledge and skills for employment. TVET uses formal, non-formal and informal learning. TVET is recognised to be a crucial vehicle for social equity, inclusion and sustainable development.
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TVET is classified into two main systems: the formal system and the non-formal system.NMYC. 1993. “1993 Manpower Training Programmes-Monitoring Report of the Council” Rep. 1993 Manpower Training Programmes-Monitoring Report of the Council. Manila: National Manpower and Youth Council.
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YEU is inclusive network of youth organisations, led by and for young people, promoting importance of active citizenship initiatives by using non-formal education as a tool in order to provide knowledge, skills and intercultural experience for personal and social development.
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Among the educational facilities it had were 2 primary schools, 1 middle school, 1 secondary school, 1 senior secondary school. It had 1 non-formal education centre (Sarva Shiksha Abhiyan). Among the important commodities it produced were paddy, wheat and rice.
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BRAC has also been responsible for running schools for non-formal education that were put in place to teach children fired from jobs. These non-formal schools also gave children another option besides schooling. Along with the schooling program, families also received health care services and monthly cash stipends to make up for the wages their children were not bringing in by participating in the schooling program. ;Other strategies In addition to the work of the government, BRAC, and ILO, there have been a number of contributions from international organizations and donors to help start strategies against child labour.
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Among the educational facilities it had was 1 primary schools, other school facilities at Kanksa 6 km away. It had 1 non- formal education centre (Sarva Shiksha Abhiyan). Among the social, recreational, culturual facilities it had 1 public library and 1 reading room.
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Among the educational facilities it had were 2 primary schools, 1 middle school, the nearest senior secondary school at Jemari (J.K. Nagar Township) 1 km away. It had 2 non-formal education centres (Sarva Shiksha Abhiyan). An important commodity it produced was coal.
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On the other hand, formal school's administrative data suggests that only a mere 43 percent has completed primary education. The disparity in the data arises due to the means whereby a child can receive education in Cambodia, formal, non-formal and informal.
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FAO Natural Resources Management and Environment Department: First International Workshop on Farm Radio Broadcasting - February 2001. OTRM also partners with other government and international organisations in education and development programs throughout Mali.UNESCO Exchange Platform on Non-Formal Education, Mali. Retrieved 2008-02-25.
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FMDS offers a range of postgraduate programs in R&D; management, environment and natural resources management, land valuation and management, public management, social work, nursing, hospital administration, and public health as well as non-formal programs in entrepreneurship, health, and land valuation.
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Musical Futures is a movement to reshape music education. At its heart is a set of pedagogies that bring non-formal teaching and informal learning approaches into more formal contexts, to provide engaging, sustainable and relevant music making activities for all young people.
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There are 48 secondary schools, 86 general-education schools, 4 non-formal and 13 pre- school education facilities. In addition, 3 large sports facilities are functioning in Gusar district: Olympic Sports Complex, Central Stadium named after Shovkat Ordukhanov, Children and Youth Sports School.
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Among the educational facilities it had were 7 primary schools, 1 middle school, the nearest secondary and senior secondary schools at Nagri Tea Estate 3 km away. It had 16 non-formal education centres (Sarva Siksha Abhiyan). An important commodity it manufactured was tea.
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It had 2 non-formal education centre, 1 orphanage home. Among the social, recreational and cultural facilities, it had 1 stadium, 1 cinema theatre, 1 auditorium/ community hall, 1 public library, 1 reading room. Three important commodities it produced were: atta, mustard seed, butter.
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Edralin, Divina M.; Tibon, Maria Victoria P.; Tugas,, Florenz C. (Jan 2015). "Initiating Women Empowerment and Youth Development through Involvement in Non-Formal Education in Three Selected Parishes: An Action Research on Poverty Alleviation". DLSU Business & Economics Review. Vol. 24 (Issue 2,): p108–123. .
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In 2000, he established LIFE (Landmark International Foundation of Empowerment), to support underprivileged children in India, through school and healthcare development programmes, homes for destitute children, vocational and non- formal schools, community clinics and medical camps for slum-dwellers and an old age home Chennai.
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The three-year initiative is valued at $3 million EUR, and is part of the New Deal Compact for Somalia. It aims buttress the regional economic sector through business support, training and non-formal education programs, community awareness workshops, and mentoring and networking drives.
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Among the medical facilities it had 32 medicine shops. Among the educational facilities it had were 1 primary school and 1 middle school. The nearest general degree college was at Budge Budge 4 km away. It had 3 non-formal education centres (Sarba Siksha Abhiyan).
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Denchukha has a lower secondary school called Denchukha Lower Secondary School. Community schools operate in the villages under Denchkha Gewog. NFE (Non-formal Education) centers are available to teach those not of school age, such as elderly farmers who did not go to school.
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The nearest government non-formal training centre is at Thrissur (9 km). The nearest private special school for disabled is at Thrissur (9 km). There is 1 private other educational facility in the town. The nearest private other educational facilities is at (0 km).
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Mir Asadullah Baloch is a Pakistani politician who is member-elect of the Provincial Assembly of the Balochistan. On 8 September 2018, he was inducted into the provincial cabinet. On 9 September, he was made minister for Food and Social Welfare & Non-Formal Education.
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It is the acquisition of this knowledge or learning which occurs in everyday life that has not been fully valued or understood. This led to the declaration by the OECD educational ministers of the "life-long learning for all" strategy in 1996. This includes 23 countries from five continents, who have sought to clarify and validate all forms of learning including formal, non-formal and informal. This has been in conjunction with the European Union which has also developed policies for life-long learning which focus strongly on the need to identify, assess and certify non-formal and informal learning, particularly in the workplace.
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A total of 21 formal academic programmes are offered by BOU. Formal programmes are academic programmes that result in the awarding of an academic qualification up to a master's degree upon completion and examination. As low rate of literacy remains an issue in Bangladesh, non-formal programmes are conducted by the BOU to create awareness and impart knowledge about health, environment, disaster management, basic science, agriculture, food, nutrition and other branches of knowledge for human development. To date, 19 non-formal programmes have been initiated in the areas of environmental protection, basic science, elementary mathematics, agriculture, bank services, marketing management, health, nutrition, population and gender issues.
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There are 25 primary schools, 5 secondary schools, and 1 higher secondary school (Garal Bari High School) in Garalbari. There is no degree college, medical college and engineering college at Garalbari. There are 2 primary health sub-center and 12 Non-formal Training Centre (NFTC) in Garalbari.
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Among the educational facilities it had 4 primary schools, 1 secondary schools, the nearest senior secondary school at Mainaguri 1 km away. It had 4 non-formal education centres (Sarva Shiksha Abhiyan), 1 special school for the disabled. It had branch of 1 agricultural credit society.
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It had 1,200 domestic electric connections and 105 road lights. Among the medical facilities it had were 5 medicine shops. Among the educational facilities It had were 12 primary schools, 3 secondary schools, 2 senior secondary schools. It had 2 non-formal education centres (Sarbya Siksha Abhiyan).
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Lifelong learning, as defined by the OECD, includes a combination of formal, non-formal and informal learning. Of these three, informal learning may be the most difficult to quantify or prove, but it remains critical to an individual's overall cognitive and social development throughout the lifespan.
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Ewe is a language of formal education for secondary schools and universities in Ghana, and is also used in non-formal education in Togo. In Benin, Aja (740,000 speakers) and Fon were two of the six national languages selected by the government for adult education in 1992.
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Among the educational facilities it had were 4 primary schools, 1 secondary school, 1 senior secondary school. It had 1 non-formal education centre (Sarba Siksha Abhiyan). Durlabhganj has a chilling plant. It has branch offices of 2 nationalised banks and 1 non- agricultural credit society.
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The unfortunate murder of a non-formal teacher named Itishree Pradhan in the remote village of Tikiri under Kashipur Block in the Rayagada district generated nationwide uproar and consternation.This is one of the rare cases where CBI has not been able to trace out the main accused.
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Among the educational facilities it had 2 primary schools, 2 middle schools, 1 high school, 1 higher secondary school, the nearest general degree college at Tufanganj 2 km away. It had 1 non-formal education centre (Sarva Shiksha Abhiyan). One important commodity it produced was handloom items.
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The last tier of academic instruction offered in Somalia is non-formal education (NFE), which refers to a broad set of learning opportunities that are offered to out- of-school children, youth and adults. These include vocational skills training, adult literacy, community health education, and agricultural extension activities.
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Among the educational facilities it had were 3 primary schools, 1 secondary school, the nearest senior secondary school at Asansol 13 km away. It had 5 non-formal education centres (Sarva Shiksha Abhiyan). An important commodity it produced was furniture. It had the branch office of 1 nationalised bank.
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Laboratory Centre (Εργαστηριακό Κέντρο; Ε.Κ.; 2013–Present), 3 years non-formal secondary education. Admitted students must have completed at least the lower secondary education school (gymnasium or its equivalent). Awarded "Βεβαίωση Επαγγελματικής Εκπαίδευσης" (literally "Certificate of Vocational Training"). After examinations awarded "Πτυχίο Επαγγελματικής Ειδικότητας και Κατάρτισης, Επιπέδου 3" (i.e.
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Among the educational facilities it had were 3 primary schools, 1 middle school, 1 secondary school, the nearest senior secondary school at Raniganj 4 km away. It had 1 non-formal education centre (Sarva Shiksha Abhiyan). Among the social, recreational and cultural facilities, it had was 1 public library.
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Southville International School and Colleges also operates the Asian SEED Academy of Technology, which was established in 1999 to teach post- secondary, non-formal technology, vocational, office management, and entrepreneurship. The academy has courses in information systems to students who wish to pursue computer and office management careers.
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Mulindwa, G. K. (2004) "The Digital Bookmobile Pilot Project". Development of Literacy and Non-Formal Education Through ICTs. Uganda National Commission for UNESCO. 48-50. Mulindwa is the Vice Chairperson of the National Book Trust of Uganda, which promotes a reading culture in Uganda through programs like National Book Week.
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Bureau of International Labor Affairs, U.S. Department of Labor (2002). This article incorporates text from this source, which is in the public domain. Non-formal education is centered on community schools and the teaching of adults. In 2011, the literacy rate was estimated at 55.3% (68.9% male, and 42.1% female).
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Among the educational facilities it had 2 primary schools, 1 middle school, 1 secondary school, 1 senior secondary school, 22 non-formal education centres (Sarvya Siksha Abhiyan), 1 special school for disabled. Among the social, cultural and recreational facilities, it had 1 orphanage home, 3 auditorium/ community halls, 1 public library.
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The Integrated Tribal Development Programme supported village communities in community health, non- formal education, small savings and forest protection. Village Water & Sanitation Committees have been supported, to anchor, own and, manage community access to safe sanitation and water. VWSCs have been the key community institution interface for Gram Vikas since 1998.
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The literacy rate in Palawan is increasing by 2% annually because of expanding access to education. Among these programs are the establishment of schools in remote barangays, non-formal education, multi-grade mobile teaching and the drop-out intervention program.Official Website of the Province of Palawan. Accessed August 28, 2008.
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The nearest government Medical College is at Bambolim CT (54 km). The nearest government Engineering College is at Bandora CT (78 km). The nearest government Non-formal Training Centre is at Penha de Franca CT (38 km). The nearest government Management Institute is at Penha de Franca CT (42 km).
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Among the educational facilities it had were 5 primary schools, 1 middle school, 1 secondary school, 1 senior secondary school, the nearest general degree college at Asansol 12 km away. It had 1 non-formal education centre (Sarva Shiksha Abhiyan). Among the important commodities it produced were bricks, briquettes, sweets.
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Among the educational facilities it had were 6 primary schools, the nearest middle, secondary and senior secondary school at Ging bustee 3 km away. It had 5 non-formal education centres (Sarba Siksha Abhiyan). Among the social, cultural and recreational facilities, it had 1 public library. An important commodity it manufactured was tea.
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Among the educational facilities it had were 5 primary schools, 1 secondary school, the nearest senior secondary school at Darjeeling 21 km away. It had 5 non-formal education centres (Sarba Siksha Abhiyan). Among the social, cultural and recreational facilities, it had 1 auditorium/ community hall. An important commodity it manufactured was tea.
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Morocco and other Maghreb countries are now fully committed to eradicate illiteracy. Morocco officially adopted its National Literacy and Non-formal Education Strategy in 2004. An integrated vision of literacy, development and poverty reduction was promoted by National Initiative for Human Development (INDH), launched by the King Mohammed VI in May 2005.
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It had 1,325 domestic electric connections. Among the educational facilities it had were 4 primary schools, 1 secondary school, the nearest senior secondary school was at Husnecha 2 km away. The nearest general degree college was at Budge Budge 9 km away. It had 3 non- formal education centres (Sarba Siksha Abhiyan).
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Just near to this small cinema is a video game center that houses brand names like Xbox 360 and PS games. The game center is always occupied with, both formal and non-formal students who battle it out with their friends to see who wins football leagues, car racing, and even wrestling games.
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Among the educational facilities it had were 5 primary schools, other school facilities at Gopalpur 2 km away. It had one non-formal education centre (Sarva Shiksha Abhiyan). Among the social, recreational, cultural facilities it had one public library and one reading room. Among the important commodities it produced were rice, bamboo products.
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In 2003-04, Udaynarayanpur CD Block had 120 primary schools with 14,923 students, 2 middle schools with 857 students, 15 high schools with 12,068 students and 7 higher secondary schools with 7,307 students. Udaynarayanpur CD Block had 177 institutions with 19,464 student for special and non-formal education. It had 2 mass literacy centres.
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Among the educational facilities it had 4 primary schools, 3 middle schools, 3 secondary schools, 2 senior secondary schools, 1 non-formal education centre (Sarvya Siksha Abhiyan). Among the social, cultural and recreational facilities, it had 1 cinema theatre, 1 public library, 1 reading room. It had branches of 1 nationalised bank, 1 cooperative bank..
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40–66; # Non-formal Education in Uganda: Its Relation to Development in Education and Social Progress: Special Events at the World Summit for Social Development held at Copenhagen, published by the Association of Danish Folk High Schools, Copenhagen, Denmark, 1995 # Restoring Freedom and Dignity to Families and Grassroots Communities in Africa, MPAI, Mbale, 2009.
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Saifi was employed by the government of Jammu and Kashmir and served as a teacher in his hometown. He was later promoted to Tehsil Education Officer (TEO) and then District Educational Officer and retained this position until he retired in 1977 from the education department as joint director non-formal education for Kashmir Valley.
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Among the educational facilities it had were 8 primary schools, 1 secondary school, 1 senior secondary school. It had 3 non-formal education centres (Sarva Shiksha Abhiyan). Among the social, recreational and cultural facilities it had 1 auditorium/ community hall, 1 public library. Among the important commodities it manufactured was soap and bakery products.
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Among the educational facilities it had 6 primary schools, 2 middle schools, 2 secondary schools, 2 senior secondary schools. It had 1 non- formal education centre (Sarva Siksha Abhiyan). Among the social, recreational and cultural facilities it had 1 auditorium/ community hall, 1 public library. Two important commodities it produced were mustard oil, gloves.
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The university currently consists of 16 faculties and 86 departments distributed across its North and South campuses and an enrollment of over 162,000 regular students and 261,000 non-formal students. The Vice-President of India serves as the University's chancellor. The University of Delhi is composed of 77 affiliated colleges and 5 other recognized institutes.
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Among the educational facilities it had were 5 primary schools, 1 middle school, the nearest secondary and senior secondary school at Darjeeling 10 km away. It had 4 non-formal education centres (Sarba Siksha Abhiyan). Among the social, cultural and recreational facilities, it had 1 auditorium/ community hall. An important commodity it manufactured was tea.
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Among the educational facilities it had were 5 primary schools, 1 middle school, 1 secondary school, 1 senior secondary school. It had 3 non-formal education centres (Sarva Siksha Abhiyan). Among the social, recreational and cultural facilities, it had 1 public library. Three important items it produced were mustard oil, steel almirah, leather bags.
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Among the educational facilities it had were 1 primary school and 1 secondary school, 1 senior secondary school, the nearest general degree college at Vidyanagar 7 km away. It had 1 non-formal education centre (Sarba Siksha Abhiyan). It had the branch of 6 nationalised banks, 2 private commercial banks and 1 co-operative bank.
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Among the educational facilities it had 8 primary schools, 2 middle schools, 2 secondary schools, the nearest senior secondary school at Ranaghat 4 km away. It had 1 non-formal education centre (Sarva Siksha Abhiyan). Three important commodities it produced were bakery products, garments, hand gloves. It had branch office of 1 nationalised bank.
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In 2003-04, Uluberia I CD Block had 114 primary schools with 19,901 students, 4 middle schools with 1,076 students, 10 high schools with 6,726 students and 6 higher secondary schools with 3,900 students. Uluberia CD Block had 188 institutions with 24,962 students for special and non-formal education. It had 1 mass literacy centre.
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There are two schools and an engineering college and a non-formal technical training centre. St. Thomas' boys' and girls' schools are the two schools here. The school is affiliated to the Council for the Indian School Certificate Examinations (ISC), which conducts the ICSE (Grade 10) and ISC (Grade 12) examinations over the country.
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In 2003-04, Shyampur I CD Block had 125 primary schools with 19,338 students, 6 middle schools with 1,555 students, 12 high schools with 10,915 students and 7 higher secondary schools with 7,581 students. Shyampur I CD Block had 203 institutions with 26,563 students for special and non-formal education. It had 1 mass literacy centre.
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Mountaineering club "Varda" Scouting community "Plamen" was formed on 01.09.1956. Since then community works on process of non-formal life education, informing and fun for young people through promotions of scouting activities, organization of scout competitions, picnics, summer camps and education about ecology. Community counts 150 active members. Mountaineering club "Varda" exists for long time too.
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The Eastern Latvia's Center of Creative Services "Zeimuļs" houses classes of interest and non-formal education for children and youth. The opening of the center was on September 1, 2012. The architects were Rasa Kalniņa and Māris Krumiņš who used Latvian ethnographic motifs in their design. The main construction materials are concrete, glass, metal and wood.
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It had 1 polytechnic, 2 reconised short-hand, type writing and vocational training instiutes and 13 non-formal education centres (Sarva Shikhsha Abhiyan). Among the social, recreational and cultural facilities, it had 1 cinema theatre, 2 auditorium/ community halls, 2 public libraries, 2 reading rooms. Three important items it produced were handloom sari, ghee, poultry products.
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Among the educational facilities it had 8 primary schools, 1 middle school, 1 secondary school, 3 senior secondary schools, the nearest general degree college at Alipurduar 2.5 km away. It had 1 recognised shorthand, typewriting, vocational training institute, 1 non-formal education centre (Sarva Siksha Abhiyan). Among the social, cultural and recreational facilities it had 1 public library.
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In 2003-04, Bally Jagachha CD Block had 64 primary schools with 8,830 students, 3 middle schools with 995 students, 8 high schools with 3,925 students and 7 higher secondary schools with 5,830 students. Bally Jagachha CD Block had 195 institutions with 19,893 students for special and non-formal education. It had 1 mass literacy centre.
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In 2013-14, Barabani CD Block had 88 primary schools with 7,584 students, 10 middle schools with 962 students, 6 high schools with 3,946 students and 4 higher secondary schools with 4,756 students. Barabani CD Block had 1 technical/ professional institution with 100 students and 224 institutions for special and non-formal education with 6,876 students.
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It had 1 non-formal education centre (Sarva Shiksha Abhiyan). Among the social, recreational and cultural facilities it had 1 cinema theatre, 3 auditorium/ community halls, 1 public library and 1 reading room. Three important commodities it produced were rice, fodder, atta. It had the branch offices of 1 nationalised bank, 1 non- agricultural credit society.
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Pikkujoulu (Finnish for "little Christmas") is a Finnish traditional party held to anticipate Christmas. The Pikkujoulu party is non-formal, highly festive, and themed after Christmas. Pikkujoulu parties are held by various communities, organisations, companies, or just among friends. Not to be compared with Lilla jul, the latter of which is annually celebrated the Saturday before 1st advent.
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This provided an opportunity to discuss issues like child servitude and other urgent, child-related issues at the regional level. The workshop was beneficial in expanding the reach of CWIN. The organization also began a non-formal education program, providing learning opportunities for street children. CWIN registered at the Cottage Industry Board as a non-profit organisation.
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Among the educational facilities it had were 4 primary schools, 2 middle schools, 2 secondary schools, 2 senior secondary schools, the nearest general degree college at Supur 3 km away. It had 1 recognised shorthand, typewriting and vocational training institute, 4 non-formal education centres (Sarva Shiksha Abhiyan). It had the branch of 1 cooperative bank.
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Because of this program, more than 8,200 children received non-formal education after losing their jobs. Additionally, 680 children received vocational training. ;The Bangladesh Rehabilitation Assistance Committee (BRAC) The Bangladesh Rehabilitation Assistance Committee is a non-profit organization founded in the mid-1970s in Bangladesh. BRAC, along with Grameen Bank, are the two largest lenders of microcredit in Bangladesh.
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Training is a non-formal education that is delivered in an experimental framework. Participants actually have fun while experimenting through a learning activity, which fosters good attitudes towards lifelong learning and self- development. Through Trainings, students’ knowledge of topics that are not usually included in the classical pharmacy curricula (e.g. project management, communication and presentation skills) can be improved.
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Among the educational facilities it had were 3 primary schools, 2 middle schools, nearest secondary school, senior secondary school were at Palashi 0.5 km away. It had 12 non- formal education centres (Sarva Siksha Abhiyan). Among the social, recreational and cultural facilities it had 1 cinema theatre, 10 reading rooms. Three important commodities it produced were paddy, jute, oilseed.
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Also in phase two were rectangular buildings, with four large posts at the corners, the huts laid out in neat rows in a formal layout. The site seems to have been abandoned after this for a while, after which it was reoccupied, with the third phase construction of rectangular, sleeper-beam buildings, in a non-formal, scattered layout.
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Among the educational facilities it had were 5 primary schools, 1 middle school, other nearest educational facilities at Raniganj 10 km away. It had 2 non-formal education centres (Sarva Shiksha Abhiyan). Among the social, recreational and cultural facilities, it had 1 stadium, 3 auditorium/ community halls. Among the important commodities it manufactured were wine and cement.
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GCE aspires to be a transformative experience, to give learners the opportunities and competencies to realize their rights and obligations to promote a better world and future. GCE is built on a lifelong learning perspective. It is not only for children and youth but also for adults. It can be delivered in formal, non-formal and informal settings.
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Among the educational facilities it had were 15 primary schools, 3 middle schools, 2 secondary schools, 2 senior secondary schools. It had 3 non-formal education centres (Sarva Shiksha Abhiyan). Among the social, recreational, culturual facilities it had 1 public library and 1 reading room. Among the important commodities it produced were rice, biri, salpata thala.
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Among the medical facilities it had 1 dispensary/ health centre, 1 charitable hospital/ nursing home and 3 medicine shops. Among the educational facilities it had were 7 primary schools, 2 senior secondary schools. It had 1 non-formal education centre (Sarba Siksha Abhiyan). Among the social, recreational and cultural facilities, it had 1 old age home, 1 cinema theatre, 2 public libraries.
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There are 213 continuing education centres spread all over the State. 15 special primary schools and 8 special units in secondary schools cater for handicapped children. There are 11,732 teaching staff in the state public secondary schools and 2,789 non-teaching staff. The Agency for Adult and Non-formal Education (AANFE) caters for illiterate adults who had no opportunity of formal education.
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Free Being Me is a non-formal educational programme established in 2013, by the World Association of Girl Guides and Girl Scouts and the Dove Self-Esteem Fund. The programme aims to strengthen children's body confidence and self- esteem through interactive activities, designed by experts in body confidence. The programme has reached girls and boys from over 101 countries since 2014.
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As per the District Census Handbook 2011, Dum Dum Municipal city covered an area of 9.23 km2. Amongst the civic amenities it had open drains. Amongst the medical facilities It had 13 medicine shops. Amongst the educational facilities it had 31 primary schools, 10 secondary schools, 19 senior secondary schools, 1 degree college for arts/science/commerce and 77 non-formal education centres.
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Among the educational facilities it had 7 primary schools, 3 middle schools, 2 secondary schools, 2 senior secondary schools. It had 1 recognised shorthand, typewriting and vocational training centre, 5 non-formal education centres (Sarva Shiksha Abhiyan), 1 orphanage home. Three important commodities it produced were: ply wood, wooden furniture, jute choir. It had branches of 1 nationalised bank, 2 cooperative banks.
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Among the educational facilities it had 8 primary schools, 1 middle school, the nearest secondary school at Narsinpur 3 km away, the nearest senior secondary school at Birpara 8 km away. It had 1 non-formal education centre (Sarva Siksha Abhiyan). Three important commodities it produced were: bricks, crushed stone and dolomite. It had the branch of a nationalised bank.
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Among the educational facilities it had were 5 primary schools, 2 middle schools, 2 secondary schools and 2 senior secondary schools. It had 2 non-formal education centres (Sarba Siksha Abhiyan). Among the social, cultural and recreational facilities, it had 1 public library and 1 reading room. It had branches of 1 nationalised bank, 1 cooperative bank and 1 agricultural credit society.
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Among the educational facilities it had were 4 primary schools, 1 middle school, 1 secondary school, the nearest senior secondary school, general degree college at Raniganj 3 km away. It had 1 non-formal education centre (Sarba Siksha Abhiyan). Among the social, recreational and cultural facilities, it had 1 public library. It had the branch office of 1 nationalised bank.
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There are various minimum wages in the formal sector, depending on the kind of word involved. The non-formal sector is not subject to minimum-wage regulations. In any event, the minimum wage is not sufficient to provide a decent standard of living. There are standard work weeks and various official labor standards and health and safety regulations, but they are not enforced.
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Adiseshiah wrote elegant prose, lucid and precise. He was a prolific writer. He edited MIDS Bulletin for twenty four years. Predictably a very major portion of his writings was on education in all its dimensions – literacy, school and higher education, adult education, women's education, non-formal education, continuing education, technical education, science education, university education, research methods, and the like.
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Lao villagers assemble jigsaw maps of Southeast Asia. These maps were made by Big Brother Mouse, a literacy project in Laos. It was the first time any of them had seen a jigsaw puzzle of any sort. Informal learning is any learning that is not formal learning or non-formal learning, such as self-directed learning or learning from experience.
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Among the educational facilities it had 1 primary school, 1 middle school, 1 secondary school, 1 senior secondary school, the nearest general degree college at Birpara 16 km away. It had 3 non-formal education centres (Sarva Siksha Abhiyan). Two important commodities it manufactured were paddy, furniture . It had offices of 1 nationalised bank, 1 private commercial bank, 1 non-agricultural credit society.
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DPS Kidwai Nagar is a co-educational day school with more than 200 students. The school provides air-conditioned classrooms for its Pre-Primary classes. DPS Kidwai Nagar's infrastructure consists of: a swimming pool, a discovery room, a mini-zoo, a computer lab and a playground. For non-formal education, the school conducts classes for music, dance, art, theatrics, public speaking etc.
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The law stipulates a 9-year formal schooling, adult literacy and non-formal education, skill acquisition programs, and the education of special groups such as nomads and migrants, girl child and women, Al-majiri, out of school and disabled people (Aderinoye, 2007). "Nigeria Education Profile" . U.S. Diplomatic Mission to Nigeria. This article incorporates text from this source, which is in the public domain.
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His first job was Project Officer in a Non-formal Project of UNICEF for one year. Later he joined as a Lecturer in the N.B Science College affiliated to Osmania University in 1974. Later he joined the OU in 1981. He became Professor of Telugu in 1990, Chairman Board of Studies in 1992 and Head of the Department in 1994.
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Among the medical facilities, it had 3 dispensaries/ health centres, 3 nursing homes, 3 charitable hospital/ nursing homes, 2 medicine shops. Among the educational facilities it had were 2 primary schools, the nearest higher school facilities at Jaynagar Majilpur 2 km away, the nearest general degree college at Dakshin Barasat 12 km away. It had 1 non-formal education centre (Sarbya Siksha Abhijan).
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As per the District Census Handbook 2011, Barrackpore Municipal city covered an area of . Amongst the civic amenities it had 172.63 km of roads and open drains. Amongst the medical facilities It had 40 medicine shops. Amongst the educational facilities It had 62 primary schools, 12 middle schools, 1 secondary school, 11 senior secondary schools and 3 non-formal education centres.
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As a community youth organization, BdP is independent from political parties/organizations but promotes a comprehensive citizenship education through non-formal educational means on national, regional, and local level. In recognition of the organization's peace-building capacities, German Minister of Finance Wolfgang Schäuble donated €50,000 to BdP in 2015 in order to support international citizenship education through the Scout and Guide method.
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In 2003–04, Amta I CD Block had 133 primary schools with 19,646 students, three middle schools with 1,173 students, 20 high schools with 10,502 students and seven higher secondary schools with 6,300 students. Amta I CD Block had two colleges with 2,239 students. Amta I CD Block had 203 institutions with 25,777 students for special and non-formal education. It had two mass literacy centres.
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Barangay Bel-Air offers other extension services such as free ambulance service through Lifeline Arrows, and the Continuing Education Program for English Proficiency for household help, security and maintenance personnel, in cooperation with the Department of Education and the Mapua Institute of Technology. More subjects like math and science will be offered in the future, in line with Makati City's Non-Formal Education Program.
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Among the educational facilities it had were 2 primary schools, 1 middle school, 1 secondary school, 1 senior secondary school, the nearest general degree college at Barjora 3 km away. It had 4 non-formal education centres (Sarva Shiksha Abhiyan). Among the social cultural and recreational facilities, it had 1 public library, 1 reading room. Three important commodities it produced were fishing hooks, sankha and pola bandha.
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In 2003-04, Bagnan I CD Block had 107 primary schools with 18,141 students, 4 middle schools with 1,307 students, 8 high schools with 7,278 students and 9 higher secondary schools with 8,683 students. Bagnan I CD Block had 1 general college with 2,975 students. Bagnan I CD Block had 210 institutions with 23,805 students for special and non-formal education. It had 1 mass literacy centre.
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Field trip: school children outdoors listening to man, c. 1899, US Modern outdoor education owes its beginnings to separate initiatives. Organized camping was evident in the late nineteenth century and early twentieth century in Europe, the UK, the US, Australia, and New Zealand. The Scouting movement, established in the UK in 1907 by Robert Baden-Powell, employs non-formal education with an emphasis on practical outdoor activities.
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Formal viable system theory is normally referred to as viability theory, and provides a mathematical approach to explore the dynamics of complex systems set within the context of control theory. In contrast, principally non-formal viable system theory is concerned with descriptive approaches to the study of viability through the processes of control and communication, though these theories may have mathematical descriptions associated with them.
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The reform initiative sought to improve the quality of instruction, to increase the role of parents and communities, to introduce competency-based approaches to student learning, and to strengthen the capacity of private and non-formal system to reach youth who were not enrolled, especially girls. Government strategy covers basic education, vocational education, secondary education, higher education, adult education and, in particular, women's literacy.
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As per the District Census Handbook 2011, Baranagar Municipal city covered an area of 7.12 km2. Amongst the civic amenities it had 160.23 km of roads and both open and closed drains. Amongst the medical facilities It had 55 medicine shops. Amongst the educational facilities it had 49 primary schools, 33 middle schools, 33 secondary schools, many higher secondary schools and 2 non-formal education centres.
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In 2003-04, Domjur CD Block had 153 primary schools with 26,321 students, 3 middle schools with 1,251 students, 24 high schools with 16,195 students and 12 higher secondary schools with 12,471 students. Domjur CD Block had 1 general college with 415 students. Domjur CD Block had 255 institutions with 28,729 students for special and non-formal education. It had 2 mass literacy centres.
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In 2003-04, Panchla CD Block had 99 primary schools with 18,923 students, 4 middle schools with 1,396 students, 11 high schools with 9,111 students and 7 higher secondary schools with 8,593 students. Panchla CD Block had 1 general college with 778 students. Panchla CD Block had 233 institutions with 29,175 students for special and non-formal education. It had 2 mass literacy centres.
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In 2003-04, Sankrail CD Block had 115 primary schools with 22,281 students, 4 middle schools with 616 students, 10 high schools with 13,503 students and 5 higher secondary schools with 6,141 students. Sankrail CD Block had 1 general college with 1,817 students. Sankrail CD Block had 294 institutions with 35,964 students for special and non-formal education. It had 2 mass literacy centres.
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In remote tribal villages, government schools either did not exist or were not functioning. Education levels were very poor and the exploitation of people because illiteracy was high. Gram Vikas started balwadis, non-formal education centres and adult literacy programme in the Villages. Soon it became clear that NFE would never give tribal children the opportunity to join the mainstream education system and fully reach their potential.
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Among the educational facilities it had 6 primary schools, 2 middle schools, 2 secondary schools, 2 senior secondary schools, the nearest general degree college at Dhupguri 14 km away. It had 1 recognised shorthand, typewriting and vocational training institution, 2 non-formal education centres (Sarva Shiksha Abhiyan). Among the social, recreational and cultural facilities it had 1 working women’s hostel. It had branch of 1 nationalised bank.
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Non- formal education to cover the vast multitudes that were denied a chance to join formal educational institutions was attempted in various forms in India. The Farmers Functional Literacy Project of 1967 was among the earliest attempts in India. Adiseshiah founded the Tamil Nadu Board of Continuing Education in 1976 and took all steps to sustain and advance its activities. He was its President for four terms.
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There they started social service activities like running Charitable Homoeopathic Dispensary, Free Coaching Centre (which was named Swami Vivekananda Charitable Coaching Centre) for the poor students of nearby slums etc. Gradually their social activities increased. They opened a non-formal school for children (which was named "Gadadhar Sishu Bikas Kendra"), opened a general library and started organising lectures and religious discourses on regular basis.
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Studying under Hamid Attamimi, the "founder of the Indonesian Constitution Science", she decided to stay in law. Farida received her notary public's degree in 1982. She later received a Master of Laws degree from the same institution in 1997, finishing her doctorate studies in 2002. She has also taken non-formal courses on law making in Leiden, Vrije Universiteit Amsterdam, Boston, and San Francisco.
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Retrieved December 11, 2009 from the Chan Robles Virtual Law Library. The Department of Education (DepEd) covers elementary, secondary, and non-formal education. The Technical Education and Skills Development Authority (TESDA) administers middle-level education training and development. The Commission on Higher Education (CHED) was created in 1994 to, among other functions, formulate and recommend development plans, policies, priorities, and programs on higher education and research.
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Theatre for development typically endeavors to build awareness about critical topics within a political or developmental context, often using an agitprop style. Especially in oppressive regimes, it may not be safe or possible to perform overtly political plays. Apart from political issues, common topics are non-formal education, hygiene, disposal of sewage, environment, women's rights, child abuse, prostitution, street children, health education, HIV/AIDS, literacy, etc.
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Education about the Holocaust or Holocaust education refers to efforts, in formal and non-formal settings, to teach about the Holocaust. Teaching and Learning about the Holocaust (TLH) addresses didactics and learning, under the larger umbrella of education about the Holocaust, which also comprises curricula and textbooks studies. The expression "Teaching and Learning about the Holocaust" is used by the International Holocaust Remembrance Alliance.
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BLSP was founded & registered on 3 March 2000 with a vision of bringing all round development to the remote tribal villages of India. The charity runs Ekal Yidyalayas, where a local youth teaches children aged 6 to 14 for three hours daily using a non-formal approach that includes songs, storytelling, games, art and yoga. The students and their parents are taught principles of health and hygiene.
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The project was aimed at strengthening self-help efforts of 23 Civil Society Organizations (CSOs) working for the disadvantaged sections of society. It was designed to facilitate institutionalization of Non Governmental Organizations (NGOs) and Community Based Organizations (CBOs) through capacity building, resource development and management programmes. Sectors covered under the project were Natural Resource Management, Non-Formal Education, Micro Enterprise, Mother Child Health and Human Rights.
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Among the medical facilities it had 1 family welfare centre, 1 maternity and child welfare centre. Among the educational facilities it had were 3 primary schools, the nearest middle school, secondary school and senior secondary school were at Patharberia 1 km away. It had 1 non-formal education centre (Sarba Siksha Abhiyan). Among the social, recreational and cultural facilities, it had 1 orphanage home.
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Among the educational facilities it had were 1 primary school and 1 secondary school, the nearest middle and senior secondary schools at Pallishree 2 km away, the nearest general degree college at Vidyanagar 7 km away. It had 1 non-formal education centre (Sarba Siksha Abhiyan). Three important commodities it produced were plywood, brush and biri. It had the branch of 1 agricultural credit society.
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Raja Rashid Hafeez is a Pakistani politician who is the current Provincial Minister of Punjab for Literacy and Non Formal Basic Education, in office since 27 August 2018. He has been a member of the Provincial Assembly of the Punjab since August 2018. Previously, he was a Member of the Provincial Assembly of Punjab from 2002 to 2007 and again from May 2013 to May 2018.
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In 2003 there were 97 schools, 68% are public and 32% private. 54 schools are in urban zone and 43 in rural zone. In the city works the Universidad de Cundinamarca, the School of Public Service ESAP, the Police School, ICSEF, the Universidad Santo Tomás and Universidad Antonio Nariño. Also works Servicio Nacional de Aprendizaje SENA, and 15 non-formal or informal private educational establishments.
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Najima Rhozali or Najima Thay Thay Rhozali ( ; born 1960, Oujda) is a Moroccan politician of the National Rally of Independents party. She held the position of Secretary of State for Literacy and non-formal Education in the cabinets of Driss Jettou. Rhozali is a professor of linguistics at the university of Agadir specializing in oral tradition. She authored books on traditional folk stories and legends.
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In 2013-14, Sonamukhi CD block had 155 primary schools with 11,196 students, 14 middle schools with 1,426 students, 5 high schools with 2,290 students and 12 higher secondary schools with 10,359 students. Sonamukhi CD block had 280 institutions for special and non-formal education with 11,066 students. Sonamukhi (municipal town) had a general college outside the CD block. Sonamukhi CD block had 9 mass literacy centres.
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In 2003-04, Amta II CD Block had 149 primary schools with 19,114 students, 3 middle schools with 455 students, 18 high schools with 12,872 students and 5 higher secondary schools with 5,269 students. Amta II CD Block had 1 colleges with 544 students. Amta II CD Block had 150 institutions with 21,316 students for special and non-formal education. It had 2 mass literacy centres.
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Sustainable Development Goal 4 (SDG 4) commits countries to providing lifelong learning opportunities for all, including tertiary education. This commitment is monitored through the global indicator for target 4.3 in the sustainable development goal 4 (SDG 4), which measures the participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, whether for work or non-work purposes.
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The ALS is a way for the informal and busy students to achieve elementary and high school education without need of going to attend classroom instructions on a daily basis just like the formal education system. Secondary education has now become a prerequisite in vocational technology and college education in the Philippines. Livelihood trainings, however, do not need formal or non-formal education in the Philippines.
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The concept created ripples in Kerala, even as many students went on to achieve higher educational qualifications. Many of the successful students are now working various central and state government departments. Inspired by the activities of P.N. Panicker, P.T. Bhaskara Panicker and K. Sivadasan Pillai, three prominent social workers in Kerala, Rahman became active functionary of Kerala Association for Non-Formal Education and Development (KANFED), a voluntary organisation that spearheaded literacy and library movements in Kerala. He led the organisation’s activities in Kannur and Kasargod districts. During this period, he successfully coordinated the ‘Three-month Literacy Programme’ in Kinanur-Karindalam Panchayath and the Health and Education drive in the tribal hamlet of Badiyadukka. He launched People’s Association for Non Formal Training and Education (PANTECH) in 1996 with an aim to help unemployed youth to acquire technical skills in an informal way and earn a living.
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Khamla Panyasouk of Big Brother Mouse in Laos reads to children Non-formal learning includes various structured learning situations which do not either have the level of curriculum, syllabus, accreditation and certification associated with 'formal learning', but have more structure than that associated with 'informal learning', which typically take place naturally and spontaneously as part of other activities. These form the three styles of learning recognised and supported by the OECD. Examples of non-formal learning include swimming sessions for toddlers, community-based sports programs, and programs developed by organisations such as the Boy Scouts, the Girl Guides, community or non-credit adult education courses, sports or fitness programs, professional conference style seminars, and continuing professional development. The learner's objectives may be to increase skills and knowledge, as well as to experience the emotional rewards associated with increased love for a subject or increased passion for learning.
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In 2003-04, Jagatballavpur CD Block had 142 primary schools with 22,154 students, 4 middle schools with 616 students, 15 high schools with 12,673 students and 6 higher secondary schools with 6,231 students. Jagatballavpur CD Block had 1 general college with 991 students and 1 technical institution with 174 students. Jagatballavpur CD Block had 240 institutions with 32,404 students for special and non-formal education. It had 2 mass literacy centres.
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Among the educational facilities it had were 11 primary schools, 4 middle schools, 4 secondary schools, 2 senior secondary schools, 1 degree college. It had 5 shorthand, typewriting and vocational training institutes, 5 non-formal education centres (Sarva Siksha Abhiyan) and 1 special school for the disabled. Among the social, recreational and cultural facilities it had 1 orphanage home. It had the offices of 2 non-agricultural credit centres.
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Shripad A. Dabholkar was an educationist. He aimed to shape education as a tool for total change in the life situation of an average worker in rural areas. Dabholkar realized the limitation of conventional academic system in which he played a part as a teacher for 25 years. He left it to undertake the task of educating farmers through demystification of science, adopting non-formal methods of knowledge communication.
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The World Macedonian Congress (shortened as WMC or SMK; ') is a non-formal parliament of the ethnic Macedonians.The official "Statute of the World Macedonian Congress" (28.03.1998) It presents itself as an organization fighting and demanding for more human rights to ethnic Macedonians on an international level,The official "Statute of the World Macedonian Congress" (28.03.1998) but is seen as an ultranationalist organization, supporting the controversial antiquization, by independent researchers and media.
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This type of non-formal education helps in ensuring active participation and teaches people to manage the community in which they live. Youth and community organisations young people have the opportunity to discover, analyse and understand values and their implications and build a set of values to guide their lives. They run work camps and meetings, recruit volunteers, administer bank accounts, give counselling etc. to work toward social change.
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In 2013-14, Kharagpur II CD block had 143 primary schools with 9,482 students, 5 middle schools with 515 students, 12 high schools with 5,263 students and 14 higher secondary schools with 13,626 students. Telipukur High School (H.S.), Madpur Girl's High school and Madpur Boy's High school are some of best school in this Block. Kharagpur II CD block had 418 institutions for special and non-formal education with 6,228 students.
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As a subset of homeschooling, informal learning happens outside of the classroom but has no traditional boundaries of education. Informal learning is an everyday form of learning through participation and creation, in contrast with the traditional view of teacher-centered learning. The term is often combined with non-formal learning and self-directed learning. Informal learning differs from traditional learning since there are no expected objectives or outcomes.
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F. Landa Jocano identified two models of the Filipino value system. The first is the exogenous model or the foreign model, while the second is the indigenous model or the traditional model. The foreign model is described to be a "legal and formal" model. The indigenous model is described as a "traditional and non- formal" model or guide but is deeply embedded in the subconscious of the Filipinos.
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As per the District Census Handbook 2011, Garulia Municipal town covered an area of 6.47 km2. Amongst the civic amenities it had 51 km of roads and both open and closed drains. Amongst the educational facilities It had 28 primary schools, 5 secondary schools, 2 senior secondary schools and 5 non-formal education centres. Amongst the social, recreational and cultural facilities it had 1 public library and 3 reading rooms.
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The university has grown into one of the largest universities in India. There are 16 faculties, 86 academic departments, 77 colleges and 5 other institutes spread across city, with 132,435 regular students (114,494 undergraduates and 17,941 postgraduates). There are 261,169 students in non-formal education programmes (258,831 undergraduates and 2,338 postgraduates). DU's chemistry, geology, zoology, sociology and history departments have been awarded the status of Centres of Advanced Studies.
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Telegraph-Journal, 2010. This dimension predominantly measures adults’ continual professional development at their place of work through formal, non- formal and informal learning opportunities. It also measures students’ participation in the vocational track of the formal education system which, depending on the country/region, can also include young people within compulsory education. The variables used to construct this dimension predominantly reflect investment in learning by employers, government and individuals.
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Among the educational facilities it had were 19 primary schools, 5 secondary school, 7 senior secondary school, 1 general degree college. It had 3 non-formal education entres (Sarva Shiksha Abhiyan),1 special school for disabled. Among the social cultural and recreational facilities, it had 3 stadiums, 1 cinema theatre, 9 auditorium/ community halls, 4 public library, 2 reading room. Among the important commodities it produced were locomotives, steel castings.
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As a result, there would be three headdresses worn simultaneously: first, the juna (gauze), then the kelaghayi and finally a triangular headscarf called kasaba, sarandaz, or zarbab. Kelaghayi-making is concentrated in two cities in Azerbaijan, the city of Sheki and the Basgal settlement in Ismayilly. The tradition is passed down through non-formal apprenticeships, primarily through family occupation. Silkworm breeding in Azerbaijan dates to the periods prior to Christianity.
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Among the educational facilities it had were 4 primary schools, 1 middle school, 1 secondary school, 1 senior secondary school. It had 1 non-formal education centre (Sarva Siksha Abhiyan), 2 special schools for disabled. Among the social, recreational and cultural facilities it had 1 orphanage, 2 working women's hostels, 1 cinema theatre, 1 public library, 1 reading room. Three important commodities it produced were jute, paddy, wheat.
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1991: National Commission for Mass Literacy and Non-formal Education. A policy to motivate parents and families to send their school-age children to school and to establish training facilities that concentrate on domestic science, home economics and crafts. 1994: Family Support Basic Education Programme. A programme to encourage families living in rural areas to send girls to go to school as a means of promoting youth development.
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March 08, 2010. Similar activities are undertaken by the colleges that take on different approaches as in holding outreach programs in their field work, off-campus activities and on-the-job trainings or practicum. In 2009, PLM launched the Alternative Learning Program (ALP), which aims to provide a practical alternative to formal instruction, using both non-formal and informal sources of knowledge and skills.Esplanada, Jerry E. PLM reaches out to neighbors.
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Boys of Bangladesh, popularly abbreviated BoB, formerly known as Boys Only Bangladesh, is one of the oldest running online Yahoo Group of closeted Bangladeshi gay men. Based in Dhaka, this non-registered, non-funded and non- formal group was run by a pool of volunteers. Boys of Bangladesh operated since 2002 solely through a Yahoo! Group as the primary dating site for Bangladeshi gay men before the advent of Grindr.
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Musaddam was born in 1992 at Potiskum of former Nangere local government area of Yobe State. He started his non-formal Islamic education in his residence then to Khalid Bn Walid Islamic School were he obtained Quran. Musaddam attended Saint Paul Learners Academy for his Nursery school. In 2000 he was admitted into Damboa Primary School and later transferred to Kwata Primary School where he obtained his First school leaving certificate.
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In Greece, private colleges are Post- secondary Education Centres (Greek: Κέντρα Μεταλυκειακής Εκπαίδευσης; ΚΕ.Μ.Ε) at non-formal education level operate under the proper registration accredited by the Ministry of Education. Usually, most private colleges have been authorised to offer foreign undergraduate and postgraduate programmes following franchise or validation agreements with collaborating universities established in other countries, primarily in the UK, leading to degrees awarded directly by those foreign universities.
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Formal power series are like polynomials, but allow infinitely many non-zero terms to occur, so that they do not have finite degree. Unlike polynomials they cannot in general be explicitly and fully written down (just like irrational numbers cannot), but the rules for manipulating their terms are the same as for polynomials. Non-formal power series also generalize polynomials, but the multiplication of two power series may not converge.
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Azab dan Sengsara discusses forced marriage and its relation to a family's public image. This was not a new theme for novels published in Indonesia; previously published novels in non-formal Malay and Sundanese had similar themes. This was rendered explicitly to educate readers in the negative effects of forced marriage. Azab dan Sengsara includes individualistic characters, unwilling to comply entirely with Batak traditions or depend on their fellow Batak.
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On April 2020, Sheyene enrolled in the University of Naples Federico II to acquire a degree in Political science. Sheyene is currently working along with governments and international organizations to introduce robotics education into low-resource communities or conflict areas, such as rural schools, refugee camps, non-formal school systems and prison systems in concert with entertainment productions for social change to educate the public and guide them to take action.
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The Jabalpur Diocesan Educational Society (JDES) runs schools, colleges, hospitals, cathedrals and boardings. It also conducts non-formal education and medical camps both in urban and rural areas. The Catholic Bishop of the diocese of Jabalpur is the President of the society. The growing need to educate the people in rural and urban areas prompted the Bishop of Jabalpur to establish a registered society in the diocese of Jabalpur.
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The Jabalpur Diocesan Educational Society came into existence on 3 May 1968. The society has more than 30 schools and boardings in the urban and rural areas of Jabalpur, Shahdol, Sagar, Anuppur, Umaria, Seoni, Katni, Mandla and Dindori districts. Apart from the schools and boardings, it conducts non-formal education classes and also conducts social service activities like medical camps, social awareness programmes etc. in the rural areas.
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In 2003-04, Uluberia II CD Block had 96 primary schools with 17,059 students, 3 middle schools with 624 students, 8 high schools with 5,800 students and 4 higher secondary schools with 4,877 students. Uluberia II CD Block had 1 professional and technical institution with 174 students. Uluberia II CD Block had 225 institutions with 30,936 students for special and non-formal education. It had 1 mass literacy centre.
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In 2003-04, Bagnan II CD Block had 97 primary schools with 13,983 students, 3 middle schools with 1,123 students, 12 high schools with 8,507 students and 5 higher secondary schools with 6,033 students. Bagnan II CD Block had 1 professional and technical education with 1,315 students. Bagnan II CD Block had 156 institutions with 20,980 students for special and non-formal education. It had 2 mass literacy centres.
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The nearest Polytechnic (Kallettumkara) is at a distance of 10 km from the village. The nearest Vocational Training School (Kuruvilassery) is at a distance of less than 15 km from the village. The nearest Non-formal Training Centre (Thrissur) is at a distance of more than 10 km from the village. The nearest Special School for Disabled is at a distance of 5 to 10 km from the village.
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Formal learning is education normally delivered by trained teachers in a systematic intentional way within a school, higher education or university. It is one of three forms of learning as defined by the OECD, the others being informal learning, which typically takes place naturally as part of some other activity, and non-formal learning, which includes everything else, such as sports instruction provided by non-trained educators without a formal curriculum.
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In 2013-14, Pandabeswar CD Block had 44 primary schools with 6,666 students, 7 middle schools with 737 students, 2 high school with 812 students and 5 higher secondary schools with 9,009 students. Pandabeswar CD Block had 1 general college with 1,007 students, 257 institutions for special and non-formal education with 9,690 students Pandaveswar College was established at Pandabeswar in 2005. It is affiliated with Kazi Nazrul University.
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According to scholars, the major factor behind improvements in the social and economic status of women in Kerala is literacy. Under the Non-Formal Education programme (NFE), about 40% of the NFE centres in states and 10% of the centres in UTs are exclusively reserved for women. As of 2000, about 300,000 NFE centres were catering to about 7.42 million children. About 120,000 NFE centres were exclusively for girls.
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The Naara Rural Bank Limited, with its head office located at Paga has an agency at Navrongo. There are also non-banking institutions in the municipality which collaborate with the financial institutions to offer credit to groups and individuals. Such institutions include Non-governmental Organizations, Community Based Rural Development Project and National Board for Small Scale Industries. In addition, non-formal credit arrangements such as “Susu” are available for traders and small-scale producers.
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St. Joseph College–Olongapo, Inc. (then St. Joseph's School) was formally established on 1945 after World War II by the Society of the Divine Word (SVD) at a makeshift site with non-formal classes, with Father Rizalino Veneracion as the first director. The school was constructed at the corner of Fendler and Apo streets. On 1947, the school was transferred to its present site – along 18th Street corner Barretto, Canda, and Elicaño Streets.
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Among the educational facilities it had were 2 primary schools, 1 middle school, 1 secondary school, 1 senior secondary school, the nearest general degree college at Supur 4 km away. It had 2 non-formal education centres (Sarva Shiksha Abhiyan). Among the social cultural and recreational facilities, it had 1 cinema theatre, 1 auditorium/ community hall, 1 public library, 1 reading room. The three most important commodities it manufactured were rice, wheat, mustard oil.
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Among the medical facilities it had dispensary/ health centre, maternity and child welfare centre and maternity home, nursing home, veterinary hospital 0.5 km away and 2 medicine shops in the town. Among the educational facilities it had were 3 primary schools, 2 senior secondary school, 1 general degree college. It had 1 non-formal education centre (Sarbya Siksha Abhiyan Centre). Among the social, recreational and cultural facilities it had 1 public library, 1 reading room.
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For certain periods its sister schools have been operated in other cities of Latvia: Grobiņa, Jelgava, Ogre, Salaspils, Kuldīga and Druva. Up to 500 school students participate in the monthly events organised by the School in 4 regions of Latvia. in its non-formal education events: quizzes, presentations, research conferences, wilderness expeditions, fieldworks and outdoor games. The School also organises annual national geography olympiads in Latvia and international olympiads in the Baltic Sea region.
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Persian, an Indo-Iranian language, has past and non-past forms, with additional aspectual distinctions. Future can be expressed using an auxiliary, but almost never in non-formal context. In the Slavic languages, verbs are intrinsically perfective or imperfective. In Russian and some other languages in the group, perfective verbs have past and future tenses, while imperfective verbs have past, present and future, the imperfective future being a compound tense in most cases.
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The Mizoram State Council of Educational Research & Training was started in January 1980. It is an academic wing of the Directorate of School Education and is located at Chaltlang since its establishment. SCERT is responsible for qualitative improvement of school education from primary to higher secondary schools, non-formal education and teacher education. It is also responsible for successful implementation of various education projects sponsored by central government, UNICEF as well as state government.
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Among the educational facilities it had 12 primary schools, 5 middle schools, 5 secondary schools, 5 senior secondary schools. It had 4 recognised shorthand, typewriting and vocational training centre, 24 non-formal education centres (Sarva Shiksha Abhiyan), 1 special school for the disabled. Among the social, recreational and cultural facilities it had 1 cinema theatre, 1 auditorium/ community hall, 1 public library. Three important commodities it produced were: furniture, jute yarn, tea.
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Different types of facilities are available in the college. Students aspiring to study in a non-formal environment, can pursue bachelor and postgraduate degree from distance education centre of Indira Gandhi National Open University (IGNOU) and distance education programmes of Pondicherry University. The College offers hostel facilities for boys and girls hailing from distant Islands with the motto to give students a homely atmosphere. There are only limited seats in the Hostels.
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He chaired the Non-Formal Education Curriculum Preparation Committee in 1976. When the National Adult Education Programme (NAEP) was launched on 2 October 1978, Adiseshiah, then Vice- Chancellor of Madras University was appointed President of the Indian Adult Education Association. Soon he became a member of the Rajya Sabha and used the opportunity to expand the adult education programme to cover all parts of the country. He was president of the Viswayuvak Kendra.
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They, too, begin with the organizational form of learning and call those learning processes informal which are non- formal or not formally organized and are not financed by institutions (Watkins/Marsick, p. 12 et sec.). An example for a wider approach is Livingstone's definition which is oriented towards autodidactic and self- directed learning and places special emphasis on the self-definition of the learning process by the learner (Livingstone 1999, p. 68 et seq.).
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The nearest Polytechnic (Nattika) is at a distance of 5 to 10 km from the village. The nearest Vocational Training School (Thrissur) is at a distance of more than 10 km from the village. The nearest Non-formal Training Centre (Thrissur) is at a distance of more than 10 km from the village. The nearest Special School for Disabled (Thrissur) is at a distance of more than 10 km from the village.
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Chitra Jayant Naik (1918–2010) was an Indian educationist, writer, social worker, the chairperson of the Indian Institute of Education and the expert member of the Planning Commission of India. She was the chairperson of the Non-formal Education Committee set up by the Ministry of Human Resource Development and was a member of the National Literacy Mission. The Government of India awarded her the fourth highest Indian civilian honour of Padma Shri in 1986.
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It used Afghan-made micro-hydro plants and wind turbines to provide electricity for rural regions. RESAP also trained Afghan engineers and technicians to build and install these units. Adult Learning and Education Facilitation (ALEF) The ALEF project worked in three provinces to provide non-formal adult education and vocational training. Using folkbildning methods, ALEF offered learning circles in tailoring, mobile phone repair, computer skills, literacy, English language, maternal and infant health, and vocational counseling.
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One of the initial main objectives of the AIWC was education of women, and it remains a primary concern today. The organisation's literacy campaign was intensified in 1996 by initiating non-formal education programmes for school drop outs and literacy programmes for adult woman with craft training through its branches. AIWC also operates microcredit schemes and energy development for rural women. AIWC has trained women in the use of solar driers for hygienically storing food.
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Bethsaida Community Foundation is a community-based refuge in Kenya for the less fortunate, the orphaned and vulnerable people. It was established in 2011. The centre is built with mud on a piece of land bought by Hika Kamau. It offers parental love, spiritual care, rehabilitation and formal education to these children, with the aim of naturing their potential and personal capacity through other myriad of activities such as non-formal learning.
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' The IRC promotes the protection and development of children and youth from the early stages of an emergency through post-conflict and recovery. Its children's and youth programs include emergency care;“Aid World Launches Standards for Crisis Education” Reuters, 8 December 2004 formal and non-formal education; rehabilitation and community reintegration of former child soldiers; psychosocial care and protection; life skills training, recreational and cultural activities; and economic and leadership development for youth.
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As integrity peer trainers, the youth are expected to be good examples of integrity for their peers and younger fellows to follow. Apart from non-formal integrity educational program in schools, youth will be provided chances to expand their understanding about anti-corruption through a competition called "Flat Connection"Information of Flat Connection, Flat connection Facebook address and an integrity festival. The project started from October 2011 and will end in June 2012.
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All projects are divided in two parts - formal and non-formal education - each of them has 3 key actions. Erasmus+ key action 1 provides a unique opportunity for teachers, headmasters, trainers and other staff of education institutions to participate in international training courses in different European countries. The staff home institution shall apply to receive the grant to send its staff members abroad for training. Erasmus+ also conducts projects in Central Asia's Kazakhstan.
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Nuevas perspectivas y tendencias actuales. Ariel. p. 15. . In a work written by Coombs in conjunction with M. Ahmed, non-formal education is defined as "...any organized educational activity outside the established formal system—whether operating separately or as an important feature of some broader activity—that is intended to serve identifiable learning clienteles and learning objective".Coombs, Phillips H. and H. Ahmed. New Paths To Learning: For Rural Children and Youth (en inglés).
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Public Schools of Tourism Education (ΔΣΤΕ; Δημόσιες Σχολές Τουριστικής Εκπαίδευσης) are operated by Ministry of Tourism. Types are the Further-training Programmes of Employees in Tourism Sector (non-formal education); Schools of Tourist Guides; Institutes of Vocational Training (IEKs) comprise the specialties of Cookery (commercial culinary arts), Bakery and Patisserie (commercial pastry), Tourism Units and Ηospitality Businesses (front office / reception, floor service / housekeeping, commodity education), Specialist of Business Administration and Economics in the Tourism Field.
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Meanwhile, Astghik was authorized by the Armenian Ministry of Justice in December 1998. In 2002, the association became an associate member of WAGGGS. NUGGGS "Astghik" functions/operates in different regions of Armenia and the bases of the function of the Union are weekly meetings of the groups. The Union is a non-governmental organization working with non-formal educational programs which organizes different seminars, training, camps, cultural activities not only in Armenia but also abroad.
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Professor Deborah Adetunbi Egunyomi, Department of Adult Education, University of Ibadan, Ibadan, Nigeria Deborah Adetunbi Egunyomi (born 10 December 1953) is a professor of Continuing and Non-Formal Education at the University of Ibadan, Ibadan, Nigeria, where she previously served as the Head of Adult Education Department. She was a member of the Visitation Panel set up by Ekiti state government to reposition the College of Health Science and Technology, Ijero-Ekiti.
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In 2003–04, Shyampur II CD Block had 126 primary schools with 18,355 students, 3 middle schools with 1,013 students, 14 high schools with 10,438 students and 4 higher secondary schools with 5,480 students. Shyampur II had 1 general college with 1,382 students and 1 professional and technical institution with 77 students. Shyampur II CD Block had 190 institutions with 24,112 students for special and non-formal education. It had 1 mass literacy centre.
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The program develops students' capacity to analyze non-formal education policies and practices and examine the educational impact of a range of institutions, organizations and associational spaces. It provides training and skills for work in settings such as: adult education, community organizing, literacy programs, museum education, dis/ability programs, youth and sports programs, peace education, environmental education, religious organizations, health education, civic education, Indigenous and tribal communities, for-the-job and on-the-job training.
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The EAEA Grundtvig Award rewards every year projects in adult education that offer innovative or original ideas, partnerships and methodologies in adult learning. The EAEA Grundtvig Award was launched in 2003 by EAEA in order to celebrate excellence in adult education. Each year the Award has a different theme. The Award is named after Nikolai Frederik Severin Grundtvig (1783–1872), a Danish educator mainly influential in the development of non-formal adult education in Europe and worldwide.
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Viable system theory (VST) concerns cybernetic processes in relation to the development/evolution of dynamical systems. They are considered to be living systems in the sense that they are complex and adaptive, can learn, and are capable of maintaining an autonomous existence, at least within the confines of their constraints. These attributes involve the maintenance of internal stability through adaptation to changing environments. One can distinguish between two strands such theory: formal systems and principally non-formal system.
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Manolis (or Emmanouil) Sfakianakis was born in Chania, Crete. He graduated from the Technical Lyceum of Chania, Department of Electronics, and from the Centre of Liberal Studies of Korelko, Department of Informatics (Greek: Εργαστήριο Ελευθέρων Σπουδών) belongs to private post- secondary non-formal education. In 1981 he entered the faculty of Programming and Analysis of the National and Kapodistrian University of Athens. In 1982 he entered the Enomatarchon Police School (Greek: Σχολή Ενωμοταρχών; now-closed) of Hellenic Gendarmerie.
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Regional disparities (high investments in largest cities, and lack of investments in other areas) is an issue in funding state institutions, including education. This creates difficulties on coordination on funding in different regions. European Commission's Audit flagged up the major problems regarding weak coordination at national, regional and local levels. Same audit noted the lack of a system for the recognition of non-formal and informal learning, insufficient information on learning opportunities and unclear funding priorities.
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In 2013-14, Binpur I CD block had 137 primary schools with 9,247 students, 20 middle schools with 1,679 students and 16 higher secondary schools with 16,020 students. Binpur I CD block had 510 institutions for special and non-formal education with 10,896 students. The United Nations Development Programme considers the combined primary and secondary enrolment ratio as the simple indicator of educational achievement of the children in the school going age. The infrastructure available is important.
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In 2013-14, Andal CD Block had 61 primary schools with 9,424 students, 8 middle schools with 526 students, 9 high school with 6,350 students and 11 higher secondary schools with 13,804 students. Andal CD Block had 1 general college with 1,624 students, 3 technical/ professional institutions with 420 students, 293 institutions for special and non-formal education with 11,750 students Khandra College was established at Khandra in 1981. It is affiliated with Kazi Nazrul University.
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Pre-School Nazareth Gyan Jyoti School (Formerly known as After Noon School) is an integral part of Nazareth Academy's outreach program. It was begun in 1975 when the Sisters became acutely aware of education for the non-school going children of their neighbourhood. Non-formal classes were conducted after regular school hours. In later years as the number of children increased, the school was formally organized with a set of teachers and formal classes for three hours daily.
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Dr. B. R. Ambedkar Institute of Technology, established in 1984, is oldest engineering college in Port Blair, in the Andaman and Nicobar Islands, India. It offers degree and diploma in engineering and maritime programmes. The institute also offers various non-formal courses in the campus as well as through its extension centre spread over different islands of Andaman and Nicobar Islands. All the courses which are being offered for more than four years have been accredited by NBA.
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Among the educational facilities it had were 5 primary schools, 2 middle schools, 2 secondary schools, 2 senior secondary schools, 1 general degree college. It had 1 recognised shorthand, typewriting and vocational training institution, 2 non-formal education centres (Sarva Shiksha Abhiyan), 1 special school for disabled. Among the social cultural and recreational facilities, it had 1 auditorium/ community hall, 1 public library, 1 reading room. It had the branch offices of 2 nationalised banks and 1 cooperative bank.
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Among the medical facilities it had 2 charitable hospitals/ nursing homes and 2 medicine shops. Among the educational facilities it had were 6 primary schools, the nearest middle, secondary and senior secondary schools at Pallishree 1 km away, the nearest general degree college at Vidyanagar 5 km away. It had 4 recognised shorthand, typewriting and vocational training institutes, 1 non-formal education centre (Sarba Siksha Abhiyan). Among the social, recreational and cultural facilities, it had 1 public library.
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Today, AGOHELMA, the association she founded, provides various services in addition to the orphanage itself, including formal and non-formal education, HIV/AIDS prevention activities, habitat improvement and infrastructure development, empowerment of women, among others. Additionally, it provides institutional care for 150 orphans. Since its establishment, over 12,000 needy children have been supported by the association with over 1.5 million people having benefited either directly or indirectly from the association in different regions of the country.
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Participated in small classes of EPSA from season 1949-50 to season 1956-57, chaired by the Emm campaign. In October 1952 he founded and partook in the basketball section. During this period (1948-1952) there has been a very active and independent association called "Enosis Exarheia," not evolved into an official club, and various non-formal clubs (basically groups of players) such as: Meliteus (1949), luminary Eq. (1951), Victory Eq. (1951), Dorian (1952) Thunderbolt (1952) etc.
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The BEC Schools are based on Non-Formal basic education system having a single home based room for school for primary education where the premises is provided free of cost by the community. In each BEC School, 30 learners of age group 4–16 years are mandatory. Single teacher is responsible for classes of a school by adopting multi-grade teaching methods; based on concurrent curriculum."Basic Education Community Schools (BECS) teachers demand pending salaries" . pakedu.net.
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Extrapolations from his thoughts have always since piqued interest and discussion on a variety of topics. His works were on the Nazi book burn list. As a concept belonging to the study of ethics, Ressentiment represents the antithetical process of Scheler's emotively informed non-formal ethics of values. But Ressentiment can also be said to be, at once, Scheler's darkest as well as his most psychological and sociological of topics, foreshadowing many later findings in those particular social sciences.
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The mission of the WAGGGS is to enable girls and young women to reach for their potential as responsible citizens of the world. WAGGGS provides a non-formal educational program that provides training in life skills, leadership and decision making. It also offers projects and programs at an international level that enable Girl Guides and Girl Scouts to be responsible world citizens through action and activity in the community. WAGGGS is run by women for girls and young women.
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The Roby Kidd Memorial Lecture. Uppingham Press (2002) Post- literacy education aims to solidify literacy education, provide resources and media aimed at the newly literate, and also may create systems of non-formal education to serve these communities. Projects include providing formal continuing education, providing written materials (the literate environment) relevant to economic development to newly literate members of developing societies, and leveraging radio and other non-written media to increase access to educational material in informal settings.World Bank.
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Rwanda's literary history is largely an oral one. The traditional texts were classed in two main categories: more formal, royal documents, which are described as 'official tradition', and the non-formal, popular literature. The distinction between these categories is based on whether or not the literature was controlled officially, rather than denoting any sort of value judgment regarding the content. To this day, storytelling and public speaking are much admired, and good storytellers are respected in society.
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Kid-camp holds non- formal education activities for kids from 8-18 providing chance of learning by doing through playing activities to learn and exchange essential skills and other moral values. The fund is from parents’ participation fee. The program is coordinated by 4T Center with the participation of volunteers in 4Tclubs. Kid-camps include weekend camps and summer camps in variety of topic such as Sport Camp, International Camp, Skill Camp, Career Training Camp and Countryside Camp.
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Forms of training, workshops and non-formal educational activities are launched to provide necessary knowledge and skills for youth to actively participate in the projects. 4T staffs are key project officers to coordinate clubs’ network to implement project. Expense is from business sponsors, local or international funds and other self-funding activities. Youth events are prominent events towards youth to attract concern of the society on youth development such as festival, workshop, camps in variety of topics.
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For holistic into development of the child, the Ministry has been implementing the world's largest outreach programme of Integrated Child Development Services (ICDS) providing a package of services comprising supplementary nutrition, immunization, health check-up and referral services, pre-school non-formal education. There is effective coordination and monitoring of various sectoral programmes. Most of the programmes of the Ministry are run through non- governmental organisations. Efforts are made to have more effective involvement of NGOs.
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In 2013–14, Nabadwip CD Block had 89 primary schools with 6,787 students, 6 middle schools with 1,196 students and 8 higher secondary schools with 9,997 students. Nabadwip CD Block had 216 institutions for special and non-formal education with 8,566 students In Nabadwip CD Block, amongst the 21 inhabited villages, 1 village did not have any school, 19 had more than 1 primary school and 8 had at least 1 primary and 7 middle school.
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In 2013–14, Bankura I CD block had 109 primary schools with 10,663 students, 10 middle schools with 1,042 students, 14 high schools with 8,352 students and 9 higher secondary schools with 9,137 students. Bankura I CD block had 1 professional/ technical institution with 996 students and 177 institutions for special and non-formal education with 4,905 students. Bankura (municipal town) had 3 colleges and universities outside the CD block. Bankura I CD block had 6 mass literacy centres.
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In 2013-14, Bankura II CD block had 127 primary schools with 12,933 students, 6 middle schools with 694 students, 8 high schools with 7,123 students and 10 higher secondary schools with 9,204 students. Bankura II CD block had 4 professional/ technical institution with 381 students and 208 institutions for special and non-formal education with 6,235 students. Bankura (municipal town) had 3 colleges and universities outside the CD Block. Bankura II CD block had 5 mass literacy centres.
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Although 10 years of primary education is mandatory in Odisha, the literacy rate is only 73.5%, which is marginally behind of the national average of 74.04%. The government of India has undertaken steps to improve women's literacy in the tribal pockets in the state and elsewhere in India. Non-formal and adult literacy programs are run in various districts and are at different stages of implementation. Out of 30 districts, 9 are continuing total literacy campaign [TLC].
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Waistcoats are popular within the indie and steampunk subcultures in the United States. Vests are often worn both open or closed, over dress shirts and even t-shirts. Non-formal types of waistcoat have been used in workers uniforms, such as at Walmart prior to 2007, and as high visibility clothing (usually the bright "safety orange" color). During the 2018 FIFA World Cup, the manager of the England football team, Gareth Southgate, was often seen wearing a waistcoat.
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The establishment of GASTagus came from the inexistence of secular organizations which would prepare volunteers for short-term international projects (from 1 up to 3 months). Moreover, some of the founding principles are still valid nowadays in the formation process of the volunteers. Firstly, there is an established formation plan based on non-formal activities which enable the volunteers to think and reflect. Secondly, the necessity of conducting regular volunteering with Portuguese organizations throughout the year.
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In 2013–14, Salanpur CD Block had 75 primary schools with 10,260 students, 4 middle schools with 379 students, 6 high schools with 3,634 students and 9 higher secondary schools with 7,894 students. Salanpur CD Block had 1 general college with 1,411 students, 5 technical/ professional institution with 730 students and 274 institutions for special and non-formal education with 9,079 students. Deshbandhu Mahavidyalaya was established at Chittaranjan in 1973. It is affiliated with the Kazi Nazrul University.
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The network is linked by common interests in the defense of human rights. In each of them a clear link is established between past, present and future. Each of these institutions develops programs and projects that, in different ways, seek to influence their societies to build the ideal of “Never Again” (Nunca Más in Spanish) to violence and state terrorism. In this sense, they promote communication actions; investigation; formal and non-formal educational programs; preservation and enhancement of archives and collections.
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In 2013-14, Jalangi CD Block had 113 primary schools with 12,913 students, 25 middle schools with 4,733 students, 4 high schools with 4,790 students and 13 higher secondary schools with 22,169 students. Jalangi CD Block had 1 general college with 1,236 students, four technical/ professional institutions with 379 students and 421 institutions for special and non-formal education with 22,168 students. Jalangi Mahavidyalaya was established in 2010 at Jalangi. Subjects taught in the college are: Bengali, English, Hindi, history, physics and zoology.
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Schools in Thailand provide basic education, which covers pre-primary, primary and secondary education. Though most schools provide formal education following the National Curriculum, certain specialised schools may provide non-formal education. Most state schools operate under the auspices of the Office of the Basic Education Commission (OBEC), local governments, or universities, while private schools operate under the oversight of the Office of the Private Education Commission. There are 37,175 schools in Thailand providing general education as of the 2011 academic year.
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Among the educational facilities it had 1 primary school, 1 middle school, the nearest secondary school at Dim Dim, the nearest senior secondary school, the nearest general degree college at Birpara 8 km away. It had 2 recognised shorthand, typewriting and vocational training institutions, 3 non-formal education centres (Sarva Siksha Abhiyan), 1 special school for disabled. Two important commodities it manufactured were paddy, furniture. It had offices of 1 nationalised bank, 1 private commercial bank, 1 non-agricultural credit society.
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They constitute in total 30% of the Lebanese population (estimated at 5.9 million), or 25% for the Syrian refugees alone, making Lebanon the country with the highest number of refugees per inhabitant. The Lebanese government chose not to establish camps for people fleeing the civil war in Lebanon, and thus they have settled throughout country. While most of them rent their accommodations in around 1,700 locations countrywide, nearly a fifth (18%) live in non-formal settlements—mostly concentrated in border governorates.
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In March 2015, the Ministry of Labour, Youth and Sports in conjunction with the European Union and World Vision launched the Nugal Empowerment for Better Livelihood Project in the Dangorayo, Garowe, Eyl, Godobjiran and Burtinle districts of Puntland. The three-year initiative is valued at $3 million EUR, and is part of the New Deal Compact for Somalia. It aims buttress the regional economic sector through business support, training and non-formal education programs, community awareness workshops, and mentoring and networking drives.
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The IEI pioneered non-formal education in engineering. Since 1928, the AMIE examinations have been deemed by the Association of Indian Universities and the Union Public Service Commission to be equivalent to an undergraduate degree in engineering. The Indian Ministry of Education considers that this qualification is equivalent to a BE and BTech degree awarded by a recognised Indian university and to a British Bachelor's Honours degree. The Foreign Credential Service of America recognises it as equivalent to a bachelor's degree in engineering.
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Saltora has three colleges. - 1. Saltora Netaji Centenary College, 2. B.Ed.College, 3. D.El.Ed.College (Saltora Elementary Teacher Educational Programme Institute) In 2013-14, Saltora CD Block had 122 primary schools with 13,388 students, 16 middle schools with 1,692 students, 8 high schools with 6,460 students and 7 higher secondary schools with 5,111 students. Saltora CD Block had 1 general college with 1,532 students, 1 technical and professional institution with 100 students, 288 institutions for special and non-formal education with 7,097 students.
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They will be in limbo. In the 1980s she helped establish the first full-immersion Pacific Island language early childhood centre in Auckland, A’oga Fa’a Samoa, a model since replicated around the country. Disappointed that her own children had not grown up bilingual, she took much pleasure in interacting with her Samoan-speaking grandchildren. She was also involved with the governance of her children's schools, and took part in initiatives to promote non-formal and community education initiatives for adults.
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The full title of this target is: "By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university." This target has one indicator: Indicator 4.3.1 is "Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex". 302x302px In terms of the progress made, global participation in tertiary education reached 224 million in 2018, equivalent to a gross enrollment ratio of 38%.
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Furthermore, by calling love a movement, Scheler hopes to dispel the interpretation that love and hate are only reactions to felt values rather than the very ground for the possibility of value-givenness (or value-concealment). Scheler writes, "Love and hate are acts in which the value-realm accessible to the feelings of a being...is either extended or narrowed."Max Scheler, Formalism in Ethics and Non-Formal Ethics of Values, trans. Manfred Frings and Robert Funk (Evanston: Northwestern University Press, 1973), 261.
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Ch Ansir Iqbal Baryar (born May 10, 1972) was a Member of the Provincial Assembly of the Punjab (Pakistan) (2002–2007) and Chairman of the Standing Committee on Literacy and Non-Formal Basic Education. Baryar was born at Sialkot to Ch Inayat Muhammad (father). He received an M.A. in Development Journalism in 2000 and Post Graduate Diploma in Development Support Commission in 1996 from University of the Punjab, Lahore. He is also an industrialist engaged in import and export of sports goods.
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Daniel Schugurensky: 1985 - BRAC begins non-formal primary education for poor children in Bangladesh, History of Education: Selected Moments of the 20th Century at schugurensky.faculty.asu.edu. Retrieved 6 April 2017 In 1986, BRAC started its Rural Development Programme that incorporated four major activities – institution building including functional education and training, credit operation, income and employment generation and support service programmes. In 1991, the Women's Health Development programme commenced. The following year BRAC established a Centre for Development Management (CDM) in Rajendrapur.
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In March 2015, the Ministry of Labour, Youth and Sports in conjunction with the European Union and World Vision launched the Nugal Empowerment for Better Livelihood Project in the Godobjiran, Garowe, Dangorayo, Eyl and Burtinle districts of Puntland. The three-year initiative is valued at $3 million EUR, and is part of the New Deal Compact for Somalia. It aims buttress the regional economic sector through business support, training and non-formal education programs, community awareness workshops, and mentoring and networking drives.
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The Rajiv Gandhi Regional Museum of Natural History is a non-formal center for creating public awareness of nature and natural resources through exhibits and educational activities. It also aims to provide an understanding of the diversity of life on earth and the conservation of nature and natural resources while depicting ecological interrelationship among plants and animals. Visually challenged students can feel the exhibits of animals on the premises. The museum provides an extracurricular activity for schools and promotes environmental awareness.
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Improving educational needs can help refugees, migrants and displaced persons fully realise their potential. Non- formal education programmes can help strengthen a sense of belonging. Literacy skills support social and intercultural communication and physical, social and economic well-being, however barriers limit access to and success in adult language programmes in some countries. A 2016 survey of asylum-seekers in Germany showed that 34% were literate in a Latin script, 51% were literate in another script and 15% were illiterate.
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The Life Group Network (LGN) is an arm of the JIL ministry that recognizes the reality that the life of the church is its people. Lifegroups are small groups that provide both formal and non-formal approaches of ministering and equipping. These small groups would form networks that cater to the relational needs of specific age groups: the Children's Net, the Kristiyanong Kabataan para sa Bayan (Christian Youth for the Nations), the Young Adults Network, the Men's Net and the Women's Net.
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In 2010, the first Train the Trainers summer school took place in Austria. The Train the Trainers (TtT) summer school is an annual seven-day event featuring experiential and non-formal education aimed at providing its twelve participants with insights and tutoring on a broad set of skills and knowledge about delivering training and information. Upon completion of set requirements, the TtT graduates may be invited to join the EFPSA Trainers’ Pool – a supportive environment for furthering training skills and experiences.
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Viable non-formal education, accelerated education, vocational training, and other alternative education opportunities are scarce, and lack qualified teachers, staff, resources and support. Years of conflict have left many students, including former child soldiers, severely traumatized and physically disabled. Abuse experienced by many abducted and war-affected girls has left them especially vulnerable and some with young children requiring care during school hours. During the conflict, many students missed years of schooling, resulting in classrooms populated by many overage students.
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Literacy was greatly expanded as most of the population enjoyed free primary school. However, the move to democracy and free markets in the 1990s has had some negative impacts on education in Mongolia, though these setbacks have been ameliorated some by an improving economy and policy reforms. Many adults benefit from the non-formal distance education programmes sponsored by the government in conjunction with foreign NGOs. Today education in Mongolia is overseen by the Ministry of Education, Culture, and Science.
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In March 2015, the Ministry of Labour, Youth and Sports in conjunction with the European Union and World Vision launched the Nugal Empowerment for Better Livelihood Project in the Burtinle, Garowe, Dangorayo, Eyl and Godobjiran districts of Puntland. The three-year initiative is valued at $3 million EUR, and is part of the New Deal Compact for Somalia. It aims buttress the regional economic sector through business support, training and non-formal education programs, community awareness workshops, and mentoring and networking drives.
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1000 trees has been planted and cared for. After completion of construction of the Gaushalas in 2012, the site office and temporary sheds have been set up to create Gurukul Kalpataru to serve as a place for non-formal education for the underprivileged children of Carterpuri. Part of the 8 acres land has been converted to a lawn and playground serving as the only escape from the polluted and busy roads. In 2014, Haatmake unit has been created in the Gaushala.
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Educació i Cultura: 14, 87-89. To Coombs, non-formal education had the potential to satisfy the learning demands of both, individuals and collectivities, because unlike formal and traditional education, which is rigid with its contents and programs, it is flexible and, when planning and designing educational activities, it takes into consideration local variations of culture, economy and society, which counteracts the tendency of developing countries to just imitate education models of developed countries.Pastor Homs, Ma. Inmaculada (2011 [2004]). «1». Pedagogía museística.
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Thus, it is a 2-4-4-4 system. Puntland's Ministry of Education also recognizes non-formal education (NFE) and technical/vocational education and training (TVET) as integral parts of the region's educational system. From 2005/2006 to 2006/2007, there was a significant increase in the number of schools in Puntland, up 137 institutions from just one year prior. During the same period, the number of classes in the region increased by 504, with 762 more teachers also offering their services.
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Among the educational facilities it had were 6 primary schools, 2 middle schools, 2 secondary schools, the nearest senior secondary school at Jaynagar Majilpur 4 km away, the nearest general degree college at Dakshin Barasat 15 km away. It had 1 recognised shorthand, typewriting, and vocational training institution, 1 non-formal education centre (Sarbya Siksha Abhijan). Among the social, recreational and cultural facilities, it had 1 public library and 1 reading room. It had the branch of 1 nationalised bank.
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In 1974, the school's Board of Trustees was instituted. When the school turned 75, the Mother Rita Barcelo Pastoral Formation Center (MRBPFC) was established as a non-formal educational unit geared towards community assistance. Two years after, in 1979, the school adopted the Catholic Schools' System Development (CSSD) while at the same time working on the Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU) accreditation, which was eventually passed in 1981. The following year, Basic Education Scheme was also adopted.
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Central balwadis function during regular school hours and are centrally located whereas angan balwadis are located in the neighbourhood of the children targeted and have hours at their convenience. Modak's was a pioneer effort in providing non-formal education at pre-school level in India. The purpose of balwadis is to provide a child facilities for physical and mental growth at school and at home. Thousands of balwadis have been set up all over India by government and non-government agencies.
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Out of an idealistic belief in art for everyone, and scepticism about the art world, he devoted himself to what was then called 'non-formal education'.Van Duyn, Edna en Witteveen, Fransjozef, Boezem Oeuvre Catalogus, Bussum 1999, 69 In the 1980s he worked on several major projects in which the landscape plays an important role. His greatest and most important project in this period is The Green Cathedral (1978–1987). For this artwork, 174 Italian poplars have been planted in a polder landscape in Flevoland.
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Pondok Pesantren Walibarokah Burengan Banjaran Kadiri is a 'traditional huts plus'. In this case not only the students were taught the science of religion, but also equipped with skills that can create human resource of skilled and independent and based on faith and piety to God. In general it can be said that the education system in these boarding schools are non-formal. In this connection, the education system does not recognize the existence of a formal level and the end of the school year.
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In 2013-14, Khargram CD Block had 148 primary schools with 16,885 students, 14 middle schools with 1,610 students, 14 high school with 9,603 students and 15 higher secondary schools with 15,179 students. Khargram CD Block had 1 general college with 1,676 students, and 421 institutions for special and non-formal education with 19,862 students. Nagar College was established in 1998 at Nagar. Affiliated to the University of Kalyani, it offers honours courses in Bengali, English, Sanskrit, Arabic, philosophy, political science, history, geography and mathematics.
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In 2013-14, Raghunathganj I CD Block had 84 primary schools with 13,527 students, 5 middle schools with 614 students, 4 high schools with 4,609 students and 7 higher secondary schools with 17,405 students. Raghunathganj I CD Block had 1 technical/ professional institution with 100 students, 367 institutions special and non-formal education with 20,214 students. Management Development Institute, Murshidabad, was established at Sakim Katnai, Kutori, PO Uttar Ramna, PS Raghunathganj. MDI, Murshidabad campus was inaugurated by Pranab Mukherjee, President of India, in 2014.
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Today it has worldwide network of educational institutions in 92 nations. The Salesian Fathers arrived in India for the first time on 14 January 1906. The first group of Salesian Sisters arrived in India (Bombay) on 20 November 1922 when the institute was celebrating the golden jubilee of its foundation. The first Salesian Sisters ventured into all types of Educational activities both formal and non-formal, health-care services and social initiatives, giving appropriate responses especially directing their attention to the less privileged and marginalized.
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In 2013-14, Nabagram CD Block had 150 primary schools with 13,993 students, 19 middle schools with 1,423 students, 11 high schools with 7,762 students and 15 higher secondary schools with 20,769 students. Nabagram CD Block had 1 general college with 918 students, three technical/professional institutions with 283 students and 496 institutions for special and non-formal education with 15,063 students. Nabagram Amar Chand Kundu College was established in 2009 at Nabagram. Affiliated with the University of Kalyani, it offers courses in Bengali and history.
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The VQTS project was closely aligned with the aims of the Copenhagen Process wherein the EU countries declared their willingness to foster employability and lifelong learning in Europe by strengthening cooperation and increasing mobility in vocational education and training (VET). According to the ‘Copenhagen Process’, it should be possible to utilise competences acquired through formal, non-formal and informal learning throughout Europe. The VQTS model is one of the best instruments to implement ECVET and increase the (international) transparency and comparability of qualifications and training offers.
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Kasmuli College In 2013-14, Dantan II CD block had 92 primary schools with 8,940 students, 7 middle schools with 815 students, 8 high schools with 3,707 students and 12 higher secondary schools with 13,508 students. Dantan II CD block had 254 institutions for special and non-formal education with 9,573 students. The United Nations Development Programme considers the combined primary and secondary enrolment ratio as the simple indicator of educational achievement of the children in the school going age. The infrastructure available is important.
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Programs include: food security, farming, literacy, health, family planning, water and sanitation, environmental conservation, savings and credit, non-formal education and income generation activities. The organization lists its top four initiatives as Sustainable Agriculture and Rural Livelihoods, Community Based Natural Resource Management, Community and Reproductive Health and Gender Equality. These initiatives coincide with aspects of human and economic development because proper management of resources and sustainable agriculture foster economic growth and reproductive health and gender equality increase the quality of human life on a social level.
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As per the District Census Handbook 2011, New Barrackpore Municipal town covered an area of 6.89 km2. Amongst the civic amenities it had 120.51 km of roads and open drains. Amongst the educational facilities It had 60 primary schools, 11 middle schools, 10 secondary schools, 8 senior secondary schools, 2 degree colleges in arts/science/commerce and 10 non-formal education centres. Amongst the social, recreational and cultural facilities it had 1 cinema/theatre, 2 auditorium/ community halls, 4 public libraries and 1 reading room.
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The Ekal Vidyalayas provide five years of free, non-formal education to children from the age group 6–14 years. A typical school has 30–40 students taught by a local youth who has passed grades 8 or 9 and has been specifically trained. A local organizer looks after a unit of 10 schools, called a "subcluster". Local people are also involved in higher organization levels like a "cluster" (unit of 30 schools), subarea (unit of 90 schools), and area (unit of 270 schools).
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SONNE-International (Support Organisation for Non-Formal Needed Education) is a development organisation that initiates and supports educational programmes as well as health care and rural development projects. The main focus is on education and training for disadvantaged children and adolescents. The organisation was founded in 2002 by Austrian doctor Dr. Susanne Prügger and the current chairman, Erfried Malle. In 2011 Mr. Malle was elected "Austrian of the year" in recognition of his humanitarian engagement in the framework of the ORF press gala Austria '11.
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Since its creation in November 2006 the SCQF Partnership, which is a company limited by guarantee and a registered charity, has aimed to: ensure that, where appropriate, all assessed learning and qualifications are included within the Framework and extend the recognition of informal and non-formal learning; fully develop and promote the Framework as a lifelong learning tool; and develop relationships with other frameworks internationally. Its members are the Quality Assurance Agency for Higher Education; College Development Network; the Scottish Qualifications Authority; and Universities Scotland.
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The first chapter assumes the importance of liberalism. Levinson writes about the foundations of liberalism and asserts that the political liberalism of John Rawls is untenable for its lack of interest in values of autonomy. She concludes that liberal states must adopt a "weakly perfectionist stance towards autonomy", or a stance that promotes thick autonomy while accepting citizens who do not share that value. Levinson acknowledges the influence of non-formal education but focuses on public schools as the ideal institution for training citizens.
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Soon after his inauguration Ivanov invited the president of Kosovo Fatmir Sejdiu to be the first statesman to visit North Macedonia in his mandate, but Sejdiu cancelled his visit to North Macedonia, because the visit was planned to be a non-formal meeting. The Kosovan side expected a full official meeting between two statesmen. The following weeks saw something of a crisis in the relations of the two countries. There were even speculations that North Macedonia might revert its decision to recognise Kosovo as an independent state.
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This is designed to give the lectures through a radio transmission making it easier for people to access wherever they are. The goal is for the listeners to receive the same amount of education that people that sit in classroom lectures. Non-formal technical and vocational education is assumed by institutions usually accredited and approved by TESDA: center-based programs, community-based programs and enterprise-based training, or the Alternative Learning System (ALS). The Institutions may be government operated, often by provincial government, or private.
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In New Zealand, 66% of inmates reported having no secondary or tertiary qualifications, compared to 23% of the general population in 2016. Prison education courses can range from basic literacy courses and secondary school equivalency programs to vocational education and tertiary education programs. Non-formal activities that teach inmates new skills, like arts and crafts or amateur theatre productions, may also be considered a form of education. Likewise, some countries consider rehabilitation programs or physical education to be educational programs, whereas others do not.
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The objectives of the Society are to promote the advancement and diffusion of the knowledge of aeronautical sciences and aircraft engineering and the elevation of the aeronautical profession. The Aeronautical Society of India is the only forum in the country that provides intense interaction between professionals from all facets of civil and military aviation as well as the manufacturing/training/maintenance agencies. Over the years, the Aeronautical Society of India has generated large pool of aviation manpower through non- formal education and training programmes. .
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TVET (Technical and Vocational Education and Training) is education and training that provides the necessary knowledge and skills for employment. It uses many forms of education, including formal, non-formal and informal learning, and is said to be important for social equity and inclusion, as well as for the sustainability of development. TVET, literacy and higher education, is one of three priority subsectors for UNESCO. Indeed, it is in line with its work to foster inclusive and equitable quality education and lifelong learning opportunities for all.
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St. Theresa's Convent School, Karnal was established in 1961 and is administrated by Bethany Educational Society, Mangalore, a Christian Religious Minority Institution. The Bethany Educational Society is registered under the societies' education Act XXI of 1860 No.17 of 1948-49/Its head is at Bethany Convent, Manglore . All the members of Bethany Educational Society are catholic nuns belonging to the Congregation of the Sisters of the Little Flower of Bethany. The Society runs formal and non formal educational institutes all over the country.
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Data encryption and decryption and hardware emulation are software functions that might run at wire speed (or close to it) when embedded in a microchip. The wire speed is rarely achieved in connections between computers due to CPU limitations, disk read/write overhead, or contention for resources. However, it is still a useful concept for estimating the theoretical best throughput, and how far the real-life performance falls short of the maximum. The term wire speed (or wirespeed) is considered a non-formal language term.
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Most television channels in the country are broadcast from Yangon. TV Myanmar and Myawaddy TV are the two main channels, providing Burmese- language news and entertainment programs. Other special interest channels are MWD-1 and MWD-2, MRTV-3, the English-language channel that targets overseas audiences via satellite and via Internet, MRTV-4 and Channel 7 (Yangon) are with a focus on non-formal education programs and movies, and Movie 5, a pay- TV channel specializing in broadcasting foreign movies. Yangon has three radio stations.
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In 2013-14, Raninagar I CD Block had 79 primary schools with 10,243 students, 18 middle schools with 2,571 students, 5 high schools with 6,026 students and 8 higher secondary schools with 15,796 students. Raninagar I CD Block had 1 general college with 4,220 students and 332 institutions for special and non-formal education with 14,709 students. Murshidabad Adarsha Mahavidyalaya was established in 1981 at Islampur. Affiliated with the University of Kalyani, it offers honours courses in Bengali, English, history, philosophy and political science.
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In 2013-14, Bharatpur II CD Block had 94 primary schools with 10,549 students, 9 middle schools with 843 students, 11 high school with 7,389 students and 8 higher secondary schools with 11,601 students. Bharatpur II CD Block had 1 general college with 2,238 students and 255 institutions special and non-formal education with 8,910 students. Muzaffar Ahmed Mahavidyalaya was established in 1986 at Salar. Affiliated with the University of Kalyani it offers courses in Bengali, English, Sanskrit, Arabic, history, geography, political science, sociology and education.
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Cambodia ratified the Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW) in 1992. Non-Governmental Organisations (NGOs) are currently playing an active role in implementing CEDAW in Cambodia. The different type of work that the NGOs have been involved with includes policy and law reforms, health services, gender sensitisation, non-formal education and rights awareness programs. In 1995 the Cambodian NGO Committee on CEDAW (NGO CEDAW) was established to support the Cambodian Office of the United Nations High Commissioner for Human Rights.
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The absence of a plural marker indicates singularity in Kanashi however, in non formal speech the plural marker is left out too because it is inferred from the context of the sentence. Plural marker suffixes are also left out if numerals other than the numeral for one or by terms such as many, several, all, some, a few, etc. The numeral system also uses a unique form to represent a base ten system. Twenty is stated as twice ten and forty is twice twice ten.
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He was the chair of the American Society for Training & Development Public Policy Committee, and also chaired the US delegation to the International Standards Organization in an effort to establish global standards for all non-formal learning. As an expert in corporate learning, Lynch also served for a time on the Board of Visitors to the Central Intelligence Agency's Corporate University. In 2001, one of his programs at NYU won an HR Executive "Top 10" Award and in 2003, another program won an APX Award for Program.
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In 2010-11, Haroa CD Block had 86 primary schools with 12,929 students, 5 high schools with 3,560 students and 8 higher secondary schools with 2,800 students. Haroa CD Block had 374 institutions for special and non-formal education with 17,096 students. As per the 2011 census, in Haroa CD Block, amongst the 90 inhabited villages, 12 villages did not have a school, 15 villages had more than 1 primary school, 29 villages had at least 1 primary and 1 middle school and 11 villages had at least 1 middle and 1 secondary school.
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He headed the Indian delegation as a representative of the British Indian Government at a meeting of the Agricultural Institute at Rome in 1924. In 1925, he lost his wife at a very early age. He established the Saroj Nalini Dutt Memorial Association, in February 1925, as a Central Training Institute for training crafts and basic education to provide livelihood to women who had been deprived from receiving formal education in early life and lived at the mercy of relatives. He thought of non-formal education many years before it was officially started.
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BIU's website presents a list of accreditations and memberships, but none of them are from an educational accreditation body recognized by the countries where it operates. Sources explicitly listing Bircham as "unaccredited" include the Maine Department of Education and the Texas Higher Education Coordinating Board, which state that Bircham has "No degree-granting authority from Spain (American Association of Collegiate Registrars and Admissions Officers [AACRAO] evaluation)." The Oregon Office of Degree Authorization considers BIU an unaccredited foreign degree supplier. BIU describes itself as a practitioner of non-formal education.
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Adult and Non-Formal Education Association in Ethiopia (ANFEAE) is a non- governmental organization that was established to promote sustainable development through the promotion of basic education in youths across Ethiopia. ANFEAE works with community-based institutions to help with implementation and management of educational projects, advocacy, educational training, material development, and networking and research. ANFEAE has regional project offices in Gambella, Oromiya, Benishangul Gumuz and Amhara regional states. Since its establishment, the organization has trained 1,200 civil servants and published 17 training manuals into four national languages.
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Early Childhood Development (ECD), as with primary education and non-formal education programs, falls within the category of basic education and entails the essential skills of literacy and numeracy upon which further learning is built. Qur'anic education also forms a component of ECD. ECD is offered to children in the 0-5 age bracket, with the focus on stimulating and developing the cognitive, affective and psycho-motor skills of the toddler and his/her holistic development. It also prepares children for school and facilitates the transition from home to primary school.
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In 2013-14, Burwan CD Block had 174 primary schools with 13,115 students, 37 middle schools with 3,960 students, 11 high school with 7,750 students and 13 higher secondary schools with 16,078 students. Burwan CD Block had 1 general college with 791 students, 1 technical/ professional institution with 50 students and 411 institutions special and non-formal education with 14,608 students. Panchthupi Haripada Gouribala College was established in 1996 at Panchthupi. Affiliated with the University of Kalyani it offers honours courses in Bengali, English, Sanskrit, philosophy, political science and history.
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Although all definitions can be contested (see below) this article shall refer to the European Centre for the Development of Vocational Training (Cedefop) 2001 communication on 'lifelong learning: formal, non-formal and informal learning' as the guideline for the differing definitions. Formal learning: learning typically provided by an education or training institution, structured (in terms of learning objectives, learning time or learning support) and leading to certification. Formal learning is intentional from the learner's perspective. (Cedefop 2001) Here, two groups raced to see who could complete the map first.
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Raina I CD Block had 1 general college with 3,544 students, and 281 institutions for special and non-formal education with 8,705 students. As per the 2011 census, in Raina I CD block, amongst the 110 inhabited villages, 5 villages did not have schools, 21 villages had two or more primary schools, 25 villages had at least 1 primary and 1 middle school and 20 villages had at least 1 middle and 1 secondary school. More than 6,000 schools (in erstwhile Bardhaman district) serve cooked midday meal to more than 900,000 students.
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The Institution of Engineers (India) is the national organization of engineers in India. The Institution of Engineers (India) has more than one million members in 15 engineering disciplines in 125 centers or chapters in India and overseas; it is the world's largest multi-disciplinary engineering professional society in engineering and technology world. The Institution of Engineers (India) was established in 1920 in Kolkata, West Bengal and is acclaimed to have pioneered non-formal education in engineering. The Institution of Engineers (India) conducts an examination of its associate membership.
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In Thailand, free education began around in 1996. > Therefore we have to improve and provide free education for poor children up > to 12 years in formal schools. Non-formal education, then, should play a > greater role in secondary and higher education. What I would like to achieve > is to see our educational system assist people to be able to cope with > social and economic problems and progress UNESCO page 53-56 There are examples of steps towards free education being taken across the world primarily in those nations developing rapidly, such as China.
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As per the District Census Handbook 2011, Kanchrapara Municipal city covered an area of 9.06 km2. Amongst the civic amenities it had 160.23 km of roads and both open and closed drains. Amongst the educational facilities It had 48 primary schools, 14 middle schools, 14 secondary schools, 14 senior secondary schools, 1 degree college for arts/science/commerce and 8 non-formal education centres. Amongst the social, recreational and cultural facilities it had 3 stadiums, 2 auditoriums/ community halls, 3 cinema/theatres, 6 public libraries and 6 reading rooms.
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In 2013-14, Debra CD block had 206 primary schools with 15,473 students, 13 middle schools with 941 students, 18 high schools with 7,963 students and 21 higher secondary schools with 19,923 students. Debra CD block had 1 general college with 1,688 students, 2 technical / professional institutions with 200 students and 585 institutions for special and non-formal education with 19,938 students. The United Nations Development Programme considers the combined primary and secondary enrolment ratio as the simple indicator of educational achievement of the children in the school going age. The infrastructure available is important.
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In 2013–14, Sabang CD block had 230 primary schools with 18,365 students, 15 middle schools with 796 students, 31 high schools with 14,413 students and 17 higher secondary schools with 19,567 students. Sabang CD block had 1 general college with 1,475 students and 461 institutions for special and non-formal education with 15,888 students. The United Nations Development Programme considers the combined primary and secondary enrolment ratio as the simple indicator of educational achievement of the children in the school going age. The infrastructure available is important.
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In 2013-14, Keshpur CD block had 247 primary schools with 21,663 students, 30 middle schools with 3,788 students, 15 high schools with 13,099 students and 25 higher secondary schools with 25,553 students. Keshpur CD block had 1 general college with 1,181 students and 725 institutions for special and non-formal education with 34,391 students. The United Nations Development Programme considers the combined primary and secondary enrolment ratio as the simple indicator of educational achievement of the children in the school going age. The infrastructure available is important.
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"Education and training" is a two-way process that involves the imparting and acquiring of knowledge and the changing of attitudes and practices through teaching and learning. Education and training activities may be conducted in formal and non-formal environments: teacher-to-child education in schools, information shared at home from parents to children or from children to their parents, child-to-child education, peer-to-peer education in work and recreational environments, landmine safety training for humanitarian aid workers and the incorporation of landmine safety messages in occupational health and safety practices.
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Some of the brightest minds in contemporary Sri Lanka developed their thinking and outreach on the basis of programming initiated and developed by Tilak through the Non-Formal Education Programmes (NFEP). Sadly, as the state- owned media became less interested in innovation and more focused on becoming the mouthpiece of the state, the space for challenging existing social and media norms shrank until the SLBC was no longer an institution in which Tilak could work. . what remains the classic judicial precedent in this country on the value of an independent broadcast service (Wimal Fernando v.
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Main building of the planetarium in 2009, prior to renovation The Bangkok Planetarium (, ') is the oldest planetarium in Thailand and Southeast Asia. It is located on Sukhumvit Road in Bangkok as part of the Science Centre for Education, which is operated by the Department of Non-Formal Education of the Ministry of Education.The complex was built to educate the youth and general public about science and astronomy. Construction of the planetarium began in 1962 with a budget of twelve million baht and it opened on 18 August 1964.
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In 2013-14, Dantan I CD block had 108 primary schools with 8,539 students, 17 middle schools with 914 students, 8 high schools with 4,308 students and 10 higher secondary schools with 11,397 students. Dantan I CD block had 1 general college with 1,319 students and 335 institutions for special and non-formal education with 13,290 students. The United Nations Development Programme considers the combined primary and secondary enrolment ratio as the simple indicator of educational achievement of the children in the school going age. The infrastructure available is important.
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Formal technical and vocational education starts at secondary education, with a two-year curriculum, which grants access to vocational tertiary education. [35] However, there is also non-formal technical and vocational education provided as alternative learning programs. Vocational schools offer a higher concentration of technical and vocational subjects in addition to the core academic subjects studied by students at general high schools. These schools tend to offer technical and vocational instruction in one of five main fields: agriculture, fisheries, trade- technical, home industry, and ‘non-traditional’ courses while offering a host of specializations.
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Pionýr's new logo since 11/2007 Pionýr (- Czech, in English Pioneer) is a Czech-based voluntary, independent and nonpolitical movement of children, youth and adult people. It focuses on non-formal, educational activities and is organised during leisure time. Pionýr partially keeps an old tradition based on the Pioneer Movement, which was an international communist children's organisation in Central and Eastern Europe and still exists in some Communist countries. The Czech Pionýr is now associated to the International Falcon Movement - Socialist Education International, the movement works towards social democracy education for children around the world.
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The 1970's oil boom, which decreased the profitability of farming, and the 1986 Structural Adjustment Programme (SAP), which slowed economic growth, both increased poverty in Northern Nigeria and exacerbated the challenges of the almajiri system. In 1989, the Nigerian government created the National Commission for Nomadic Education (NCNE) to improve formal and non-formal education systems (including the almajiri system) for nomadic Nigerian children. Some children come to Nigeria from neighboring countries (Chad Republic, Niger, and Sudan) to attend almajiri schools. Many Northern states made integrated Muslim/secular primary and post-primary schools.
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Students leaving at the end of grade 10 can go to technical and vocational education and training (TVET) institutions or colleges of teacher training (CTT). TVETs provide an alternative route to university. Universities offer 3-, 4-, and 5-year programs for bachelor's degrees, doctor of medicine and doctor of veterinary medicine. Students who have a bachelor's degree may take a specialized post-graduate program for a master's degree or Ph.D. Adult and non-formal education provides primary education to adults over age 14 years and is run by both government and non-government organizations.
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As per the District Census Handbook 2011, Halisahar Municipal city covered an area of 8.29 km2. Amongst the civic amenities it had 163.7 km of roads and open drains. Amongst the medical facilities It had 1 charitable medical facility and 66 medicine shops. Amongst the educational facilities It had 64 primary schools, 1 middle school, 4 secondary schools, 6 senior secondary schools and 7 non-formal education centres. Amongst the social, recreational and cultural facilities it had 1 stadium, 1 auditorium/ community hall, 1 cinema/theatre and 3 public libraries.
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In 2013-14, Pingla CD block had 145 primary schools with 11,830 students, 6 middle schools with 400 students, 11 high schools with 6,371 students and 18 higher secondary schools with 18,935 students. Pingla CD block had 1 general college with 1,005 students, 1 technical / professional institutions with 100 students and 321 institutions for special and non-formal education with 12,373 students. The United Nations Development Programme considers the combined primary and secondary enrolment ratio as the simple indicator of educational achievement of the children in the school going age. The infrastructure available is important.
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Xplode Magazine operates in Bolton, Bury and Manchester City. The main objects of the charity are to provide advice and assistance and organise programmes of activities as a means of helping young people advance in life by developing their skills, capacities and abilities, relieve unemployment and provide recreational and leisure time activity in the interests of social welfare. Xplode Magazine also act as a platform for young people to develop business skills as part of their innovative non-formal education programmes. Xplode Magazine's slogan is 'By Young People, For Young People'.
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The EQF applies to all types of education, training and qualifications, from school education to academic, professional and vocational. This approach shifts the focus from the traditional system which emphasises 'learning inputs', such as the length of a learning experience, or type of institution. It also encourages lifelong learning by promoting the validation of non-formal and informal learning. This reflects a wider shift within which the EQF is acting as a catalyst for reforms: most Member States are now developing their own National Qualifications Frameworks (NQFs) based on learning outcomes.
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The formal system is a post-secondary technical education of six months to three years which entitles a student or trainee to a certificate in a specialized field. Programs under the formal system are delivered by both private and public vocational-technical schools. The non-formal system, on the other hand, consists of a variety of short-term programs usually up to six months targeting a special group of clientele. This includes those seeking employment in the government, special-interest organizations, services and salesmanship, farming, and forestry and fishing.
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In his first report as the first Assistant Secretary of State for Education and Culture during John F. Kennedy's administration, in 1968, Philip H. Coombs emphasized the increment of the educative needs of the world’s population after World War II. In it, he mentions the diversity of non-formal education activities that constitute, or should constitute an important complement to formal education to the total educational efforts of any country.Pastor Homs, Ma. Inmaculada (2001). «La necesidad de planificación y evaluación educativas en la educación no formal. Algunas propuestas».
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In 2010-11, Gaighata CD Block had 162 primary schools with 16,368 students, 10 high schools with 4,243 students and 27 higher secondary schools with 33,632 students. Gaighata CD Block had 489 institutions for special and non-formal education with 16,175 students. As per the 2011 census, in Gaighata CD Block, amongst the 100 inhabited villages, all villages had a school, 70 villages had more than 1 primary school, 52 villages had at least 1 primary and 1 middle school and 42 villages had at least 1 middle and 1 secondary school.
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During his tenure as member of the Provincial Assembly of the Punjab, he served as Provincial Minister of Punjab for Cooperatives. He was re-elected to the Provincial Assembly of the Punjab as a candidate of National Alliance from Constituency PP-213 (Khanewal-II) in 2002 Pakistani general election. He received 26,462 votes and defeated a candidate of Pakistan Muslim League (Q) (PML-Q). In January 2003, he was inducted into the provincial Punjab cabinet of Chief Minister Chaudhry Pervaiz Elahi and was made Provincial Minister of Punjab for Non-formal Urban Education.
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He was elected to the Provincial Assembly of the Punjab as a candidate of Pakistan Muslim League (N) (PML-N) from Constituency PP-250 (Rajanpur-IV) in by-polls held in January 2009. He received 31,209 votes and defeated an independent candidate, Zahid Khan Mazari. He was re-elected to the Provincial Assembly of the Punjab as a candidate of PML-N from Constituency PP-250 (Rajanpur-IV) in 2013 Pakistani general election. In December 2013, he was appointed as Parliamentary Secretary for literacy & non-formal basic education.
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He was elected to the Provincial Assembly of the Punjab as a candidate of Pakistan Muslim League (Nawaz) (PML-N) from Constituency PP-54 (Faisalabad-IV) in 2013 Pakistani general election. He served as Advisor to Chief Minister of Punjab Shehbaz Sharif for Literacy and Non-Formal Basic Education before being appointed as Advisor to Chief Minister on Tourism in November 2016. He was re-elected to Provincial Assembly of the Punjab as a candidate of PML-N from Constituency PP-101 (Faisalabad-V) in 2018 Pakistani general election.
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She confirmed she had been suspended by writing: "I can confirm that David Jamieson, the Police and Crime Commissioner, has suspended me. I strenuously deny all of the allegations." However, it was revealed at the end of March that four weeks prior to her suspension, Mosquito had issued a (non formal) complaint about Jamieson's behaviour towards her. The union representing her, Unite, issued a statement at the time saying they were "appalled that information that should be private and confidential as part of the disciplinary process has been put into the public domain".
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One of the projects under CSR is to provide free education to underprivileged children specifically targeted at girls. CSR operates several schools such as a primary school Parivartan Praveshika in Etawah that aims to provide primary school education for girls who have never attended school or had early drop-outs. Furthermore, CSR has an adult literacy program that functions as a non-formal education and also counseling regarding violence against women. With such project initiatives, CSR managed to provide education for over 2500 adolescent girls and more than 9000 women in the year 2003.
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UIL's mission is to see to it that all forms of education and learning – formal, non-formal and informal – are recognized, valued and available for meeting the demands of individuals and communities throughout the world. UIL responds to these demands and helps meet the challenges facing humanity (peace and democracy, sustainable development and poverty eradication, nurturing diversity, defeating HIV/AIDS, protecting the environment) with policy-driven research, capacity-building, networking, publications and technical services for Member States and non- governmental and civil society organisations, as well as private providers at their request.
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As per the District Census Handbook 2011, Panihati municipal city covered an area of 19.38 km2. Amongst the civic amenities it had 375 km of roads and both open and covered drains. Amongst the medical facilities It had 48 medicine shops. Amongst the educational facilities It had 116 primary schools, 123 middle schools, 132 secondary schools, 162 senior secondary schools and 12 non-formal education centres. Amongst the social, recreational and cultural facilities it had 1 orphanage home, 1 stadium, 3 cinema/ thetres, 10 auditorium/ community halls, 78 public libraries and 20 reading rooms.
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After his organization was taken over by the State, Panicker became subject to political interference. In 1977 he responded by founding the Kerala Association for Non-formal Education and Development (KANFED). KANFED was instrumental in starting the Kerala State Literacy Mission, which led Kerala to its universal literacy movement. Thus, Kerala became the first state which achieved universal literacy. Panicker took a keen interest in promoting Agricultural Books Corners, The Friendship Village Movement (Sauhrudagramam), Reading Programmes for Families, Grants for Books and building libraries and Best Reader’s Award P.N. Panicker Foundation.
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Compared to other areas of basic education, globally comparable data on pre-primary education financing remain scarce. While much of existing non-formal and private programmes may not be fully accounted for, it can be deduced from the level of provision that pre-primary financing remains inadequate, especially when considered against expected benefits. Globally, pre-primary education accounts for the lowest proportion of the total public expenditure on education, in spite of the much-documented positive impact of quality early childhood care and education on later learning and other social outcomes.
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According to the District Census Handbook 2011, Darjiling, Kalkut covered an area of 1.4812 km2. Among the civic amenities, it had 12 km roads with open drains, the protected water supply involved overhead tank, tap water from treated sources and spring, it had 797 domestic electric connections and 30 road lighting points. Among the medical facilities, it had 1 dispensary/ health centre, 1 maternity home, 8 medicine shops. Among the educational facilities it had were 5 primary schools, 1 secondary school, 1 senior secondary school, 1 non-formal education centre (Sarva Siksha Abiyan).
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During 1960 Brazilian presidential election, not satisfied with the candidacy of Henrique Teixeira Lott (supported by the main labourist party, the Brazilian Labour Party), syndicalists supported Jânio Quadros candidacy as president, and João "Jango" Goulart, his rival, as vice-president. This non-formal coalition, was named "Jan–Jan Movement". By the first time in decades, a vice-president was elected as opposition of the president (Goulart was an ally of his main rival: Kubitschek). Despite the disagreement between both leaders, Jânio, as much Jango, were the favorite runners of the labour class.
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In 2013-14, Khanakul II CD Block had 150 primary schools with 12,132 students, 7 middle schools with 700 students, 14 high schools with 8,804 students and 8 higher secondary schools with 11,985 students. Khanakul II CD Block had 254 institutions for special and non-formal education with 8,462 students In Khanakul II CD Block, amongst the 52 inhabited villages, all villages have schools, 48 villages had more than 1 primary school, 24 villages had at least 1 primary and 1 middle school and 18 villages had at least 1 middle and 1 secondary school.
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There is evidence to support the argument that women receive such perceived traits or skills in a non-formal and independent setting. However, as a result of which, women's skills employed in a factory setting are likely to be viewed as less valuable compared to other skill sets. Thus, women can be described as being relegated to an inferior status because their abilities are not equally valued. Finally, while women in factory settings are often unfairly demoted and forced into submissive roles, they are aware of their perceived lower status and do not accept it.
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Michelle Marra, Director of Pearson Field Education Center. Michelle brings a strong background in creating and maintaining fun and innovative educational programs and unique learning experiences that inspire youth to pursue careers in STEM fields and aviation. She also brings expertise in training educators, interns, pre-service teachers, and volunteers in non- formal instructional practices and curriculum development. Michelle’s past experience includes Curriculum/Instruction Specialist and Docent roles at Pacific Aviation Museum Pearl Harbor and as a Special Education Assistant for the Department of Defense Education Activity in Vicenza Italy.
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Interpret Europe fosters research and practice on the field of heritage interpretation.Freiburg Declaration Heritage interpretation is a non- formal learning approach encouraging people to search for meanings that natural or cultural heritage holds for them through first-hand experiences of heritage sites, objects or events. It is a worldwide approach mainly used in protected areas, at monuments, in museums or at zoological or botanical gardens. Interpret Europe promotes itself as a European platform for cooperation and exchange for these institutions, as well as universities where heritage interpretation is taught.
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The Commission shall also review and assess the non-formal educational system. It shall produce a report of its findings and shall formulate short and long term policy and program recommendations to include each of the following areas: (i) Philosophy, goals and objectives of science and technology and engineering, (ii) Sectoral targets; (iii) Governance and management; (iv) Educational / manpower development programs; (v) Financing; (vi) Functional linkages among all departments and sectors concerned with science and technology and engineering R&D; and (vii) Educator’s training, benefits and retirement.About Us . COMSTE website.
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In 2013-14, Narayangarh CD block had 234 primary schools with 16,696 students, 25 middle schools with 2,157 students, 13 high schools with 7,133 students and 24 higher secondary schools with 25,487 students. Narayangarh CD block had 1 general college with 1,673 students, 4 technical/ professional institutions and 673 institutions for special and non-formal education with 24,342 students. The United Nations Development Programme considers the combined primary and secondary enrolment ratio as the simple indicator of educational achievement of the children in the school going age. The infrastructure available is important.
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Under the Non- Formal Education program, about 40% of the centres in states and 10% of the centres in UTs are exclusively reserved for females. As of 2000, about 0.3 million NFE centres were catering to about 7.42 million children, out of which about 0.12 million were exclusively for girls. Certain state level engineering, medical and other colleges like in Orissa have reserved 30% of their seats for females. The Prime Minister of India and the Planning Commission also vetoed a proposal to set up an Indian Institute of Technology exclusively for females.
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The IPOSA, with unique offering exclusively on the rudiments of agricultural skill to out of school youths and adults, started in March 1961. Mr. Pedro D. Indunan, then newly appointed Benguet Ifugao Apayao Kalinga Division Supervisor, together with General Education Supervisors from the Division for non-formal education assisted the implementation of the programs. Tasked to pioneer the leadership of the new type of school was Mr. Saturnino C. Cauton. With him were five school farm demonstrators and five administrative staffs, Mr. Cauton headed the school until the end of 1966.
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In 2013-14, Polba Dadpur CD Block had 171 primary schools with 14,920 students, 13 middle schools with 1,333 students, 19 high schools with 10,238 students and 14 higher secondary schools with 12,716 students. Polba Dadpur CD Block had 1 general college with 630 students and 412 institutions for special and non-formal education with 8,502 students Polba Mahavidyalaya, a general degree college, was established at Polba in 2005. Bengal School of Technology was established in 2006 at Sugandha. It offers undergraduate and post graduate courses in pharmacy.
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In 2013-14, Bhagawangola II CD Block had 74 primary schools with 9,431 students, 13 middle schools with 1,747 students, 4 high schools with 3,942 students and 6 higher secondary schools with 12,751 students. Bhagawangola II CD Block had 318 institutions for special and non- formal education with 14,821 students. In Bhagawangola II CD Block, amongst the 56 inhabited villages, 2 villages did not have a school, 25 villages have more than 1 primary school, 21 villages have at least 1 primary and 1 middle school and 13 villages had at least 1 middle and 1 secondary school.
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Qur'anic schools (also known as duqsi) remain the basic system of traditional religious instruction in Somalia. They provide Islamic education for children, thereby filling a clear religious and social role in the country. Known as the most stable local, non- formal system of education providing basic religious and moral instruction, their strength rests on community support and their use of locally made and widely available teaching materials. The Qur'anic system, which teaches the greatest number of students relative to other educational sub-sectors, is often the only system accessible to Somalis in nomadic as compared to urban areas.
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In 2013-14, Egra II CD Block had 110 primary schools with 5,565 students, 12 middle schools with 659 students, 8 high schools with 4,259 students and 15 higher secondary schools with 21,080 students. Egra II CD Block had 328 institutions for special and non-formal education with 11,455 students. As per the 2011 census, in Egra II CD block, amongst the 115 inhabited villages, 20 villages did not have a school, 50 villages had two or more primary schools, 35 villages had at least 1 primary and 1 middle school and 22 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Bhagawangola I CD Block had 82 primary schools with 10,279 students, 13 middle schools with 2,067 students, 2 high schools with 2,997 students and 8 higher secondary schools with 18,493 students. Bhagawangola I CD Block had 366 institutions for special and non-formal education with 17,423 students. In Bhagawangola I CD Block, amongst the 54 inhabited villages, 5 villages did not have a school, 28 villages have more than 1 primary school, 23 villages have at least 1 primary and 1 middle school and 12 villages had at least 1 middle and 1 secondary school.
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The Yunnan Institute of Development (YID, ), based in Yunnan Province's Yuxi Prefecture, is a Sino-Danish non-governmental organization, non-formal adult education institute established in 2001 in partnership with Yuxi Teacher College. The institution provides an 11-month volunteer training program that trains students as Development Instructors for work in China, India, Africa, and other locations worldwide[1]. Students of the program work with many transnational non-governmental organizations after completion of the training program by providing rural development activities. Through outreach in local rural communities, these Development Instructors serve the needs of each community teaching a variety of programs.
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In 2013-14, Kharagpur I CD block had 100 primary schools with 10,329 students, 8 middle schools with 743 students, 3 high schools with 1,488 students and 13 higher secondary schools with 14,686 students. Kharagpur I CD block had 1 general college with 349 students, 2 technical/ professional institutions with 200 students and 380 institutions for special and non-formal education with 1,482 students. The United Nations Development Programme considers the combined primary and secondary enrolment ratio as the simple indicator of educational achievement of the children in the school going age. The infrastructure available is important.
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Eddy was born to the family of Mr and Mrs Erhahon in Benin city, Edo state, Nigeria. He had all his Education in Benin city and received a Bachelor of Science degree in Adult and Non- Formal Education from the University of Benin. His Career started as an on Air personality with Independent Television and Radio Benin and later served in Hitfm Calabar. His major industry break was in January 2019 when he produced Kasanova which has received reviews from critics and viewers, the film made its debut in Nigerian cinema in September 2019 and also debuted on Netflix in June 2020.
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In 2013-14, Chanditala II CD Block had 89 primary schools with 12,134 students, 6 high schools with 3,652 students and 12 higher secondary schools with 17,585 students. Chanditala II CD Block had 222 institutions for special and non-formal education with 5,245 students In Chanditala II CD Block, amongst the 20 inhabited villages, only 1 village had no school, 7 villages had more than 1 primary school, 15 villages had at least 1 primary school, 4 villages had at least 1 primary and 1 middle school and 2 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Sahid Matangini CD Block had 112 primary schools with 8,513 students, 14 middle schools with 1,776 students, 9 high schools with 3,490 students and 14 higher secondary schools with 16,454 students. Sahid Matangini CD Block had 285 institutions for special and non-formal education with 12,339 students. As per the 2011 census, in Sahid Matangini CD block, amongst the 81 inhabited villages, 5 villages did not have a school, 36 villages had two or more primary schools, 30 villages had at least 1 primary and 1 middle school and 21 villages had at least 1 middle and 1 secondary school.
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In 1963, Waterford school, later named Waterford Kamhlaba United World College of Southern Africa, was founded as southern Africa's first multiracial school. In 1981, Waterford Kamhlaba joined the United World Colleges movement as the first and only United World College on the African continent. Adult and non-formal education centres include Sebenta National Institute for adult basic literacy and Emlalatini Development Centre, which provides alternative educational opportunities for school children and young adults who have not been able to complete their schooling. St Joseph's School is known for providing services for disabled students as well as vocational training for adults.
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In 2013-14, Haldia CD Block had 58 primary schools with 4,053 students, 10 middle schools with 1,035 students, 9 high schools with 4,347 students and 5 higher secondary schools with 5,518 students. Haldia CD Block had 177 institutions for special and non-formal education with 6,980 students. As per the 2011 census, in Haldia CD block, amongst the 24 inhabited villages, all villages had schools, 22 villages had two or more primary schools, 19 villages had at least 1 primary and 1 middle school and 11 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Matiali CD block had 69 primary schools with 7,270 students, 7 middle schools with 1,165 students, 2 high schools with 1,776 students and 5 higher secondary schools with 7,383 students. Matiali CD block had 307 institutions for special and non-formal education with 15,486 students. See also – Education in India According to the 2011 census, in the Matiali CD block, among the 27 inhabited villages, all villages had schools, 21 villages had two or more primary schools, 12 villages had at least 1 primary and 1 middle school and 6 villages had at least 1 middle and 1 secondary school.
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In Afghanistan 9,339 children and youth participated in community based learning programmes with 84% being girls. UNICEF and partners responded to 286 humanitarian crises in 79 countries in 2012 and helped some 3.56 million children and adolescents gain access to formal and non formal basic education. The Secretary-General's Global Education First initiative (GEFI) has a commitment with companies and private foundations making pledges of over $1.5 billion ensuring that all children have a quality, relevant and transformative education, whilst the Global Partnership for Education (GPE) helped more than 19 million children go to school since 2003.
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In 2013-14, Manikchak CD Block had 152 primary schools with 29,064 students, 9 middle schools with 1,813 students, 6 high schools with 10,513 students and 16 higher secondary schools with 36,315 students. Manikchak CD Block had 367 institutions for special and non-formal education with 22,586 students. As per the 2011 census, in Manikchak CD Block, amongst the 72 inhabited villages, 5 villages did not have a school, 37 villages had more than 1 primary school, 30 villages had at least 1 primary and 1 middle school and 21 villages had at least 1 middle and 1 secondary school.
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In 2010-11, Hasnabad CD Block had 125 primary schools with 13,154 students, 1 middle school with 172 students, 12 high schools with 8,516 students and 9 higher secondary schools with 8,312 students. Hasnabad CD Block had 388 institutions for special and non-formal education with 18,446 students. As per the 2011 census, in Hasnabad CD Block, amongst the 73 inhabited villages, 3 villages did not have a school, 37 villages had more than 1 primary school, 20 villages had at least 1 primary and 1 middle school and 17 villages had at least 1 middle and 1 secondary school.
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Main articles: List of universities in Indonesia Education in the Riau Islands, as well as Indonesia in a whole, falls under the responsibility of the Ministry of Education and Culture (Kementerian Pendidikan dan Kebudayaan or Kemdikbud) and the Ministry of Religious Affairs (Kementerian Agama or Kemenag). In Indonesia, all citizens must undertake twelve years of compulsory education which consists of six years at elementary level and three each at middle and high school levels. Islamic schools are under the responsibility of the Ministry of Religious Affairs. The Constitution also notes that there are two types of education in Indonesia: formal and non-formal.
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In September 2013, the three anti-slavery donors, the Legatum Foundation, Humanity United and the Walk Free Foundation founded the Freedom Fund. As of December 2019, the Freedom Fund is reported to have impacted 686,468 lives, liberated 27,397 people from modern slavery and helped 56,181 previously out-of-school children to receive either formal or non-formal education, in Nepal, Ethiopia, India and Thailand. Meanwhile, in October 2014, the Freedom Fund, Polaris and the Walk Free Foundation launched the Global Modern Slavery Directory, which was the first publicly searchable database of over 770 organisations working to end forced labor and human trafficking.
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Beside Syrians, they include Iraqis, Palestinians, Kurds, Yazidis, individuals from Somalia, and a minority of those who fled the Yemeni and Sudanese civil wars. There were 2 million school-aged refugee children (aged 5–17 years) among the 5 million refugees registered in Turkey, Lebanon, Jordan, Iraq and Egypt by the end of 2016. 1.1 million of those children have had access to either formal education (900,000) or non-formal education (150,000), including over 6,600 Palestine refugee children from Syria. Humanitarian aid during the Syrian Civil War focuses on basic needs, health care, education and providing jobs.
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The ten-year programme taught 12 million households spread over 75,000 villages in every part of Bangladesh except the Chittagong Hill Tracts (which were unsafe to work in because of civil unrest). Fifteen years after they were taught, the vast majority of mothers could still prepare a safe and effective ORS. The treatment was little known in Bangladesh when OTEP began, but 15 years later it was used in rural households for severe diarrhoea more than 80% of the time, one of the highest rates in the world. Non Formal Primary Education was started by BRAC in 1985.
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Early childhood care and education (ECCE) is a multisectoral field that holistically addresses children's multiple needs. During emergencies ECCE supportive services may address a range of issues including prenatal care, immunization, nutrition, education, psychosocial support and community engagement. Coordinated services of health and nutrition, water sanitation and hygiene, early learning, mental health and protection are considered essential in supporting young children living under emergencies and conflicts. Many programmes and strategies, whether in the formal or non-formal education sector, have proved to be very supportive to the well-being and recovery of young children living in areas of conflict.
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In 2013-14, Kumarganj CD Block had 139 primary schools with 9,899 students, 7 middle schools with 5,444 students, 17 high schools with 15,350 students and 12 higher secondary schools with 12,804 students. Kumarganj CD Block had 331 institutions for special and non-formal education with 10,907 students. In Kumarganj CD Block, amongst the 208 inhabited villages, 52 villages do not have a school, 38 villages have more than 1 primary school, 32 villages have at least 1 primary and 1 middle school and 24 villages have at least 1 middle and 1 secondary school. Kumarganj College was established at Kumarganj in 2016.
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Within non-formal education there were the libertarian athenaeums or popular, social centers in which different informative, cultural or work tasks were developed. The athenaeums had a very strong tradition where anarchism had strength, however in the war they even expanded into areas with little CNT roots. In some cases such as Madrid, these athenaeums came to create schools, have health insurance and promote another type of service. Various communities also carried out other initiatives such as the creation of libraries, artistic activities, a cinema forum, the creation of theater groups, athenaeums, the foundation of its own academies, or nursery schools.
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Education was prioritized under President Marc Ravalomanana (2001–2009), who sought to improve both access and quality of formal and non-formal education. A massive campaign of school renovation, expansion and construction has been coupled with the recruitment and training of tens of thousands more teachers. This initiative was supported with funds from intergovernmental organizations such as the World Bank and UNESCO, and bilateral grants from many countries, including France, the United States and Japan. A key pedagogical objective of these reforms included a shift from a traditional, didactic teaching style to a student-centered form of instruction involving frequent group work.
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Colégio Israelita Brasileiro A. Liessen's environment team has invited janitors, teachers, students, engineers and others to participate in experiential, non-formal learning activities. They created a green roof, built solar ovens and bamboo bicycle racks, planted spice, flower, and meditation gardens, and converted used cooking oil into biodiesel. These activities have created bonds between different members of the school community, awakened a sense of belonging and pride in the school, and built an environment where ideas and information are shared freely. The environment team has also offered trainings for school community members in order to secure buy-in for the projects.
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In addition to this training program, the library and several buildings at BWI were also renovated. In 2006, the Phelps Stokes Fund created the Girls and Women's Empowerment and Leadership program that utilized radio and information communications technology to give a voice to victimized girls and women of Liberia. The program delivered non-formal and formal educational information to individuals, particularly women and young people, who lacked access to traditional schools. Phelps Stokes partnered with local organizations to form radio clubs whose members learned the technical components of producing content for dissemination via community radio stations, satellite radio, and other media outlets.
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Three levels of TVE are offered: the Certificate in Vocational Education (Bor Wor Chor) which is taken during the upper secondary period; the Technical Diploma (Bor Wor Sor), taken after school-leaving age; and the Higher Diploma on which admission to university for a bachelor's degree programme may be granted. Vocational education is also provided by private institutions. In 2016, Thailand's first technical vocational education and training (TVET) hub started in the northern province of Chiang Mai. TVET is a model that provides knowledge and skills required for workplaces, using formal, non-formal and informal learning.
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EIU is a private higher education institution established in Yerevan in 1996. On March 13, 1997 EIU was fully accredited based on the decision made by the Ministry of Science and Education of the RA. Since then EIU was authorized to issue State Diplomas. Starting from September 2007 Eurasia International University has fully conformed to the requirements of Bologna Process. COAF SMART educational center in Lori province provides residents of Armenia’s rural communities an opportunity to obtain a non-formal education and skills development, offering free training in information technology, art, communication, ecology, healthy lifestyle, business and civic skills.
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In consonance with such ideas about reconstruction of village life a new type of school meant mainly for the children of neighbouring villages, who would eventually bring the offering of their acquired knowledge for the welfare of the village community, was also conceived. Siksha-Satra was such a school set up at Santiniketan in 1924 but shifted to Sriniketan in 1927. The Loka-Siksha Samsad an organisation for the propagation of non-formal education amongst those who had no access to usual educational opportunities, was started in 1936. Siksha Charcha for training village school teachers followed next year.
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Sigrid was born in Bandung, West Java, Indonesia. She had experienced rejection when she want to study in formal and non formal schools because of her age are considered not sufficient by education regulations in 2006. In an effort to find a school, then there is a primary headmaster who is interested in her ability to speak expressed a desire, she then get a guarantee to be able to attend school. She had another obstacle to be involved in activities outside of school until then a community of theater run by Yusef Muldiyana allow her to watch the process of theatrical practice.
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Vocational training in India historically has been a subject handled by the Ministry of Labour, other central ministries and various state- level organizations. To harmonize the variations and multiplicity in terms of standards and costs, the National Skills Qualification Framework was launched in December 2013. The National Skills Qualifications Framework (NSQF) is a competency-based framework that organizes all qualifications according to a series of levels of knowledge, skills and aptitude. These levels, graded from one to ten, are defined in terms of learning outcomes which the learner must possess regardless of whether they are obtained through formal, non-formal or informal learning.
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60-61 No surprise since a non-formal ethics does not rely on a system of rules or principles, but only implicit suggestions.Scheler maintained that two events insure the restoration of a rightly ordered heart Ordo Amoris: (a) the appearance of model persons ("role models"), and (b) natural mystic religious experience. More pragmatic applications of Scheler's principles might best be implemented under the controlled guidance of therapeutic psychology. Scheler’s ideas are inspiring to anyone who shares a common philosophical belief in the fundamental value of persons and in developing each of us to our optimum potential.
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A Mechina Kdam-Tzvait (; "pre-military preparatory", plural Mechinot) is an autonomous unit of specialized educational institutions valuing non-formal education and pre-military training in Israel. Funded and supported by the Ministry of Education and Ministry of Defense, as well as by the Israeli Defense Forces. As for 2017, there are 46 mechinot whose mission is to prepare for the conscientious service in the army, and to educate leaders of local communities that could affect society and state. Educational program blocks mostly include: Judaism and Jewish identity, Zionism, development of leadership skills, volunteering, and elements of military training.
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He was assistant principal bass player in the Israel Symphony Orchestra and in the Israel Sinfonietta. He performs solo concerts, recitals and chamber music and conducts master classes in Israel and abroad. His repertoire ranges from contemporary Israeli music, (much of it composed for him), to his own arrangements for double bass, which have been published and recorded. He has published articles on music education and on pedagogy in Israeli professional periodicals as well as in the U.S. Music Education in Institutions of Non Formal Education was published by MATAN in collaboration with the Israeli Ministry of Education.
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It has 15 colleges, one institute and two autonomous campuses offering undergraduate and postgraduate courses specializing in accounting, education, engineering, nursing, arts and humanities, social work, science and mathematics. Along with these major fields of concentration, WMSU also offers courses in agriculture, architecture, forestry, home economics, nutrition and dietetics, computer science, criminology, Asian and Islamic Studies and special degree courses for foreign students. It also offers external studies and non-formal education courses. WMSU ranked sixth among 68 universities all over the country, according to a survey on the Top Academic Institutions in the Philippines conducted by the Commission on Higher Education.
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By stressing a practical and non-formal part of logic, Watts gave rules and directions for any kind of inquiry, including the inquiries of science and the inquiries of philosophy. These rules of inquiry were given in addition to the formal content of classical logic common to textbooks on logic from that time. Watts' conception of logic as being divided into its practical part and its speculative part marks a departure from the conception of logic of most other authors. His conception of logic is more akin to that of the later, nineteenth-century logician, C. S. Peirce.
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In 2013-14, Krishnaganj CD Block had 95 primary schools with 6,626 students, 6 middle schools with 866 students, 4 high school with 2,081 students and 13 higher secondary schools with 16,052 students. Krishnaganj CD Block had 1 general college with 4,120 students and 300 institutions for special and non- formal education with 7,486 students In Krishnaganj CD Block, amongst the 52 inhabited villages, 2 villages did not have any school, 35 had more than 1 primary school, 23 had at least 1 primary and 1 middle school and 15 had at least 1 middle and 1 secondary school.
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In 2013-14, Chakdaha CD Block had 222 primary schools with 16,609 students, 14 middle schools with 1,407 students, 9 high schools with 4,495 students and 39 higher secondary schools with 39,805 students. Chakdaha CD Block had 6 technical/ professional institutions with 754 students and 705 institutions for special and non-formal education with 11,316 students In Chakdaha CD Block, amongst the 170 inhabited villages, 5 villages did not have any school, 62 had more than 1 primary school, 46 had at least 1 primary and one middle school and 30 had 1 middle school and 1 secondary school.
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In 2013-14, Old Malda CD Block had 103 primary schools with 13,007 students, 12 middle schools with 2,043 students, 4 high schools with 3,611 students and 6 higher secondary schools with 11,627 students. Old Malda CD Block had 308 institutions for special and non-formal education with 12,241 students. As per the 2011 census, in Old Malda CD Block, amongst the 112 inhabited villages, 24 villages did not have a school, 64 villages had more than 1 primary school, 24 villages had at least 1 primary and 1 middle school and 11 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Krishnanagar II CD Block had 76 primary schools with 6,641 students, 10 middle schools with 1,440 students, 2 high school with 1,476 students and 10 higher secondary schools with 14,276 students. Krishnanagar II CD Block had 1 technical/ professional institutions with 100 students and 207 institutions for special and non-formal education with 8,285 students In Krishnanagar II CD Block, amongst the 44 inhabited villages, 2 villages did not have any school, 30 had more than 1 primary school, 20 had at least 1 primary and 7 middle school and 16 had at least 1 middle and 1 secondary school.
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In 2013-14, Santipur CD Block had 117 primary schools with 10,542 students, 9 middle schools with 717 students, 5 high schools with 5,046 students and 9 higher secondary schools with 19,237 students. Santipur CD Block had 3 technical/ professional institutes with 226 students and 483 institutions for special and non-formal education with 17,694 students In Santipur CD Block, amongst the 54 inhabited villages, 3 villages did not have any school, 30 had more than 1 primary school and 21 had at least 1 primary and 1 middle school and 9 had 1 middle and 1 secondary school.
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In 2013-14, Ranaghat I CD Block had 123 primary schools with 8,301 students, 9 middle schools with 535 students, 5 high schools with 2,106 students and 15 higher secondary schools with 20,171 students. Ranaghat I CD Block had 1 technical/ professional institution with 100 students and 435 institutions for special and non-formal education with 11,718 students In Ranaghat I CD Block, amongst the 55 inhabited villages, 5 villages did not have any school, 24 had more than 1 primary school, 16 had at least 1 primary and 10 had 1 middle school and 1 secondary school.
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In 2013-14, Kaliganj CD Block had 95 primary schools with 6,626 students, 6 middle schools with 866 students, 4 high school with 2,081 students and 13 higher secondary schools with 16,052 students. Kaliganj CD Block had 1 general college with 4,120 students and 300 institutions for special and non-formal education with 7,486 students In Kaliganj CD Block, amongst the 105 inhabited villages, 10 had no school, 54 had more than 1 primary school, 56 had at least 1 primary school, 39 had at least 1 primary and 1 middle school and 18 had at least 1 middle and 1 secondary school.
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MCA was established in 1971 to promote education, arts and science and culture in Mauritius through mass media. When the MCA statute was re-enacted in 1985, distance education was maintained as a major strategy to meet these objectives. Merged with the Audio-Visual Centre of the Ministry of Education and Science in 1986, the MCA has until recently been catering mainly for the primary and secondary education sector through the production of educational programmes for broadcast on radio and television. The MCA has also been producing educational materials for non-formal or continuing education, for non-broadcast use.
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In 2013-14, Harishchandrapur II CD Block had 109 primary schools with 28,907 students, 12 middle school with 2,668 students, 12 high schools with 16,431 students and 13 higher secondary schools with 19,540 students. Harishchandrapur II CD Block had 309 institutions for special and non-formal education with 16,914 students. As per the 2011 census, in Harishchandrapur II CD Block, amongst the 73 inhabited villages, 7 villages did not have a school, 35 villages had more than 1 primary school, 31 villages had at least 1 primary and 1 middle school and 22 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Chanchal II CD Block had 86 primary schools with 19,963 students, 6 middle school with 1,133 students, 11 high schools with 15,527 students and 9 higher secondary schools with 13,288 students. Chanchal II CD Block had 291 institutions for special and non-formal education with 18,217 students. As per the 2011 census, in Chanchal II CD Block, amongst the 90 inhabited villages, 11 villages did not have a school, 44 villages had more than 1 primary school, 35 villages had at least 1 primary and 1 middle school and 20 villages had at least 1 middle and 1 secondary school.
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In consonance with such ideas about reconstruction of village life a new type of school meant mainly for the children of neighbouring villages, who would eventually bring the offering of their acquired knowledge for the welfare of the village community, was also conceived. Siksha-Satra was such a school set up at Santiniketan in 1924 but shifted to Sriniketan in 1927. The Loka-Siksha Samsad an organisation for the propagation of non-formal education amongst those who had no access to usual educational opportunities, was started in 1936. Siksha Charcha for training village school teachers followed next year.
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Deciding that literacy training linked with agricultural and industrial development was a key strategy to eradicate poverty, Welthy broke with Laubach. In 1953, she founded Literacy House at Allahabad, a small, non-formal school that combined literacy with vocational training. In 1956, Literacy House moved to Lucknow, Uttar Pradesh, where it became famous for its effectiveness. Realizing the need for literacy programs linked with social and economic development throughout the world, Welthy and her fellow literacy pioneers started two non-profit organizations, World Education (in 1951, which started as World Literacy) and the World Literacy of Canada (in 1955).
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UNESCO Institute for Lifelong Learning The UNESCO Institute for Lifelong Learning (UIL), formerly UNESCO Institute for Education, is one of six educational institutes of UNESCO. It is a non-profit international research, training, information, documentation and publishing centre on literacy, non- formal education, adult and lifelong learning. It provides services to UNESCO's Member States, NGOs, and grassroots and community organizations, as well as to partners in civil society and the private sector. The Institute works in close collaboration with its Paris headquarters, with UNESCO field offices in different countries, with sister institutes and with national and international partners.
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From the 1970s through to the 1990s, Cambodia experienced civil war and political turmoil which had a devastating effect on the national education system and the learning of a second language. By 1979 it was estimated that 90% of schools had been destroyed and 75% of teachers were no longer working and foreign languages were not being taught. However, in Cambodian schools today, English as a foreign language is taught from Grade 7 onwards and is the most popular foreign language studied. Adults are also able to learn English through other non-formal English language education programs.
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In 2013-14, Ratua II CD Block had 85 primary schools with 19,292 students, 7 middle school with 1,398 students, 6 high schools with 8,786 students and 15 higher secondary schools with 28,483 students. Ratua II CD Block had 255 institutions for special and non-formal education with 15,226 students. As per the 2011 census, in Ratua II CD Block, amongst the 48 inhabited villages, all villages had at least 1 school, 16 villages had more than 1 primary school, 32 villages had at least 1 primary and 1 middle school and 22 villages had at least 1 middle and 1 secondary school.
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In 2010-11, Barasat II CD Block had 76 primary schools with 10,922 students, 2 middle schools with 189 students, 4 high schools with 4,578 students and 7 higher secondary schools with 13,465 students. Barasat II CD Block had 287 institutions for special and non-formal education with 12,901 students. As per the 2011 census, in Barasat II CD Block, amongst the 76 inhabited villages, 2 villages did not have a school, 36 villages had more than 1 primary school, 29 villages had at least 1 primary and 1 middle school and 14 villages had at least 1 middle and 1 secondary school.
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In 2010-11, Habra I CD Block had 93 primary schools with 11,409 students, 2 middle schools with 156 students, 9 high schools with 6,464 students and 10 higher secondary schools with 15,801 students. Habra I CD Block had 326 institutions for special and non-formal education with 13,692 students. As per the 2011 census, in Habra I CD Block, amongst the 55 inhabited villages, all villages had a school, 35 villages had more than 1 primary school, 26 villages had at least 1 primary and 1 middle school and 15 villages had at least 1 middle and 1 secondary school.
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In 2010-11, Rajarhat CD Block had 60 primary schools with 8,090 students, 3 high schools with 2,208 students and 12 higher secondary schools with 22,822 students. Rajarhat CD Block had 1 professional/ technical institution with 72 students and 430 institutions for special and non-formal education with 15,705 students. As per the 2011 census, in Rajarhat CD Block, amongst the 30 inhabited villages, 1 village did not have a school, 10 villages had more than 1 primary school, 11 villages had at least 1 primary and 1 middle school and 7 villages had at least 1 middle and 1 secondary school.
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In 2010-11, Basirhat I CD Block had 89 primary schools with 10,045 students, 2 middle school with 766 students, 10 high schools with 4,654 students and 8 higher secondary schools with 2,682 students. Basirhat I CD Block had 333 institutions for special and non-formal education with 14,911 students. As per the 2011 census, in Basirhat I CD Block, amongst the 59 inhabited villages, 2 villages did not have a school, 34 villages had more than 1 primary school, 29 villages had at least 1 primary and 1 middle school and 16 villages had at least 1 middle and 1 secondary school.
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In 2010-11, Basirhat II CD Block had 122 primary schools with 13,490 students, 1 middle school with 1,088 students, 10 high schools with 7,908 students and 9 higher secondary schools with 7,024 students. Basirhat II CD Block had 321 institutions for special and non-formal education with 16,820 students. As per the 2011 census, in Basirhat II CD Block, amongst the 66 inhabited villages, 2 villages did not have a school, 30 villages had more than 1 primary school, 13 villages had at least 1 primary and 1 middle school and 8 villages had at least 1 middle and 1 secondary school.
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In Indonesia, all citizens must undertake twelve years of compulsory education which consists of six years at elementary level and three each at middle and high school levels. Islamic schools are under the responsibility of the Ministry of Religious Affairs. Education is defined as a planned effort to establish a study environment and educational process so that the student may actively develop his/her own potential in religious and spiritual level, consciousness, personality, intelligence, behaviour and creativity to him/herself, other citizens and the nation. The Constitution also notes that there are two types of education in Indonesia: formal and non-formal.
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In 2013-14, Tarakeswar had 114 primary schools with 8,958 students; 10 middle schools, with 737 students; seven high schools, with 3,491 students, and 10 higher secondary schools, with 12,692 students. It had one college with 3,255 students, and 291 institutions for special and non-formal education with 7,846 students. Rabindra Mahavidyalaya, a college, was founded in Champadanga in 1971. Of Tarakeswar's 89 villages, two had no school; 30 had more than one primary school, 66 had at least one primary school, 21 had at least one primary and one middle school, and 15 had at least one middle and one secondary school.
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In 2010-11, Barrackpore II CD Block had 24 primary schools with 3,091 students, 6 high schools with 3,025 students and 9 higher secondary schools with 10,520 students. Barrackpore II CD Block had 1 general college with 1,782 students and 280 institutions for special and non-formal education with 14,275 students. As per the 2011 census, in Barrackpore II CD Block, amongst the 15 inhabited villages, all villages had a school, 9 villages had more than 1 primary school, 5 villages had at least 1 primary and 1 middle school and 4 villages had at least 1 middle and 1 secondary school.
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Additional buildings have been added to extend better and new services to the school populace - the Bonzel Health and Nutrition Center together with the Non-Formal Education Building in 1994 and the Learning Resource Center in 1995. The latest structure was blessed by Archbishop Gian Vincenzo Moreni, Apostolic Nuncio of the Philippines, during his pastoral visit on July 27, 1995. The construction of a separate school Chapel and the Covered walks from the comfort rooms to the main gate were completed in 1996 and 1998 respectively. The most recent was the completion of the Alumni Center in 2016.
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In 2013-14, Raghunathganj II CD Block had 97 primary schools with 16,519 students, 13 middle schools with 1,511 students, 3 high schools with 4,600 students and 8 higher secondary schools with 20,430 students. Raghunathganj II CD Block had 407 institutions special and non- formal education with 24,104 students. In Raghunathganj II CD Block, amongst the 36 inhabited villages, 3 villages did not have a school, 22 villages have more than 1 primary school, 21 villages have at least 1 primary and 1 middle school and 7 villages had at least 1 middle and 1 secondary school.
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In 2013–14, Farakka CD Block had 92 primary schools with 20,970 students, 11 middle schools with 3,360 students, 2 high school with 2,094 students and 11 higher secondary schools with 3,0572 students. Farakka CD Block had 1 general college with 2,242 students and 391 institutions special and non-formal education with 15,450 students. Prof. Sayed Nurul Hasan College was established in 1994 at Farakka, It is named after Saiyid Nurul Hasan, historian and former governor of West Bengal. Affiliated to the University of Kalyani it offers honours courses in Bengali, English, Arabic, history, political science, sociology, education, economics and geography.
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In 2013-14, Sreerampur Uttarpara CD Block had 51 primary schools with 5,053 students, 6 high schools with 2,287 students and 10 higher secondary schools with 8,872 students. Sreerampur Uttarpara CD Block had 1 general college with 2,366 students and 182 institutions for special and non-formal education with 3,303 students In Sreerampur Uttarpar CD Block, amongst the 13 inhabited villages, all villages had a school, 7 villages had more than 1 primary school, 4 villages had at least 1 primary and 1 middle school and 3 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Samserganj CD Block had 85 primary schools with 23,003 students, 13 middle schools with 4,133 students, 2 high school with 4,025 students and 9 higher secondary schools with 28,907 students. Samserganj CD Block had 1 general college with 2,603 students and 391 institutions special and non-formal education with 15,450 students. In Samserganj CD Block, amongst the 24 inhabited villages, all villages have a school, 19 villages have more than 1 primary school, 13 villages have at least 1 primary and 1 middle school and 8 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Suti II CD Block had 86 primary schools with 23,332 students, 1 middle school with 307 students, 2 high schools with 2,373 students and 8 higher secondary schools with 24,114 students. Suti II CD Block had 1 general college with 3,742 students, 3 technical/ professional institutions with 300 students, 405 institutions special and non-formal education with 24.008 students. The Murshidabad Centre of Aligarh Muslim University was established at Village & PO Jangipur Barrage, PS Suti in 2010. It started classes for the 2-years Master of Business Administration (MBA) and the 5-years BA LLB programmes in 2011.
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In 2013-14, Sagardighi CD Block had 156 primary schools with 20,710 students, 20 middle schools with 2,485 students, 9 high schools with 6,328 students and 16 higher secondary schools with 28,135 students. Sagardighi CD Block had 1 general college with 1,730 students, 1 technical/ professional institution with 100 students, 453 institutions for special and non-formal education with 28,283 students. Sagardighi Kamada Kinkar Smriti Mahavidyalaya was established in 2008 at Sagardighi. It offers honours courses in Bengali, English, Sanskrit, Arabic, history, geography, political science, philosophy and education. Sagardighi Teachers’ Training College was established at Manigram in 2009.
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In 2013-14, Raninagar II CD Block had 96 primary schools with 10,866 students, 20 middle schools with 2,113 students, 4 high schools with 5,136 students and 8 higher secondary schools with 17,460 students. Raninagar II CD Block had 1 technical/ professional institution with 149 students and 359 institutions for special and non-formal education with 16,029 students. G.D.College, a self-financed general degree college, was established at Shaikhpara in 2007. Affiliated with the University of Kalyani it offers honours courses in Bengali, English, Sanskrit, Arabic, history, Islamic history, philosophy, political science, physics, chemistry, geography, economics, mathematics and environmental science.
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GASTagus, also known as Grupo de Ação Social do Tagus, is a Portuguese non- governmental development organization (NGDO). GASTagus aims at empowering the youth to participate as active citizens through a series of volunteering activities both in Portugal and abroad, as well as non-formal education activities. In Portugal the organisation has partnerships with non-profit entities were GASTagus' volunteers develop their weekly activities. Abroad, GASTagus has partners located in different sites of Angola, Brazil, Cape Verde, Mozambique and São Tomé and Princípe, where, during August, the volunteers are welcomed to develop their work and initiatives.
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In the linked preface prayer (but not in the succeeding Sahasranama) non- formal pronunciation is used, since correct representation of pronunciation requires extensive use of diacritic marks. An example: Sanskrit/Hindi has three letters representing S, which are represented here as 's', 'ś', and 'ṣ', as used in the Sanskrit word ṣatkona (= "hexagon"), Viṣnu, Kṛṣṇa and others is actually a retroflex phoneme and has no equivalent in English. Retroflex phonemes are those where the tongue is slightly coiled back in the palate and released along with the phoneme's sound. Also, the 'ṇ' in Viṣṇu and Kṛṣṇa is retroflex.
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In 2013-14, Bharatpur I CD Block had 101 primary schools with 9,524 students, 23 middle schools with 3,168 students, 4 high school with 2,708 students and 9 higher secondary schools with 12,120 students. Bharatpur I CD Block had 253 institutions special and non-formal education with 11,740 students. In Bharatpur I CD Block, amongst the 82 inhabited villages, 5 villages do not have a school, 30 villages have more than 1 primary school, 35 villages have at least 1 primary and 1 middle school and 15 villages had at least 1 middle and 1 secondary school.
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In Scouting, children experience competitive and non-competitive activities that include physical and problem-solving activities, outdoor activities (such as water-sports, cooking, hiking, walking, aerial challenges and much more). Each Scout Group and Section within our Groups organize weekly outdoor activities ranging from community work to hikes, camping and life skills, which activities are all of a non-formal educational nature. At national level, TSAM, through its departments, handles all the leaders' training, updating of all youth section's programmes, organizes national events, manages administrative details and takes care of its national assets such as the Ghajn Tuffieha International Scout Campsite.
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Carlson views the Union of egoists as essentially a non-formal group that participants voluntarily engage in for personal gain. Since no one person is obligated to the group, they may leave if it ceases to serve their interests, making the benefit mutual to all members. Whereas individuals in communism are obligated to one another in society, in egoism they are obligated only to themselves. Stirner saw this as the opposite of a state, government or society, which could use the individual for its own gain without benefiting the individual or truly being in his interest.
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In 2013-14, Jangipara CD Block had 146 primary schools with 14,282 students, 11 middle schools with 1,252 students, 10 high schools with 7,144 students and 16 higher secondary schools with 17,313 students. Jangipara CD Block had 1 general college with 661 students, 263 institutions for special and non-formal education with 7,596 students Mahitosh Nandy Mahavidyalaya, a general degree college, was established at Jangipara, in 2007. Jangipara assembly constituency covers a primarily rural area. It is around from Kolkata and has 170,000 voters. Forty per cent of them are in the 18-30 age group.
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TANDEM–Community & Participation aims at establishing long-term partnerships between cultural organisations working in the field of community arts, voluntary or amateur arts and (non-formal) arts education. The program focuses on citizens’ inclusion and active participation in local arts & culture and community life. It is for cultural managers from the Netherlands and its neighbouring regions/countries: Germany, Belgium and UK. This programme is an initiative of the Dutch Cultural Participation Fund (FCP) and European Cultural Foundation (ECF), implemented by MitOst e.V. in partnership with the British Council and the Dutch Centre of Expertise for Cultural Education and Amateur Arts (LKCA).
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She was elected to the Provincial Assembly of the Punjab as a candidate of Pakistan Muslim League (Q) (PML-Q) from Constituency PP-116 (Mandi Bahauddin-I) in 2002 Pakistani general election. She received 33,122 votes and defeated Safia Begum, a candidate of Pakistan Muslim League (N) (PML-N). During her tenure as Member of the Punjab Assembly, she served as Parliamentary Secretary for Literacy and Non- formal Basic Education from 2003 to 2007. She ran for the seat of the Provincial Assembly of the Punjab as a candidate of PML-Q from Constituency PP-116 (Mandi Bahauddin-I) in 2008 Pakistani general election but was unsuccessful.
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The Kattaikkuttu Gurukulam was founded in October 2002 by actor, playwright, and director P. Rajagopal and Dr. Hanne M. de Bruin to preserve and enhance the scope of the Kattaikkuttu theatre and safeguard the artistic and economic position of its future exponents. The students are marginalized, young rural people between 5 and 20 years with a keen interest in the theatre form. Located 8 kilometers away from Kanchipuram in a small village called Punjarasantankal, the Kattaikkuttu Gurukulam follows the guru-shishya system of transmission. This means that students and teachers are in constant close contact with each other in formal and non-formal settings.
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In 2012-13, Kharibari CD block had 100 primary schools with 12,002 students, 5 middle schools with 1,491 students, 5 high schools with 2,509 students and 6 higher secondary schools with 10,041 students. Kharibari CD block had 254 institutions for special and non-formal education with 11,056 students See also – Education in India According to the 2011 census, in Kharibari CD block, among the 73 inhabited villages, 12 villages did not have a school, 21 villages had two or more primary schools, 12 villages had at least 1 primary and 1 middle school and 7 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Goghat I CD Block had 127 primary schools with 9,226 students, 7 middle schools with 1,060 students, 14 high schools with 8,200 students and 9 higher secondary schools with 8,139 students. Goghat I CD Block had 243 institutions for special and non-formal education with 7,612 students In Goghat I CD Block, amongst the 97 inhabited villages, 6 villages had no school, 44 villages had more than 1 primary school, 55 villages had at least 1 primary school, 36 villages had at least 1 primary and 1 middle school and 25 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Lalgola CD Block had 131 primary schools with 20,768 students, 22 middle schools with 3,260 students, 2 high schools with 2,105 students and 16 higher secondary schools with 35,783 students. Lalgola CD Block had 1 general college with 1,890 students and 486 institutions for special and non-formal education with 28,338 students. Lalgola College was established in 2006 at Lalgola In Lalgola CD Block, amongst the 84 inhabited villages, 13 villages did not have a school, 35 villages have more than 1 primary school, 35 villages have at least 1 primary and 1 middle school and 14 villages have at least 1 middle and 1 secondary school.
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In 2013–14, Hili CD Block had 72 primary schools with 5,107 students, 4 middle schools with 220 students, 7 high schools with 8,433 students and 4 higher secondary schools with 4,337 students. Hili CD Block had 267 institutions for special and non-formal education with 4,918 students. In Hili CD Block, amongst the 79 inhabited villages, 14 villages do not have a school, 11 villages have more than 1 primary school, 12 villages have at least 1 primary and 1 middle school and 10 villages have at least 1 middle and 1 secondary school. S.B.S. Government College, Hili was established at Hili in 2015.
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In 2013-14, Patashpur II CD Block had 121 primary schools with 7,624 students, 18 middle schools with 4,073 students, 11 high schools with 6,810 students and 18 higher secondary schools with 18,218 students. Patashpur II CD Block had 1 technical/ professional institution with 54 students and 289 institutions for special and non-formal education with 11,201 students. As per the 2011 census, in Patashpur II CD block, amongst the 134 inhabited villages, 17 villages did not have a school, 27 villages had two or more primary schools, 29 villages had at least 1 primary and 1 middle school and 33 villages had at least 1 middle and 1 secondary school.
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The Chinese University of Hong Kong has 9 colleges which provide pastoral support and non-formal learning opportunities to supplement the formal teaching from the central administration of the university. Any full-time undergraduate at the university may apply for affiliation to a college. The three original colleges were founded as separate institutions which federated to found the university in 1963, and over the first two and a half decades teaching departments were merged as the university became more centralised. The City University of Hong Kong has a Community College, similar to HKU's Centennial College, which been in a partnership arrangement with the University of Wollongong since 2014.
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In 2013-14, Simlapal CD block had 173 primary schools with 11,160 students, 20 middle schools with 3,645 students, 7 high schools with 2,353 students and 14 higher secondary schools with 15,575 students. Simlapal CD block had 236 institutions for special and non-formal education with 7,839 students. See also – Education in India According to the 2011 census, in the Simlapal CD block, among the 191 inhabited villages, 42 villages did not have a school, 33 villages had two or more primary schools, 34 villages had at least 1 primary and 1 middle school and 18 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Hirbandh CD block had 95 primary schools with 6,121 students, 9 middle schools with 1,342 students, 6 high schools with 4,424 students and 7 higher secondary schools with 4,581 students. Hirbandh CD block had 78 institutions for special and non-formal education with 3,100 students. See also – Education in India According to the 2011 census, in the Hirbandh CD block, among the 116 inhabited villages, 24 villages did not have a school, 21 villages had two or more primary schools, 20 villages had at least 1 primary and 1 middle school and 14 villages had at least 1 middle and 1 secondary school.
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Community work, which is particularly widespread in Scotland, fosters people's commitment to their neighbours and encourages participation in and development of local democratic forms of organisation. Youth work which focuses on making people more active in the society. Social work which helps young people in homes to develop ways to deal with complex situations like fostering fruitful relationships between parents and children, bringing different groups of career together, etc... In France and Italy animation in a particular form is a kind of non-formal education. It uses theatre and acting as means of self-expression with different community groups for children and people with special needs.
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In 2013-14, Chandipur CD Block had 121 primary schools with 9,247 students, 3 middle schools with 530 students, 15 high schools with 7,339 students and 16 higher secondary schools with 16,672 students. Chandipur CD Block had 1 technical/ professional institution with 99 students, 283 institutions for special and non-formal education with 12,890 students. As per the 2011 census, in Chandipur CD block, amongst the 111 inhabited villages, 9 villages did not have a school, 48 villages had two or more primary schools, 33 villages had at least 1 primary and 1 middle school and 25 villages had at least 1 middle and 1 secondary school.
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The Baden-Powell Scouts' Association was formed in the United Kingdom in 1970 when it was felt that The Scout Association was abandoning the traditions and intentions set out by Baden-Powell in 1908. The Baden-Powell Scouts retain the belief that the essence of the movement should be based on outdoor activities related to the skills of explorers, backwoodsmen and frontiersmen. It is a voluntary, non-formal educational charity movement for young people. It is independent, non-political, non- military, and open to all without distinction of origin, race, creed or gender, in accordance with the purpose, principles and method conceived by Robert Baden-Powell.
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After classes, pupils can choose various leisure activities provided in schools free of charge or attend separate sports, music, fine arts, art, aviation, and choreography schools, and children's clubs. The latter activities are partially paid; professional artists, sportsmen, and teachers work with children. In schools, pupils can be excused from attending weekly classes in Arts and Physical Training, if they have graduated from schools of art or study Fine Arts, Choreography, or Music in schools of art or non-formal education establishments specializing in sports. The long-term artistic education programme completed in children's music, art, and sports schools or any other school can be recognized as a vocational education module.
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In 2013-14, Nandigram II CD Block had 92 primary schools with 7,267 students, 7 middle schools with 2,163 students, 10 high schools with 5,197 students and 13 higher secondary schools with 11,631 students. Nandigram II CD Block had 2 technical/ professional institutes with 200 students and 203 institutions for special and non-formal education with 10,998 students. As per the 2011 census, in Nandigram II CD block, amongst the 40 inhabited villages, 4 villages did not have a school, 28 villages had two or more primary schools, 19 villages had at least 1 primary and 1 middle school and 14 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Kaliachak III CD Block had 121 primary schools with 24,494 students, 16 middle schools with 6,414 students, 6 high schools with 10,054 students and 16 higher secondary schools with 35,469 students. Kaliachak III CD Block had 1 general degree college with 4,464 students and 484 institutions for special and non-formal education with 29,213 students. As per the 2011 census, in Kaliachak III CD Block, amongst the 65 inhabited villages, 7 villages did not have a school, 27 villages had more than 1 primary school, 31 villages had at least 1 primary and 1 middle school and 20 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Kaliachak II CD Block had 130 primary schools with 19,278 students, 8 middle schools with 4,489 students, 8 high schools with 14,598 students and 9 higher secondary schools with 16,981 students. Kaliachak II CD Block had 2 technical/ professional institutions with 260 students and 332 institutions for special and non-formal education with 15,803 students. As per the 2011 census, in Kaliachak II CD Block, amongst the 40 inhabited villages, 1 village did not have a school, 17 villages had more than 1 primary school, 22 villages had at least 1 primary and 1 middle school and 14 villages had at least 1 middle and 1 secondary school.
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In 2012–13, Rangli Rangliot CD block had 113 primary schools with 6,481 students, 7 middle schools with 2,035 students, 4 high schools with 2,111 students and 3 higher secondary schools with 2,769 students. Rangli Rangliot CD block had 186 institutions for special and non-formal education with 6,273 students. See also – Education in India According to the 2011 census, in Rangli Rangliot CD block, among the 29 inhabited villages, all villages have primary schools, 25 villages had two or more primary schools, 19 villages had at least 1 primary and 1 middle school and 12 villages had at least 1 middle and 1 secondary school.
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Hovannisian's movement was dubbed "Barevolution", a portmanteau of barev (բարև, "hello") and revolution, referring to Raffi Hovannisian's habit of walking up to people and greeting them during the election campaign. Since early May 2013, a number of non- formal opposition groups, such as Nagorno-Karabakh War veterans, have protested against the government of Serzh Sargsyan. The Pre-Parliament civil initiative also held a number of rallies in Yerevan and other cities calling for alternative struggle against the government. Following an announcement on 20 July 2013 of increases in public transportation fares, young activists (mostly students) held various kinds of protests throughout central Yerevan against the decision.
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In 2013-14, Nagrakata CD block had 56 primary schools with 10,090 students, 5 middle schools with 475 students, 1 high school with 1,176 students and 7 higher secondary schools with 7,007 students. Nagrakata CD block had 426 institutions for special and non-formal education with 19,572 students. See also – Education in India According to the 2011 census, in the Nagrakata CD block, among the 33 inhabited villages, 2 villages did not schools, 24 villages had two or more primary schools, 12 villages had at least 1 primary and 1 middle school and 7 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Pursurah CD Block had 107 primary schools with 10,227 students, 4 middle schools with 333 students, 8 high schools with 4,035 students and 10 higher secondary schools with 14,080 students. Pursurah CD Block had 1 general colleges with 58 students, 1 technical/ professional institution with 100 students and 238 institutions for special and non-formal education with 6,982 students In Pursurah CD Block, amongst the 50 inhabited villages, all villages had a school, 17 villages had more than 1 primary school, 21 villages had at least 1 primary and 1 middle school and 14 villages had at least 1 middle and 1 secondary school.
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Her partner is Tony Morphet. De Kok is a Fellow of the University of Cape Town, an Associate Professor in Extra-Mural Studies, and part of a team of two that designs and administers the public non-formal educational curriculum that constitutes the Extra-Mural Programmes at the University of Cape Town. She has also designed and co-ordinated national colloquiums and cultural programmes, such as one on Technology and Reconstruction and on Equal Opportunity Policy, and At the Fault Line: Cultural Inquiries into Truth and Reconciliation. She runs various capacity building, civic and trade union programmes, and alternates in the role of Director.
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As per the District Census Handbook 2011, North Barrackpur Municipal city covered an area of 12.61 km2. Amongst the civic amenities it had 208 km of roads and open drains. Amongst the medical facilities the nearest maternity home was 2.5 km away, 1 nursing home and certain other medical facilities (without beds) were also available 2.5 km away. It had 1 veterinary hospital and 5 medicine shops. Amongst the educational facilities it had 52 primary schools, 19 middle and secondary schools and 3 non-formal education centres. Amongst the social, recreational and cultural facilities it had 1 auditorium/ community hall, 4 public libraries and 4 reading rooms.
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In 2013-14, Habibpur CD Block had 155 primary schools with 16,805 students, 12 middle schools with 1,802 students, and Total 11 high schools with 4,104 students and 12 higher secondary schools with 29,654 students. Habibpur CD Block had 2 technical/ professional institutions with 147 students and 649 institutions for special and non-formal education with 12,945 students. As per the 2011 census, in Habibpur CD Block, amongst the 233 inhabited villages, 61 villages did not have a school, 143 villages had more than 1 primary school, 29 villages had at least 1 primary and 1 middle school and 13 villages had at least 1 middle and 1 secondary school.
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In 2010-11, Bagdah CD Block had 132 primary schools with 13,408 students, 9 high schools with 5,092 students and 16 higher secondary schools with 25,067 students. Bagdah CD Block had 1 general college with 1,044 students, 1 professional/ technical institution with 40 students and 443 institutions for special and non-formal education with 14,303 students. As per the 2011 census, in Bagdah CD Block, amongst the 106 inhabited villages, 1 village did not have a school, 50 villages had more than 1 primary school, 38 villages had at least 1 primary and 1 middle school and 32 villages had at least 1 middle and 1 secondary school.
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According to the District Census Handbook 2011, Bankura, Beliatore covered an area of 1.52 km2. Among the civic amenities, it had 5 km roads with open drains, the protected water supply involved tap water from un-treated sources, hand pumps. It had 1,000 domestic electric connections. Among the medical facilities it had 2 charitable hospitals/ nursing homes, 14 medicine shops. Among the educational facilities it had were 19 primary schools, 3 middle schools, 2 secondary schools, 2 senior secondary schools, 1 general degree college. It had 1 recognised shorthand, typewriting and vocational training institution, 1 non-formal education centre (Sarva Shiksha Abhiyan), 1 working women’s hostel, 1 old age home.
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UNICEF Malaysia is one of over 190 country offices and national committees of the United Nations Children's Fund. Guided by the Convention on the Rights of the Child, UNICEF has a universal mandate to promote and protect the rights of all children, everywhere – especially those hardest to reach and most at risk. UNICEF has been working with the Government of Malaysia since 1954 by supporting programmes in health, nutrition, water and sanitation, formal and non-formal education as well as services for deprived children in poor urban areas. UNICEF's work in Malaysia has since evolved with the nation’s development and progress into an upper-middle income country.
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In 2013-14, Bansihari CD Block had 78 primary schools with 7,342 students, 10 middle school with 1,115 students, 6 high schools with 16,980 students and 11 higher secondary schools with 8,861 students. Bansihari CD Block had 1 general degree college with 132 students and 266 institutions for special and non-formal education with 10,618 students. In Bansihari CD Block, amongst the 160 inhabited villages, 55 villages do not have a school, 17 villages have more than 1 primary school, 24 villages have at least 1 primary and 1 middle school and 16 villages have at least 1 middle and 1 secondary school. Buniadpur Mahavidyalaya was established at Buniadpur in 2007.
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Through the trust, Sastry – along with other staff and volunteers at Devipuram – has undertaken a number of developmental initiatives focused on non-formal education, empowerment of women and low-cost housing for the rural poor. A cooperative thrift society, sponsored by the trust and called Jagruti, offers micro- financing services to local villagers. Low-cost, fire-retardant, geodesic dome-houses for pilgrims and other visitors have been erected at Devipuram, using appropriate technologies to demonstrate the viability of such designs in rural India. Devipuram has also conducted many rural empowerment programs in the surrounding countryside, relating to health, hygiene, family planning, literacy, energy generation and energy conservation.
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In 2006, Pahor's Social Democrats entered an agreement with the ruling coalition party for the collaboration in the economic reform policies. Due to the gradual dissolution of the Liberal Democracy of Slovenia, by 2007 the Social Democrats became the second-largest political force in Slovenia, and Pahor thus became the non-formal leader of the left-wing opposition. The same year, Pahor considered running for the presidential elections, in which he was favoured by the polls. However, due to the high ranking of his party, he decided to support the presidential candidate Danilo Türk, and continue to lead the Social Democrats to the parliamentary elections of 2008.
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It is widely used in the context of corporate training and education in relation to return on investment (ROI), or return on learning (ROL). It is also widely used when referring to science education, in relation to citizen science, or informal science education. The conflated meaning of informal and non-formal learning explicates mechanisms of learning that organically occur outside the realm of traditional instructor-led programs, e.g., reading self-selected books, participating in self-study programs, navigating performance support materials and systems, incidental skills practice, receptivity of coaching or mentoring, seeking advice from peers, or participation in communities of practice, to name a few.
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Since establishment, sharing of experience, non-formal education and advocacy for democratization of urban planning process has been one of the major directives of the organization. A series of lectures titled “Meet Architecture”, organized by urbanlab for four consecutive seasons (2012-2013) at the Union of Architects of Armenia, were a success. The series hosted professionals of the field from Armenia and other countries, such as France, Germany, Austria, Romania, Iran and UK, and were attended by many students and interested individuals. The organization also teamed up with official license holders of the local Pecha-Kucha Nights and organized two presentations on themes concerning urban planning and architectural issues.
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In 2013-14, Harishchandrapur I CD Block had 105 primary schools with 20,206 students, 16 middle school with 2,009 students, 7 high schools with 12,641 students and 7 higher secondary schools with 12,941 students. Harishchandrapur I CD Block had 1 general degree college with 1,635 students and 286 institutions for special and non-formal education with 16,904 students. As per the 2011 census, in Harishchandrapur I CD Block, amongst the 104 inhabited villages, 10 villages did not have a school, 57 villages had more than 1 primary school, 37 villages had at least 1 primary and 1 middle school and 15 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Ratua I CD Block had 121 primary schools with 28,975 students, 14 middle school with 4,845 students, 11 high schools with 22,052 students and 11 higher secondary schools with 27,935 students. Ratua I CD Block had 1 general degree college with 5,064 students and 354 institutions for special and non- formal education with 19,621 students. As per the 2011 census, in Ratua I CD Block, amongst the 95 inhabited villages, 12 villages did not have a school, 46 villages had more than 1 primary school, 37 villages had at least 1 primary and 1 middle school and 21 villages had at least 1 middle and 1 secondary school.
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Formal education is the hierarchically structured, chronologically graded 'education system', running from primary school through the university and including, in addition to general academic studies, a variety of specialized programs and institutions for full-time technical and professional training. K-12 and tertiary education from colleges are characterized as formal education. This does not include the informal education in the Philippines learned from daily experience and the educative influences and resources in his or her environment. Nor does this include non-formal education like the alternative learning systems provided by the Department of Education (DepEd), Technical Education and Skills Development Authority (TESDA) and other programs from educational institutions.
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This tabloid is notable for being directed to an audience of middle and lower socioeconomic strata. It uses the Chilean Spanish non-formal register with a series of slang and informal expressions of Chile. It also addresses issues that are mostly of a sensationalist, mostly about sex, crime reports and on the national entertainment news, this last section is called La Cuarta Espectacular and differs from the rest of the day as to design. In a way his style of writing and presentation of content, are closer to the red or yellow press Style The Sun (UK), The National Enquirer (USA) and Bild-Zeitung (Germany).
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In 2014 and 2015, the EU was estimated to be the largest market for Chinese acquisitions, in terms of value. The rapid increase in Chinese takeovers of European companies has fueled concerns among political observers and policymakers over a wide range of issues. These issues include potential negative strategic implications for individual EU member states and the EU as a whole, links between the Chinese Communist Party and the investing enterprises, and the lack of reciprocity in terms of limited access for European investors to the Chinese market. Similarly, concerns among low-income households within Australia have prompted several non-formal inquiries into direct foreign investment activities from China.
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In 2012-13, Sitai CD block had 69 primary schools with 13,401 students, 7 middle schools with 2,843 students, 4 high schools with 4,900 students and 4 higher secondary schools with 5,928 students. Sitai CD block had 255 institutions for special and non- formal education with 7,405 students. See also – Education in India According to the 2011 census, in the Sitai CD block, among the 53 inhabited villages, 4 villages did not have schools, 12 villages had two or more primary schools, 14 villages had at least 1 primary and 1 middle school and 8 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Kushmandi CD Block had 141 primary schools with 14,916 students, 14 middle schools with 1,401 students, 10 high schools with 23,224 students and 11 higher secondary schools with 14,041 students. Kushmandi CD Block had 321 institutions for special and non-formal education with 10,808 students. In Kushmandi CD Block, amongst the 228 inhabited villages, 58 villages do not have a school, 28 villages have more than 1 primary school, 31 villages have at least 1 primary and 1 middle school and 22 villages have at least 1 middle and 1 secondary school. Kushmandi Government College was established at Kushmandi in 2015.
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Scouts de Argentina (Scouts of Argentina) is one of the national Scouting associations of Argentina. Scouting was officially founded in Argentina in 1912, shortly after the publication of "Scouting For Boys" in Spanish, which was granted a National Charter in 1917, and was among the charter members of the World Organization of the Scout Movement in 1922. Scouts de Argentina has 75,000 members as of 2020. Scouts of Argentina is a non-profit aimed at non- formal education, one of the scouts associations in Argentina with national scope and multi-faith guidance, formed by the merger of the USCA (Argentine Catholic Scouts Union) and the Association of Scouts of Argentina.
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The Constitution of the Philippines provides for the use of the vernacular languages as official auxiliary languages in provinces where Filipino is not the lingua franca. Filipinos at large are polyglots; In the case where the vernacular language is a regional language, Filipinos would speak in Filipino when speaking in formal situations while the regional languages are spoken in non-formal settings. This is evident in major urban areas outside Metro Manila like Camarines Norte in the Bikol-speaking area, and Davao in the Cebuano-speaking area. , the case of Ilocano and Cebuano are becoming more of bilingualism than diglossia due to the publication of materials written in these languages.
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Children during a museum lesson at the Stedelijk Museum Amsterdam in 1960 Museum education is a specialized field devoted to developing and strengthening the education role of non-formal education spaces and institutions such as museums. Its main objective is to engage visitors in learning experiences to enhance their curiosity and interest in their objects and collections. Educational exhibition on "Materials & Meanings" at the Dallas Museum of Art. In a seminal report called Excellence and Equity published in 1992 by the American Association of Museums (now the American Alliance of Museums), the educational role of museums was identified as the core to museums' service to the public.
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In 2013-14, Nakashipara CD Block had 185 primary schools with 25,688 students, 12 middle schools with 2,280 students, 7 high school with 4,433 students and 33 higher secondary schools with 45,658 students. Nakashipara CD Block had 1 general college with 4,125 students, 2 technical/ professional institutions with 184 students and 533 institutions for special and non-formal education with 20,764 students In Nakashipara CD Block, amongst the 101 inhabited villages, 2 villages had no school, 69 had more than 1 primary school, 52 had at least 1 primary school, 47 had at least 1 primary and 1 middle school and 29 had at least 1 middle and 1 secondary school.
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A new course, Bachelor of Science in Secondary Education with major in English Language Teaching was opened in 1982 and the course offerings expanded with Mathematics, General Science, Home Economics, Filipino, and Social Studies as alternative fields of specialization. Graduate education followed with offering of specialization courses such as Educational Management, English Language Teaching, Filipino Literature, Science Education, Mathematics Education, Non-Formal Education, Home Economics, and Physical Education. The Mindanao Hub community has immersed itself in national and local government concerns. It continues to provide leadership in cultural activities for the preservation of folk arts: the music, dance and rituals of the Manobos and Higaonons of the province.
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In 2013-14, Tehatta II CD Block had 83 primary schools with 7,307 students, 2 middle schools with 306 students, 3 high school with 2,636 students and 9 higher secondary schools with 16,320 students. Tehatta II CD Block had 2 technical/ professional institutions with 205 students and 224 institutions for special and non-formal education with 11,518 students In Tehatta II CD Block, amongst the 32 inhabited villages, 2 had no school, 24 had more than 1 primary school, 12 had at least 1 primary school, 18 had at least 1 primary and 1 middle school and 12 had at least 1 middle and 1 secondary school.
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In 2013-14, Haringhata CD Block had 120 primary schools with 9,251 students, 11 middle schools with 866 students, 3 high schools with 1,819 students and 18 higher secondary schools with 23,167 students. Haringhata CD Block had 1 general college with 3,233 students, 2 technical/ professional institutions with 1,880 students and 453 institutions for special and non-formal education with 10,874 students In Haringhata CD Block, amongst the 82 inhabited villages, 4 villages did not have any school, 21 had more than 1 primary school, 16 had at least 1 primary and one middle school and 14 had 1 middle school and 1 secondary school.
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In 2013-14, English Bazar CD Block had 140 primary schools with 21,948 students, 8 middle schools with 1,354 students, 11 high schools with 17,722 students and 16 higher secondary schools with 25,050 students. English Bazar CD Block had 7 technical/ professional institutions with 1,317 students and 390 institutions for special and non-formal education with 13,689 students. As per the 2011 census, in English Bazar CD Block, amongst the 106 inhabited villages, 14 villages did not have a school, 62 villages had more than 1 primary school, 32 villages had at least 1 primary and 1 middle school and 20 villages had at least 1 middle and 1 secondary school.
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He was elected to the Provincial Assembly of the Punjab as a candidate of Pakistan Muslim League (N) (PML-N) from Constituency PP-141 (Lahore-V) in 2002 Pakistani general election. He received 20,017 votes and defeated Mian Liaqat Ali, a candidate of Pakistan Peoples Party (PPP). He was re-elected uncontested to the Provincial Assembly of the Punjab as a candidate of PML-N from Constituency PP-141 (Lahore-V) in 2008 Pakistani general election. During his tenure as Member of the Punjab Assembly, he remained Provincial Minister of Punjab for Excise and Taxation, Finance, Higher Education, School Education, Literacy & Non-formal Basic Education, and Transport.
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In 2012-13, Phansidewa CD block had 153 primary schools with 17,884 students, 5 middle schools with 2,350 students, 6 high schools with 2,354 students and 12 higher secondary schools with 20,987 students. Phansidewa CD block had 593 institutions for special and non-formal education with 31,356 students See also – Education in India According to the 2011 census, in Phansidewa CD block, among the 103 inhabited villages, 15 villages did not have a school, 42 villages had two or more primary schools, 27 villages had at least 1 primary and 1 middle school and 15 villages had at least 1 middle and 1 secondary school.
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In his work as director of photography institutions, as well as curator, Fleetwood is promoting and mentoring young and upcoming South African photographers. Founded by David Goldblatt in 1989, Market Photo Workshop has become one of the most significant non-formal art education institutions in southern Africa, where photography and critical visual thinking are approached as artistic practices for social change. Fleetwood has facilitated, organised and supported a range of different photography education interventions, activities and organisations in South Africa and internationally. In January 2016, Fleetwood started Photo: a platform that develops, curates and commissions photography projects, mainly working with emerging photographers from the African continent.
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In 2013-14, Karimpur II CD Block had 113 primary schools with 9,887 students, 9 middle schools with 713 students, 4 high school with 3,206 students and 14 higher secondary schools with 21,859 students. Karimpur II CD Block had 1 technical/ professional institutions with 100 students and 370 institutions for special and non-formal education with 14,682 students In Karimpur II CD Block, amongst the 65 inhabited villages, 6 had no school, 38 had more than 1 primary school, 28 had at least 1 primary school, 31 had at least 1 primary and 1 middle school and 18 had at least 1 middle and 1 secondary school.
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Awareness campaigns on community health, family planning services, personal hygiene and environmental sanitation are also regularly conducted and a nurses training centre is also in operation, since 1986, under the management of the organization. They have also set up many maternity care centres in and sround Chittoor district. Under the guidance of Muniratnam, the organization is reported to have established 600 early education centres, benefiting 30,000 children of the region. The organization is known to have set up 1100 basic education centres in Chittoor and Cudappah districts to provide non formal education to 32,000 children of which 166 centres are exclusively for girls and another 227 centres open to backward communities.
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In 2013-14, Khejuri II CD Block had 96 primary schools with 2,619 students, 4 middle schools with 959 students, 9 high schools with 7,370 students and 5 higher secondary schools with 8,338 students. Khejuri II CD Block had 273 institutions for special and non-formal education with 12,855 students. As per the 2011 census, in Khejuri II CD block, amongst the 97 inhabited villages, 8 villages did not have a school, 45 villages had two or more primary schools, 23 villages had at least 1 primary and 1 middle school and 14 villages had at least 1 middle and 1 secondary school. Khejuri College at Baratala was established in 1999.
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In 2010-11, Baduria CD Block had 134 primary schools with 12,249 students, 3 middle schools with 1,038 students, 16 high schools with 10,930 students and 13 higher secondary schools with 16,005 students. Baduria CD Block and Baduria municipal area together had 470 institutions for special and non-formal education with 19,590 students. As per the 2011 census, in Baduria CD Block, amongst the 96 inhabited villages, 4 villages did not have a school, 55 villages had more than 1 primary school, 44 villages had at least 1 primary and 1 middle school and 24 villages had at least 1 middle and 1 secondary school.
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In 2010-11, Bangaon had 191 primary schools with 20,426 students, 8 high schools with 5,301 students and 29 higher secondary schools with 38,301 students. Bongaon had one general college with 2,511 students and 593 institutions for special and non-formal education with 19,744 students. Nahata Jogendranath Mandal Smriti Mahavidyalaya was established at Nahata in 1985. In the 2011 census, in Bangaon, amongst the 149 inhabited villages, 1 village did not have a school, 73 villages had more than 1 primary school, 69 villages had at least 1 primary and 1 middle school and 49 villages had at least 1 middle and 1 secondary school.
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In 2010-11, Barrackpore I CD Block had 67 primary schools with 6,449 students, 3 middle schools with 365 students, 11 high schools with 6,210 students and 3 higher secondary schools with 3,686 students. Barrackpore I CD Block had 4 professional/ technical institutions with 150 students and 267 institutions for special and non-formal education with 10,051 students. As per the 2011 census, in Barrackpore I CD Block, amongst the 38 inhabited villages, 2 villages did not have a school, 19 villages had more than 1 primary school, 15 villages had at least 1 primary and 1 middle school and 13 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Naoda CD Block had 109 primary schools with 11,457 students, 12 middle schools with 1,710 students, 3 high school with 1,948 students and 13 higher secondary schools with 24,705 students. Naoda CD Block had 1 general college with 1,979 students and 332 institutions for special and non-formal education with 14,133 students Jatindra Rajendra Mahavidyalaya was established in 1986 at Amtala. Guru Prasad Biswas and Birendranath Biswas made a handsome contribution, and the college was named after the fathers of both the donors. Affiliated with the University of Kalyani, it offers honours courses in Bengali, English, Arabic, history, philosophy, political science and education.
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In 2013-14, Contai I CD Block had 135 primary schools with 7,246 students, 19 middle schools with 1,216 students, 11 high schools with 3,305 students and 12 higher secondary schools with 17,924 students. Contai I CD Block had 1 technical/ professional institution with 100 students and 282 institutions for special and non-formal education with 10,046 students. As per the 2011 census, in Contai I CD block, amongst the 221 inhabited villages, 48 villages did not have a school, 31 villages had two or more primary schools, 41 villages had at least 1 primary and 1 middle school and 25 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Contai III CD Block had 132 primary schools with 5,934 students, 14 middle schools with 828 students, 8 high schools with 6,216 students and 11 higher secondary schools with 12,443 students. Contai III CD Block had 1 general college with 538 students and 290 institutions for special and non-formal education with 12,305 students. As per the 2011 census, in Contai III CD block, amongst the 166 inhabited villages, 21/22 villages did not have a school, 49 villages had two or more primary schools, 35 villages had at least 1 primary and 1 middle school and 23 villages had at least 1 middle and 1 secondary school.
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In 1998, continuing her work in education, Dr. Quratulain Bakhteari founded the Institute for Development and Practices (IDSP), a local education model designed to operate locally and independent of government or academic sponsorship. This school would provide a basic education as well as teach students about community development, organization, and cooperation. The institute opens up Learning Spaces across Pakistan that provide training for young people from underprivileged backgrounds to go on and serve their communities. Currently the school is non-formal and non-degree awarding, however IDSP is working toward establishing a university based on the same ideas, developing a curriculum and campus in Quetta.
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Sheyene Gerardi, is working with NASA Kennedy Space Center Swamp Works and the Florida Space Institute (FSI) to teach Planetary engineering and creating Robotics Competitions for low-income children through Sheyene School. In 2018, Sheyene was appointed as the Lead for Robotics Outreach at NASA’s Center for Lunar and Asteroid Surface Science (CLASS), The Solar System Exploration Research Virtual Institute (SSERVI) and The Florida Space Institute (FSI) network. She is working with governments introducing robotics education into low-resource communities or conflict areas, such as rural schools, refugee camps and non-formal school systems. The program is serving prison systems providing assistance with education to people who has been wrongfully convicted.
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In 2013-14, Berhampore CD Block had 192 primary schools with 19,964 students, 41 middle schools with 3,991 students, 9 high school with 8,108 students and 26 higher secondary schools with 41,349 students. Berhampore CD Block had 4 technical/ professional institutions with 1,610 students and 683 institutions for special and non-formal education with 30,926 students In Berhampore CD Block, amongst the 124 inhabited villages, 8 villages did not have a school, 67 villages had more than 1 primary school, 63 villages had at least 1 primary school, 53 villages had at least 1 primary and 1 middle school and 26 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Beldanga II CD Block had 105 primary schools with 14,884 students, 18 middle schools with 3,241 students, 6 high school with 6,100 students and 10 higher secondary schools with 19,647 students. Beldanga II CD Block had 345 institutions for special and non-formal education with 16,358 students In Beldanga II CD Block, amongst the 61 inhabited villages, 1 village did not have a school, 49 villages had more than 1 primary school, 22 villages had at least 1 primary school, 40 villages had at least 1 primary and 1 middle school and 18 villages had at least 1 middle and 1 secondary school.
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An economics professor from the Centre for Development Studies, he became the finance minister of Kerala in 2006. He envisioned Muziris as a non-formal education project for future generations. The project involved the conservation of Paliam Palace, Paravur Synagogue, Kottappuram Fort, Kottappuram Market and many other historic structures in the Muziris area It has set a precedent in India for adopting an integrated approach to heritage conservation and regional development. The project also envisages features such as interactive museums, visitor centres, a virtual reconstruction centre, facilities to travel by boat on the River Periyar to various monuments, cycle tours of the area and circuit tours, to name a few.
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Moreover, there are five other Ministries including Education, Information and Publicity, Forests and Minerals, Law and Justice and Religious Affairs. The most prominent among the Ministries is the ‘Home ministry’, which is considered as a replacement of the Indian State government machinery. The heads of 11 administrative regions report to the ‘Home Minister’ (Kilo Kilonser). The devolution of administrative arms of the organisation goes down to the town and village levels in the NSCN-IM’s areas of influence. The outfit has also established a government-in-exile called the Government of the People’s Republic of Nagaland/Nagalim (GPRN) which, interacts with formal and non-formal world bodies and media.
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In 2013-14, Mathurapur I had 125 primary schools with 11,687 students, 9 middle schools with 824 students, 8 high schools with 2,012 students and 17 higher secondary schools with 10,244 students. Mathurapur I CD block had 393 institutions for special and non-formal education with 16,360 students. See also – Education in India As per the 2011 census, in Mathurapur I CD block, among the 91 inhabited villages, 9 villages did not have a school, 33 villages had two or more primary schools, 27 villages had at least 1 primary and 1 middle school and 16 villages had at least 1 middle and 1 secondary school.
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In 2010-11, Hingalganj CD Block had 127 primary schools with 10,150 students, 5 middle schools with 2,386 students, 16 high schools with 8,446 students and 7 higher secondary schools with 8,372 students. Hingalganj CD Block had 1 general college with 1,312 students and 377 institutions for special and non-formal education with 12,789 students. Hingalganj Mahavidyalaya was established at Hingalganj in 2005. As per the 2011 census, in Hingalganj CD Block, amongst the 42 inhabited villages, 3 villages did not have a school, 34 villages had more than 1 primary school, 22 villages had at least 1 primary and 1 middle school and 19 villages had at least 1 middle and 1 secondary school.
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In 2010-11, Minakhan CD Block had 83 primary schools with 15,856 students, 2 middle schools with 653 students, 6 high schools with 3,673 students and 7 higher secondary schools with 6,857 students. Minakhan CD Block had 1 general college with 1,220 students and 411 institutions for special and non-formal education with 15,555 students. Bamanpukur Humayun Kabir Mahavidyalaya was established at Bamanpukuria in 1973. As per the 2011 census, in Minakhan CD Block, amongst the 73 inhabited villages, 17 villages did not have a school, 17 villages had more than 1 primary school, 22 villages had at least 1 primary and 1 middle school and 11 villages had at least 1 middle and 1 secondary school.
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In 2010-11, Swarupnagar CD Block had 144 primary schools with 15,137 students, 3 middle schools with 3,563 students, 13 high schools with 8.070 students and 9 higher secondary schools with 7,294 students. Swarupnagar CD Block had 1 general college with 2,421 students and 411 institutions for special and non- formal education with 17,011 students. Saheed Nurul Islam Mahavidyalaya was established at Tentulia in 2001. As per the 2011 census, in Swarupnagar CD Block, amongst the 65 inhabited villages, all villages had a school, 44 villages had more than 1 primary school, 35 villages had at least 1 primary and 1 middle school and 31 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Murshidabad- Jiaganj CD Block had 110 primary schools with 12,409 students, 6 middle schools with 473 students, 4 high schools with 4,801 students and 10 higher secondary schools with 16,174 students. Murshidabad-Jiaganj CD Block had 2 technical/ professional institutions with 194 students and 415 institutions for special and non-formal education with 18,231 students. In Murshidabad- Jiaganj CD Block, amongst the 127 inhabited villages, 26 villages did not have a school, the highest amongst all CD Blocks in the district, 34 villages have more than 1 primary school, 28 villages have at least 1 primary and 1 middle school and 20 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Gangarampur CD Block had 133 primary schools with 12,677 students, 18 middle schools with 1,579 students, 7 high schools with 22,224 students and 10 higher secondary schools with 25,527 students. Gangarampur CD Block had 1 technical/ professional institution with 100 students and 299 institutions for special and non-formal education with 9,410 students. There was a general degree college with 5,284 students at Gangarampur (outside the CD Block). In Gangarampur CD Block, amongst the 198 inhabited villages, 51 villages do not have a school, 24 villages have more than 1 primary school, 29 villages have at least 1 primary and 1 middle school and 18 villages have at least 1 middle and 1 secondary school.
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In 2013-14, Mandirbazar CD block had 131 primary schools with 12,735 students, 10 middle schools with 1,402 students, 12 high schools with 5,265 students and 12 higher secondary schools with 7,691 students. Mandirbazar CD block had 1 general degree college with 6,431 students and 291 institutions for special and non-formal education with 12,852 students. See also – Education in India As per the 2011 census, in Mandirbazar CD block, amongst the 110 inhabited villages, 12 villages did not have a school, 33 villages had two or more primary schools, 20 villages had at least 1 primary and 1 middle school and 23 villages had at least 1 middle and 1 secondary school.
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In 2002, after more than ten years of seating in Brussels, the office of IYNF was moved to Prague, Czech Republic where the Secretariat of IYNF is currently located. IYNF is a founding member of the European Youth Forum where Young Naturefriends belonged to the socialist family or the family of non-formal education organisations. International Young Naturefriends provides trainings and international activities to the members of its network on different topics every year. They are also active in international conference such as the COP of the UNFCCC, actively lobbying for the interests of the young people of both Europe and beyond, concerned with environmental issues, social justice and the climatic change.
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The 2nd Earl Tylney continued the plantings, but in the then fashionable natural and non-formal style. In 1813 William Pole-Tylney-Long-Wellesley invited the landscaper Humphrey Repton to improve the gardens - some of Repton's informal planting remains today. Before 1828 Wellesley in a search for money cut down a great number of trees in the park, destroying many of the avenues, vistas and clumps so carefully planted earlier at such great expense by Sir Josiah Child and the Earls Tylney. He had marked a further 2,000 for felling when his son obtained an injunction in 1828 preventing him from proceeding, since it would damage the value of the land, his future inheritance.
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In 2013-14, Kakdwip had 152 primary schools with 15,651 students, 5 middle schools with 466 students, 13 high schools with 5,774 students and 25 higher secondary schools with 16,082 students. Kakdwip CD block had 1 general degree college with 2,741 students, 475 institutions for special and non-formal education with 23,005 students. See also – Education in India As per the 2011 census, in Kakdwip CD block, amongst the 39 inhabited villages, all villages had schools, 37 villages had two or more primary schools, 35 villages had at least 1 primary and 1 middle school and 30 villages had at least 1 middle and 1 secondary school. Sundarban Mahavidyalaya was established at Kakdwip in 1965.
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In 2013-14, Sagar had 125 primary schools with 12,138 students, 8 middle schools with 626 students, 15 high schools with 6,032 students and 16 higher secondary schools with 11,369 students. Sagar CD block had 1 general degree college with 1,700 students, 433 institutions for special and non-formal education with 15,353 students. See also – Education in India As per the 2011 census, in Sagar CD block, amongst the 42 inhabited villages, all villages had schools, 37 villages had two or more primary schools, 32 villages had at least 1 primary and 1 middle school and 25 villages had at least 1 middle and 1 secondary school. Sagar Mahavidyalaya was established at Harinbari in 1998.
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In 2013-14, Bhatar CD Block had 169 primary schools with 14,053 students, 20 high schools with 13,283 students and 16 higher secondary schools with 13,702 students. Bhatar CD Block had 2 technical/ professional institutions with 200 students and 457 institutions for special and non-formal education with 15,530 students As per the 2011 census, in Bhatar CD block, amongst the 104 inhabited villages, all villages have schools, 64 villages had two or more primary schools, 39 villages had at least 1 primary and 1 middle school and 36 villages had at least 1 middle and 1 secondary school. More than 6,000 schools (in erstwhile Bardhaman district) serve cooked midday meal to more than 900,000 students.
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1994 Efforts begin with research and testing of digital delivery methods, including CD-ROM. 1995—1998 Development of the first digital product, a multimedia Guided Tour of the Bible in 180 lessons on CD-ROM. The effort expands to other digital products. 1998—2002 Christian University GlobalNet (CUGN) is formed and later merges with RBC Ministries (now Our Daily Bread Ministries). 2002—2008 Under the umbrella of Our Daily Bread Ministries, the course database expands to over 70 courses with emphasis on the non-formal learner. 2008 Christian University GlobalNet acquires The Institute of Theological Studies (ITS), including a database of over 70 graduate-level courses from some of the world’s leading scholars.
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In 2013–14, Nandakumar CD Block had 163 primary schools with 12,345 students, 19 middle schools with 847 students, 8 high schools with 6,378 students and 20 higher secondary schools with 23,115 students. Nandakumar CD Block had 1 general college with 1,068 students, 379institutions for special and non- formal education with 16,703 students. As per the 2011 census, in Nandakumar CD block, amongst the 100 inhabited villages, 1 village did not have a school, 56 villages had two or more primary schools, 47 villages had at least 1 primary and 1 middle school and 29 villages had at least 1 middle and 1 secondary school. Maharaja Nandakumar Mahavidyalaya was established at Bhabanipur in 2007.
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In 2013-14, Tamluk CD Block had 145 primary schools with 10,597 students, 6 middle schools with 552 students, 10 high schools with 6,923 students and 20 higher secondary schools with 22,595 students. Tamluk CD Block had 5 technical/ professional institutions with 208 students and 368 institutions for special and non-formal education with 17,317 students. As per the 2011 census, in Tamluk CD block, amongst the 91 inhabited villages, 2 villages did not have a school, 46 villages had two or more primary schools, 32 villages had at least 1 primary and 1 middle school and 21 villages had at least 1 middle and 1 secondary school. Tamralipta Mahavidyalaya was established at Tamluk (outside this block) in 1948.
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In 2013-14, Nandigram I CD Block had 121 primary schools with 9,373 students, 10 middle schools with 991 students, 10 high schools with 8,759 students and 14 higher secondary schools with 16,093 students. Nandigram I CD Block had 1 general college with 1,504 students and 329 institutions for special and non-formal education with 18,647 students. As per the 2011 census, in Nandigram I CD block, amongst the 98 inhabited villages, 3 villages did not have a school, 53 villages had two or more primary schools, 38 villages had at least 1 primary and 1 middle school and 20 villages had at least 1 middle and 1 secondary school. Sitananda College at Nandigram was established in 1960.
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In 2013-14, Mejia CD block had 75 primary schools with 6,657 students, 12 middle schools with 1,609 students, 4 high schools with 3,236 students and 6 higher secondary schools with 5,275 students. Mejia CD block had 125 institutions for special and non-formal education with 4,022 students. Mejia CD block had 5 mass literacy centres. See also – Education in India According to the 2011 census, in the Mejia CD block, among the 72 inhabited villages, 7 villages did not have a school, 27 villages had two or more primary schools, 25 villages had at least 1 primary and 1 middle school and 10 villages had at least 1 middle and 1 secondary school.
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In 2012-13, Kalimpong II CD block had 92 primary schools with 9,822 students, 6 middle schools with 1,068 students, 7 high schools with 2,703 students and 3 higher secondary schools with 1,727 students. Kalimpong II CD block had 207 institutions for special and non-formal education with 6,438 students. See also – Education in India According to the 2011 census, in Kalimpong II CD block, among the 33 inhabited villages, 8 villages did not have a school, 20 villages had two or more primary schools, 14 villages had at least 1 primary and 1 middle school and 13 villages had at least 1 middle and 1 secondary school. Government General Degree College, Pedong, was established in 2015 at Pedong.
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In 2012-13, Gorubathan CD block had 100 primary schools with 8,387 students, 4 middle schools with 1,593 students, 4 high schools with 2,007 students and 2 higher secondary schools with 3,065 students. Gorubathan CD block had 158 institutions for special and non-formal education with 8,808 students. See also – Education in India According to the 2011 census, in Gorubathan CD block, among the 27 inhabited villages, all villages had primary schools, 21 villages had two or more primary schools, 18 villages had at least 1 primary and 1 middle school and 9 villages had at least 1 middle and 1 secondary school. Government General Degree College, Gorubathan, was established in 2015 at Gorubathan.
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In 2013-14, Nalhati II CD block had 67 primary schools with 7,941 students, 9 middle schools with 1.940 students, 8 high schools with 10,275 students and 5 higher secondary schools with 7,457 students. Nalhati II CD Block had 5 technical/ professional institutions with 456 students and 202 institutions for special and non-formal education with 9,913 students As per the 2011 census, in Nalhati II CD Block, amongst the 48 inhabited villages, 1 village did not have a school, 23 villages had more than 1 primary school, 17 villages had at least 1 primary and 1 middle school and 12 villages had at least 1 middle and 1 secondary school. 6 villages had senior secondary schools.
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The Grundtvig programme is a European funding programme that is part of the European Commission’s Lifelong Learning Programme 2007–2013European Commission - The Lifelong Learning Programme 2007-2013 and aims to strengthen the European dimension in adult education and lifelong learning across Europe. The programme specifically seeks to address the educational challenge of an ageing population and to provide adults with alternative pathways to updating their skills and competences. The Grundtvig programme encompasses all types of learning, whether these take place in the 'formal' or 'non-formal' system of education for adults, or in more 'informal' ways, such as autonomous learning, community learning or experiential learning. It is open to anyone in adult education.
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In 2010-11, Amdanga CD Block had 82 primary schools with 11,407 students, 3 middle schools with 561 students, 5 high schools with 4,149 students and 12 higher secondary schools with 17,724 students. Amdanga CD Block had 1 general college with 247 students and 246 institutions for special and non-formal education with 12,126 students. As per the 2011 census, in Amdanga CD Block, amongst the 79 inhabited villages, 2 villages did not have a school, 25 villages had more than 1 primary school, 24 villages had at least 1 primary and 1 middle school and 13 villages had at least 1 middle and 1 secondary school. Amdanga Jugal Kishore Mahavidyalaya was established at Sadhanpur in 2007.
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In 2013-14, Mal CD block had 156 primary schools with 21,806 students, 16 middle schools with 3,290 students, 8 high schools with 8,351 students and 15 higher secondary schools with 15,882 students. Mal CD block had 1 general degree college with 3,810 students and 865 institutions for special and non-formal education with 40,633 students. See also – Education in India According to the 2011 census, in the Mal CD block, among the 100 inhabited villages, 6 villages did not have schools, 50 villages had two or more primary schools, 33 villages had at least 1 primary and 1 middle school and 15 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Kaliachak I CD Block had 110 primary schools with 25,787 students, 12 middle schools with 5,029 students, 11 high schools with 30,596 students and 14 higher secondary schools with 32,028 students. Kaliachak I CD Block had 1 general degree college with 5,250 students, 1 technical/ professional institution with 100 students and 508 institutions for special and non-formal education with 24,256 students. As per the 2011 census, in Kaliachak I CD Block, amongst the 49 inhabited villages, 3 villages did not have a school, 18 villages had more than 1 primary school, 27 villages had at least 1 primary and 1 middle school and 16 villages had at least 1 middle and 1 secondary school.
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Schloss Favorite in Ludwigsburg Schloss Favorite in Rastatt In Renaissance and Early Modern German architecture, a Lustschloss (, ) is a small palace which served the private pleasure of its owner, usually the ruler of the area it is located in, and was seasonally inhabited as a respite from court ceremonies and state duties. In France, the château de Madrid in the Bois de Boulogne, easily reached from Paris, set an example, and Louis XIV similarly retreated from onerous ceremonial at Versailles to his château of Marly. Lustschloss is often loosely used interchangeably with Jagdschloss, for both served as non-formal residences, but a Jagdschloss was a hunting retreat and was usually used to host a ruler and his hunting party.
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In 2013-14, Khoyrasol CD block had 122 primary schools with 9,408 students, 10 middle schools with 945 students, 11 high schools with 5,643 students and 8 higher secondary schools with 8,445 students. Khoyrasol CD Block had 1 general degree college with 1,281 students and 246 institutions for special and non-formal education with 8,230 students. As per the 2011 census, in Khoyrasol CD Block, amongst the 130 inhabited villages, 11 villages did not have a school, 39 villages had more than 1 primary school, 35 villages had at least 1 primary and 1 middle school and 23 villages had at least 1 middle and 1 secondary school. 15 villages had senior secondary schools.
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The Akanksha Foundation founded by Shaheen Mistri is a non-profit organization with a mission to impact the lives of children from low-income communities, enabling them to maximize their potential and change their lives. The foundation works primarily in the field of education, addressing non-formal education through the Akanksha center and also formal education by initiating school reform through The School Project. Currently, Akanksha reaches out to around 9300 children through two models: the after-school or center model and the school model. Akanksha has 3 afterschool centers, remaining from its older project and 21 schools in Mumbai and Pune, run in partnership with the Mumbai and Pune Municipality, as part of the School Project.
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In 2013-14, Tapan CD Block had 202 primary schools with 15,206 students, 21 middle school with 3,019 students, 10 high schools with 18,437 students and 9 higher secondary schools with 18,137 students. Tapan CD Block had 1 general degree college with 137 students and 714 institutions for special and non-formal education with 19,028 students. In Tapan CD Block, amongst the 271 inhabited villages, 49 villages do not have a school, 39 villages have more than 1 primary school, 47 villages have at least 1 primary and 1 middle school and 23 villages have at least 1 middle and 1 secondary school. Nathaniyal Murmu Memorial College was established at Tapan in 2011.
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In 2013-14, Harirampur CD Block had 92 primary schools with 9,831 students, 13 middle school with 914 students, 7 high schools with 13,277 students and 8 higher secondary schools with 12,018 students. Harirampur CD Block had 1 general degree college with 1,684 students and 239 institutions for special and non-formal education with 11,488 students. In Harirampur CD Block, amongst the 144 inhabited villages, 43 villages do not have a school, 15 villages have more than 1 primary school, 26 villages have at least 1 primary and 1 middle school and 15 villages have at least 1 middle and 1 secondary school. Dewan Abdul Gani College was established at Harirampur in 1994.
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In 2013-14, Indas CD block had 145 primary schools with 14,380 students, 19 middle schools with 2,379 students, 11 high schools with 5,079 students and 11 higher secondary schools with 11,294 students. Indas CD block had 1 general college with 1,652 students and 275 institutions for special and non-formal education with 9,110 students. See also – Education in India According to the 2011 census, in the Indas CD block, among the 129 inhabited villages, 5 villages did not have a school, 38 villages had two or more primary schools, 41 villages had at least 1 primary and 1 middle school and 20 villages had at least 1 middle and 1 secondary school. Indas Mahavidyalaya was established in 2006.
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In 2013-14, Namkhana had 103 primary schools with 7,909 students, 12 middle schools with 1,687 students, 6 high schools with 2,657 students and 16 higher secondary schools with 10,460 students. Namkhana CD block had 1 technical/ professional institution with 100 students, 326 institutions for special and non-formal education with 14,971 students. See also – Education in India As per the 2011 census, in Namkhana CD block, amongst the 34 inhabited villages, all villages had schools, 33 villages had two or more primary schools, 28 villages had at least 1 primary and 1 middle school and 18 villages had at least 1 middle and 1 secondary school. Sibani Mandal Mahavidyalaya was established at Namkhana in 2013.
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In 2013-14, Gazole CD Block had 219 primary schools with 24,283 students, 24 middle schools with 3,116 students, 17 high schools with 28,245 students and 17 higher secondary schools with 21,342 students. Gazole CD Block had 1 general degree college with 4,335 students, 3 technical/ professional institutions with 300 students and 936 institutions for special and non-formal education with 21,840 students. As per the 2011 census, in Gazole CD Block, amongst the 286 inhabited villages, 62 villages did not have a school, 151 villages had more than 1 primary school, 73 villages had at least 1 primary and 1 middle school and 35 villages had at least 1 middle and 1 secondary school.
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In 2013-14, the Para CD block had 166 primary schools with 18,432 students, 26 middle schools with 2,143 students, 3 high schools with 2,250 students and 16 higher secondary schools with 17,204 students. Para CD Block had 2 professional/ technical institutions with 179 students and 289 institutions with 10,029 students for special and non-formal education. See also – Education in India According to the 2011 census, in Para CD block, amongst the 118 inhabited villages, 8 villages did not have a school, 30 villages had two or more primary schools, 31 villages had at least 1 primary and 1 middle school and 14 villages had at least 1 middle and 1 secondary school.
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The UN Decade of Education for Sustainable Development took place from 2005 to 2014, with the goal of emphasizing education in all its forms (formal, non- formal and informal) as an indispensable element for achieving sustainable development. In November 2014, as the official follow-up to the DESD, UNESCO launched the Global Action Programme (GAP) for ESD with the overall objective to scale up action on ESD worldwide. Due to its strong linkages with sustainable development, the GAP on ESD provides an excellent framework for understanding the types of education, training and public awareness initiatives conducive to enabling people of all ages to understand and implement solutions for solving the complex problems presented by climate change.
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Gary Dill started training in the martial arts in December 1963 at the age of 17, focusing on the self-defense aspects, starting first in karate and jujitsu. In 1964, he switched to Goju karate under Hanshi Lou Angel, in which he enjoyed the bare-knuckle full-contact fighting. In October 1965, Hanshi Lou Angel made Gary Dill one of his karate instructors until 1971, when James Lee accepted and started training Gary Dill into the exclusive JKD garage class in Oakland. On December 7, 1972, James Lee wrote a personal letter to Dill giving him permission to train JKD and Wing Chun with a select few students in a non- formal, noncommercial way.
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The Council Members democratically elected headed by a municipal chairman, who is the titular head of PMC; executive powers rest with the municipal commissioner, appointed by the state government. The PMC carries out the town's infrastructural work such as building and maintenance of roads and drains, town planning including construction regulation, maintenance of municipal markets and parks, solid waste management, the issuing of birth and death certificates, the issuing of trade licences, collection of property tax, and community welfare services such as mother and child healthcare, and pre- school and non-formal education. The municipality was constituted in 1919 and upgraded as a third grade municipality in 1952. The Palakollu Municipality was upgraded to first grade in August 1965.
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In 2012-13, Mathabhanga I CD block had 141 primary schools with 16,428 students, 40 middle schools with 24,805 students, 3 high schools with 3,908 students and 15 higher secondary schools with 19,810 students. Mathabhanga I CD block had 1 general degree college with 2,515 students, 422 institutions for special and non- formal education with 27,202 students. See also – Education in India According to the 2011 census, in the Mathabhanga I CD block, among the 101 inhabited villages, 6 villages did not have schools, 42 villages had two or more primary schools, 28 villages had at least 1 primary and 1 middle school and 15 villages had at least 1 middle and 1 secondary school.
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In 2012-13, Mekhliganj CD block had 113 primary schools with 9,314 students, 28 middle schools with 17,370 students, 2 high schools with 2,952 students and 10 higher secondary schools with 12,663 students. Mekhliganj CD block had 1 general degree college with 982 students, 193 institutions for special and non-formal education with 10,502 students. See also – Education in India According to the 2011 census, in the Mekhliganj CD block, among the 137 inhabited villages, 46 villages did not have schools, 32 villages had two or more primary schools, 20 villages had at least 1 primary and 1 middle school and 10 villages had at least 1 middle and 1 secondary school.
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The club also operate a sports academy which currently has 150 youngsters between ages of 10 – 21 years, focusing on the education and development of young athletes. Unity Sporting Club uses football as a tool to engage a large pool of street children on a regular basis who traditionally have little access to sporting activities. The Academy then aims to develop children's ability to be coached, both on and off the football pitch, with the aim of empowering them through a programme of non-formal education which is complemented by a fun and goal oriented rewards. In other to keep the current players active the club has registered to play in Ghana Division Two League.
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In 2012-13, Hemtabad CD Block had 86 primary schools with 10,240 students, 13 middle schools with 1,041 students, 3 high schools with 1,306 students and 16 higher secondary schools with 13,189 students. Hemtabad CD Block had 325 institutions for special and non-formal education with 13,484 students. As per the 2011 census, in Hemtabad CD Block, amongst the 114 inhabited villages, 6 villages did not have a school, 80 villages had 1 or more primary schools, 28 villages had at least 1 primary and 1 middle school and 17 villages had at least 1 middle and 1 secondary school. The mid-day meal programme for rural school children was launched in 2005 in Uttar Dinajpur district.
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In 2013-14, Mohammad Bazar CD block had 126 primary schools with 12,702 students, 18 middle schools with 242 students, 10 high schools with 6,012 students and 8 higher secondary schools with 8,963 students. Mohammad Bazar CD Block had 3 technical/ professional institutions with 848 students and 363 institutions for special and non-formal education with 11,647 students. As per the 2011 census, in Mohammad Bazar CD Block, amongst the 138 inhabited villages, 24 villages did not have a school, 51 villages had more than 1 primary school, 45 villages had at least 1 primary and 1 middle school and 22 villages had at least 1 middle and 1 secondary school. 15 villages had senior secondary schools.
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In 2012-13, Chopra CD Block had 142 primary schools with 33,310 students, 17 middle schools with 2,570 students, 6 high schools with 4,910 students and 17 higher secondary schools with 28,186 students. Chopra CD Block had 479 institutions for special and non-formal education with 38,499 students. As per the 2011 census, in Chopra CD Block, amongst the 116 inhabited villages, 13 villages did not have a school, 84 villages had 1 or more primary schools, 19 villages had at least 1 primary and 1 middle school and 11 villages had at least 1 middle and 1 secondary school. The mid-day meal programme for rural school children was launched in 2005 in Uttar Dinajpur district.
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In 2013-14, Chanchal I CD Block had 102 primary schools with 13,175 students, 14 middle school with 2,060 students, 7 high schools with 9,201 students and 10 higher secondary schools with 18,006 students. Chanchal I CD Block had 1 general degree college with 3,147 students, 1 technical/ professional institution with 100 students and 299 institutions for special and non-formal education with 10,169 students. As per the 2011 census, in Chanchal I CD Block, amongst the 98 inhabited villages, 13 villages did not have a school, 49 villages had more than 1 primary school, 36 villages had at least 1 primary and 1 middle school and 17 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Rampurhat II CD block had 118 primary schools with 11,795 students, 12 middle schools with 357 students, 12 high schools with 8,652 students and 7 higher secondary schools with 10,618 students. Rampurhat II CD Block had 2 technical/ professional institutions with 200 students and 273 institutions for special and non-formal education with 12,652 students.. As per the 2011 census, in Rampurhat II CD Block, amongst the 91 inhabited villages, 2 villages did not have a school, 30 villages had more than 1 primary school, 28 villages had at least 1 primary and 1 middle school and 21 villages had at least 1 middle and 1 secondary school. 6 villages had senior secondary schools.
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In 2013-14, Memari II CD Block had 113 primary schools with 8,103 students, 4 middle schools with 584 students, 16 high schools with 8,455 students and 6 higher secondary schools with 7,223 students. Memari II CD Block had 254 institutions for special and non-formal education with 6,773 students As per the 2011 census, in Memari II CD block, amongst the 88 inhabited villages, 7 villages did not have schools, 26 villages had two or more primary schools, 28 villages had at least 1 primary and 1 middle school and 21 villages had at least 1 middle and 1 secondary school. More than 6,000 schools (in erstwhile Bardhaman district) serve cooked midday meal to more than 900,000 students.
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He has contributed to leading publications throughout the world and has written six books, including INDUTVA whose central thesis is that every Indian is a synthesis of Vedic, Moghul and Western cultural heritage, and that religious exclusivism goes against such an ethos of fusion. Apart from his work, he has played a key role in the literacy movement in Kerala, as the first honorary coordinator of the Kerala Association for Non-formal Education and Development. He was also the honorary secretary of the Kerala Children's Film Society, which screens educational films for children. He has also been active in environmental issues as honorary secretary of the Kerala Forestry Board, besides other NGOs.
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Academic programmes offered by Kimmage DSC and now available from the Department of International Development at Maynooth University reflect a combination of formal and non-formal educational methodologies and are run at undergraduate (BA) and post graduate (MA and Post Graduate Diploma) levels, with options to study on a full-time or part-time basis. Modules from the MA in International Development are also available to students on-line through a Flexible and Distance Learning (FDL) mode of delivery. From September 2016 this MA programme is accredited by Maynooth University. Prior to this date, its MA programme (previously named an MA in Development Studies) was internationally accredited by Quality and Qualifications Ireland.
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In 2013-14, Ramnagar II CD Block had 100 primary schools with 5,266 students, 17 middle schools with 1,309 students, 11 high schools with 5,151 students and 10 higher secondary schools with 12,272 students. Ramnagar II CD Block had 1 general college with 2,544 students and 258 institutions for special and non-formal education with 8,461 students. As per the 2011 census, in Ramnagar II CD block, amongst the 134 inhabited villages, 20 villages did not have a school, 36 villages had two or more primary schools, 39 villages had at least 1 primary and 1 middle school and 20 villages had at least 1 middle and 1 secondary school. Ramnagar College at Depal was established in 1972.
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The Jerusalem AIDS Project (JAIP) is an international HIV/AIDS-focused NGO, founded in 1986 and based in Jerusalem, Israel. It is a national (Israel), regional (Middle East) and international leader in HIV/AIDS prevention efforts in young people, including school pupils, university students and men and women in uniform, commended by the United Nations in 2006 for its approach. The major areas of work of JAP include project management, capacity building, advocacy, research and technical assistance to countries and organizations, services and consultation in training, and formal education and non-formal education to youth settings. JAIP has developed models for HIV prevention, which have been adopted in 27 countries in Latin America, Asia, Africa and Eastern Europe.
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In 2012–13, Goalpokhar I CD Block had 121 primary schools with 30,965 students, 16 middle schools with 4,862 students, 7 high schools with 2,192 students and 7 higher secondary schools with 14,459 students. Goalpokhar I CD Block had 522 institutions for special and non-formal education with 50,429 students. As per the 2011 census, in Golpokhar CD Block, amongst the 144 inhabited villages, 14 villages did not have a school, 91 villages had 1 or more primary schools, 38 villages had at least 1 primary and 1 middle school and 15 villages had at least 1 middle and 1 secondary school. The mid-day meal programme for rural school children was launched in 2005 in Uttar Dinajpur district.
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In 2012–13, Karandighi CD Block had 145 primary schools with 29,891 students, 9 middle schools with 1,437 students, 4 high schools with 6,689 students and 20 higher secondary schools with 27,422 students. Karandighi CD Block had 664 institutions for special and non-formal education with 51,519 students. As per the 2011 census, in Karandighi CD Block, amongst the 200 inhabited villages, 11 villages did not have a school, 145 villages had 1 or more primary schools, 44 villages had at least 1 primary and 1 middle school and 22 villages had at least 1 middle and 1 secondary school. The mid-day meal programme for rural school children was launched in 2005 in Uttar Dinajpur district.
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In 2013-14, Singur CD Block had 178 primary schools with 13,589 students, 3 middle schools with 148 students, 13 high schools with 4,547 students and 21 higher secondary schools with 24,125 students. Singur CD Block had 377 institutions for special and non-formal education with 6,524 students Singur Government College, a general degree college, was established at Singur in 2013. In Singur CD Block, amongst the 98 inhabited villages, 7 villages had no school, 61 villages had more than 1 primary school, 65 villages had at least 1 primary school, 26 villages had at least 1 primary and 1 middle school and 21 villages had at least 1 middle and 1 secondary school.
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In 2010-11, Sandeshkhali I CD Block had 87 primary schools with 12,272 students, 2 middle schools with 516 students, 6 high schools with 3,652 students and 6 higher secondary schools with 5,440 students. Sandeshkhali I CD Block had 1 general college with 1,273 students and 409 institutions for special and non-formal education with 16,616 students. Kalinagar Mahavidyalaya was established at Kalinagar, PS Sandeshkhali, in 1985. As per the 2011 census, in Sandeshkhali I CD Block, amongst the 30 inhabited villages, all villages had a school, 26 villages had more than 1 primary school, 18 villages had at least 1 primary and 1 middle school and 14 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Khejuri I CD Block had 107 primary schools with 5,182 students, 3 middle schools with 1,464 students, 16 high schools with 9,368 students and 8 higher secondary schools with 6,932 students. Khejuri I CD Block had 1 general college with 1,594 students, 2 technical/ professional institutes with 200 students, 249 institutions for special and non-formal education with 10,053 students. As per the 2011 census, in Khejuri I CD block, amongst the 42 inhabited villages, all villages had schools, 33 villages had two or more primary schools, 24 villages had at least 1 primary and 1 middle school and 19 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Kandi CD Block had 125 primary schools with 12,978 students, 21 middle schools with 1,527 students, 4 high school with 3,883 students and 10 higher secondary schools with 18,085 students. Kandi CD Block had 1 professional/technical institution with 250 students and 376 institutions for special and non-formal education with 18,788 students. There are 2 general colleges in Kandi municipal area, outside Kandi CD Block. In Kandi CD Block, amongst the 84 inhabited villages, 2 villages do not have a school, 47 villages have more than 1 primary school, 34 villages have at least 1 primary and 1 middle school and 13 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Beldanga I CD Block had 116 primary schools with 17,478 students, 14 middle schools with 2,486 students, 7 high school with 6,900 students and 14 higher secondary schools with 26,814 students. Beldanga I CD Block had 1 general college, 1 technical/ professional institution with 96 students and 437 institutions for special and non-formal education with 18,044 students In Beldanga I CD Block, amongst the 55 inhabited villages, 3 villages did not have a school, 36 villages had more than 1 primary school, 22 villages had at least 1 primary school, 30 villages had at least 1 primary and 1 middle school and 18 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Mahishadal CD Block had 128 primary schools with 9,625 students, 8 middle schools with 463 students, 13 high schools with 9,654 students and 17 higher secondary schools with 16,670 students. Mahishadal CD Block had 2 general colleges with 4,923 students and 304 institutions for special and non-formal education with 11,196 students. As per the 2011 census, in Mahishadal CD block, amongst the 73 inhabited villages, 2 villages did not have a school, 49 villages had two or more primary schools, 38 villages had at least 1 primary and 1 middle school and 24 villages had at least 1 middle and 1 secondary school. Mahishadal Raj College at Mahishadal was established in 1946.
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In 2012-13, Matigara CD block had 120 primary schools with 15,022 students, 5 middle schools with 1,545 students, 7 high schools with 2,618 students and 7 higher secondary schools with 11,209 students. Matigara CD block had 3 general degree colleges with 3,618 students, 7 technical/ professional institutions with 2243 students, 392 institutions for special and non-formal education with 25,625 students See also – Education in India According to the 2011 census, in Matigara CD block, among the 59 inhabited villages, 3 villages did not have a school, 24 villages had two or more primary schools, 22 villages had at least 1 primary and 1 middle school and 16 villages had at least 1 middle and 1 secondary school.
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Rasul Jafarov has worked as reporter for the Institute for Reporters’ Freedom and Safety (IRFS), where he investigated (as reporter) numerous criminal cases against journalists, prepared reports about the cases, and monitored the trials and legal correspondences. He is also a founder and chairman of the Human Rights Club (HRC), non-formal group, which has been denied legal registration by the Azerbaijani court since the group establishment in 2010. Within the HRC Jafarov has coordinated in 2012 the "Sing for Democracy" campaign. Using the occasion of Azerbaijan hosting the Eurovision Song Contest, this campaign demanded that citizens' rights be respected, and highlighted that two journalists critical of the authorities in Azerbaijan had been murdered.
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In 2013-14, Patharpratima had 218 primary schools with 17,360 students, 20 middle schools with 2,875 students, 14 high schools with 5,920 students and 25 higher secondary schools with 18,281 students. Patharpratima CD block had 1 general degree college with 979 students, 610 institutions for special and non-formal education with 25,568 students. See also – Education in India As per the 2011 census, in Patharpratima CD block, amongst the 87 inhabited villages, all villages had schools, 78 villages had two or more primary schools, 55 villages had at least 1 primary and 1 middle school and 39 villages had at least 1 middle and 1 secondary school. Patharpratima Mahavidyalaya was established at Patharpratima in 2001.
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In 2013-14, Magrahat II CD block had 135 primary schools with 17,370 students, 1 middle school with 113 students, 7 high schools with 3,390 students and 17 higher secondary schools with 18,535 students. Magrahat II CD block had 1 general degree college with 3,527 students and 427 institutions for special and non-formal education with 18,088 students. See also – Education in India As per the 2011 census, in Magrahat II CD block, amongst the 78 inhabited villages, 1 village did not have a school, 25 villages had two or more primary schools, 20 villages had at least 1 primary and 1 middle school and 16 villages had at least 1 middle and 1 secondary school. Magrahat College was established at Magrahat in 1996.
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In 2013-14, Haripal CD Block had 187 primary schools with 14,660 students, 13 middle schools with 1,554 students, 9 high schools with 5,266 students and 17 higher secondary schools with 20,252 students. Haripal CD Block had 1 general college with 6,864 students, 1 technical/ professional institution with 100 students and 398 institutions for special and non-formal education with 7,868 students Vivekananda Mahavidyalaya, Haripal, a general degree college, established at Haripal in 1966. In Haripal CD Block, amongst the 152 inhabited villages, 11 villages had no school, 60 villages had more than 1 primary school, 103 villages had at least 1 primary school, 38 villages had at least 1 primary and 1 middle school and 23 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Basanti CD block had 158 primary schools with 24,185 students, 26 middle schools with 4,973 students, 6 high schools with 2,199 students and 15 higher secondary schools with 16,874 students. Basanti CD block had 1 general degree college with 814 students and 655 institutions for special and non-formal education with 29,619 students. See also – Education in India As per the 2011 census, in Basanti CD block, amongst the 64 inhabited villages, 1 village did not have a school, 55 villages had two or more primary schools, 41 villages had at least 1 primary and 1 middle school and 21 villages had at least 1 middle and 1 secondary school. Sukanta College was established at Bhangonkhali in 2008.
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In 2013-14, Canning I CD block had 119 primary schools with 20,202 students, 16 middle schools with 2,046 students, 3 high schools with 1,984 students and 13 higher secondary schools with 18,525 students. Canning CD block had 1 general degree college with 2,495 students and 535 institutions for special and non-formal education with 29,795 students. See also – Education in India As per the 2011 census, in Canning I CD block, amongst the 53 inhabited villages, 2 villages did not have a school, 37 villages had two or more primary schools, 23 villages had at least 1 primary and 1 middle school and 13 villages had at least 1 middle and 1 secondary school. Bankim Sardar College was established at Tangrakhali in 1955.
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In 2013-14, Canning II CD block had 93 primary schools with 21,638 students, 9 middle schools with 1,218 students, 1 high school with 674 students and 9 higher secondary schools with 11,441 students. Canning II CD block had 1 general degree college with 506 students and 422 institutions for special and non-formal education with 23,538 students. See also – Education in India As per the 2011 census, in Canning II CD block, amongst the 61 inhabited villages, 7 villages did not have a school, 21 villages had two or more primary schools, 23 villages had at least 1 primary and 1 middle school and 14 villages had at least 1 middle and 1 secondary school. Jibantala Rokeya Mahavidyalaya was established at Mallikati, Jibantala, in 2001.
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In 2013-14, Gosaba CD block had 162 primary schools with 15,942 students, 8 middle schools with 944 students, 19 high schools with 5,658 students and 18 higher secondary schools with 11,081 students. Gosaba CD block had 1 general degree college with 1,675 students and 493 institutions for special and non-formal education with 14,120 students. See also – Education in India As per the 2011 census, in Gosaba CD block, amongst the 50 inhabited villages, all villages had schools, 55 villages had two or more primary schools, 39 villages had at least 1 primary and 1 middle school and 33 villages had at least 1 middle and 1 secondary school. Sundarban Hazi Desarat College was established at Pathankhali in 1961.
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In 2013-14, Bhagabnpur II CD Block had 153 primary schools with 8,699 students, 9 middle schools with 2,202 students, 12 high schools with 6,541 students and 20 higher secondary schools with 17,434 students. Bhagabanpur II CD Block had 1 general college with 1,922 students, 3 technical/ professional institutions with 200 students, 273 institutions for special and non-formal education with 12,855 students. As per the 2011 census, in Bhagabanpur II CD block, amongst the 167 inhabited villages, 27 villages did not have a school, 46 villages had two or more primary schools, 43 villages had at least 1 primary and 1 middle school and 32 villages had at least 1 middle and 1 secondary school. Mugberia Gangadhar Mahavidyalaya at Mugberia, near Bhupatinagar was established in 1964.
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In 2013-14, Egra I CD Block had 105 primary schools with 6,951 students, 25 middle schools with 2,704 students, 10 high schools with 7,620 students and 11 higher secondary schools with 15,037 students. Egra I CD Block had 310 institutions for special and non-formal education with 11,801 students. As per the 2011 census, in Egra I CD block, amongst the 123 inhabited villages, 12 villages did not have a school, 38 villages had two or more primary schools, 38 villages had at least 1 primary and 1 middle school and 21 villages had at least 1 middle and 1 secondary school. Egra Sarada Shashi Bhusan College was established at Egra (a municipal city outside this CD block) in 1968.
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In 2013-14, Sarenga CD block had 115 primary schools with 9,179 students, 7 middle schools with 1,219 students, 3 high schools with 1,434 students and 13 higher secondary schools with 10,469 students. Sarenga CD block had 1 general college with 3,410 students, 2 professional/ technical institutions with 116 students and 111 institutions for special and non-formal education with 4,418 students. See also – Education in India According to the 2011 census, in the Raipur CD block, among the 197 inhabited villages, 25 villages did not have a school, 47 villages had two or more primary schools, 52 villages had at least 1 primary and 1 middle school and 29 villages had at least 1 middle and 1 secondary school.
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In 2012–13, Goalpokhar II CD Block had 130 primary schools with 30,301 students, 14 middle schools with 2,136 students, 3 high schools with 1,393 students and 13 higher secondary schools with 21,821 students. Goalpokhar II CD Block had 422 institutions for special and non-formal education with 36,663 students. As per the 2011 census, in Golpokhar II CD Block, amongst the 169 inhabited villages, 20 villages did not have a school, 106 villages had 1 or more primary schools, 42 villages had at least 1 primary and 1 middle school and 16 villages had at least 1 middle and 1 secondary school. The mid-day meal programme for rural school children was launched in 2005 in Uttar Dinajpur district.
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In 2012–13, Islampur CD Block had 158 primary schools with 35,983 students, 12 middle schools with 2,449 students, 6 high schools with 4,974 students and 18 higher secondary schools with 12,933 students. Islampur CD Block had 1 technical/ professional institution with 47 students and 539 institutions for special and non-formal education with 42,719 students. There is a general degree college in the Islampur municipal area with 6,911 students, outside the CD Block. As per the 2011 census, in Islampur CD Block, amongst the 101 inhabited villages, 4 villages did not have a school, 59 villages had 1 or more primary schools, 38 villages had at least 1 primary and 1 middle school and 19 villages had at least 1 middle and 1 secondary school.
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In 2012-13, Kaliaganj CD Block had 163 primary schools with 19,004 students, 12 middle schools with 1,622 students, 2 high schools with 1,752 students and 28 higher secondary schools with 25,974 students. Kaliaganj CD Block had 1 technical /professional institutions with 50 students and 463 institutions for special and non-formal education with 21,594 students. As per the 2011 census, in Kaliaganj CD Block, amongst the 191 inhabited villages, 30 villages did not have a school, 128 villages had 1 or more primary schools, 32 villages had at least 1 primary and 1 middle school and 19 villages had at least 1 middle and 1 secondary school. The mid-day meal programme for rural school children was launched in 2005 in Uttar Dinajpur district.
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In 2013-14, Magrahat I CD block had 113 primary schools with 14,410 students, 6 middle schools with 1,180 students, 7 high schools with 3,999 students and 19 higher secondary schools with 18,714 students. Magrahat I CD block had 1 general degree college with 496 students and 323 institutions for special and non-formal education with 19,017 students. See also – Education in India As per the 2011 census, in Magrahat I CD block, amongst the 78 inhabited villages, 3 villages did not have a school, 35 villages had two or more primary schools, 23 villages had at least 1 primary and 1 middle school and 16 villages had at least 1 middle and 1 secondary school. Shirakole Mahavidyalaya was established in 2007 at Sirakol.
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In 2013-14, Suri II CD block had 79 primary schools with 5,509 students, 8 middle schools with 421 students, 7 high schools with 3,538 students and 4 higher secondary schools with 5,044 students. Suri II CD Block had 1 technical/ professional institution with 26 students and 198 institutions for special and non-formal education with 4,737 students. Suri municipal area has 2 general degree colleges (outside the CD block). As per the 2011 census, in Suri II CD Block, amongst the 85 inhabited villages, 11 villages did not have a school, 18 villages had more than 1 primary school, 10 villages had at least 1 primary and 1 middle school and 13 villages had at least 1 middle and 1 secondary school.
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In 2012–13, Raiganj CD Block had 259 primary schools with 36,441 students, 30 middle schools with 3,026 students, 6 high schools with 2,733 students and 39 higher secondary schools with 44,561 students. Raiganj CD Block had 2 technical /professional institutions with 340 students and 745 institutions for special and non-formal education with 35,579 students. There are 2 degree colleges with 9,957 students and other educational facilities at Raiganj, outside the CD Block. As per the 2011 census, in Raiganj CD Block, amongst the 221 inhabited villages, 10 villages did not have a school, 154 villages had 1 or more primary schools, 57 villages had at least 1 primary and 1 middle school and 28 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Sainthia CD block had 176 primary schools with 11,006 students, 21 middle schools with 1,865 students, 13 high schools with 6,397 students and 7 higher secondary schools with 9,139 students. Sainthia CD Block had 6 technical/ professional institutions with 542 students and 445 institutions for special and non-formal education with 10,130 students. Sainthia municipal area had 1 general degree college (outside the CD block). As per the 2011 census, in Sainthia CD Block, amongst the 216 inhabited villages, 30 villages did not have a school, 35 villages had more than 1 primary school, 39 villages had at least 1 primary and 1 middle school and 20 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Dubrajpur CD block had 143 primary schools with 11,263 students, 22 middle schools with 1,052 students, 11 high schools with 5,979 students and 5 higher secondary schools with 8,678 students. Dubrajpur CD Block had 1 general degree college with 2,609 students, 8 technical/ professional institutions with 1,120 students and 316 institutions for special and non-formal education with 12,655 students. As per the 2011 census, in Dubrajpur CD Block, amongst the 191 inhabited villages, 34 villages did not have a school, 37 villages had more than 1 primary school, 45 villages had at least 1 primary and 1 middle school and 20 villages had at least 1 middle and 1 secondary school. 11 villages had senior secondary schools.
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In 2013-14, Rajnagar CD block had 92 primary schools with 4,829 students, 7 middle schools with 517 students, 4 high schools with 3,096 students and 4 higher secondary schools with 3,388 students. Rajnagar CD Block had 1 general degree college with 407 students, 1 technical/ professional institution with 100 students and 163 institutions for special and non-formal education with 4,358 students. As per the 2011 census, in Rajnagar CD Block, amongst the 88 inhabited villages, 14 villages did not have a school, 17 villages had more than 1 primary school, 19 villages had at least 1 primary and 1 middle school and 7 villages had at least 1 middle and 1 secondary school. 5 villages had senior secondary schools.
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In 2013-14, Nanoor CD block had 159 primary schools with 12,606 students, 21 middle schools with 2,144 students, 16 high schools with 8,968 students and 10 higher secondary schools with 12,684 students. Nanoor CD Block had 1 general degree college with 2,345 students, 3 technical/ professional institutions with 249 students and 337 institutions for special and non-formal education with 11,900 students. As per the 2011 census, in Nanoor CD Block, amongst the 130 inhabited villages, 4 villages did not have a school, 39 villages had more than 1 primary school, 45 villages had at least 1 primary and 1 middle school and 28 villages had at least 1 middle and 1 secondary school. 11 villages had senior secondary schools.
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In 2013-14, Labhpur CD block had 159 primary schools with 12,092 students, 15 middle schools with 747 students, 16 high schools with 9,314 students and 10 higher secondary schools with 13,914 students. Labhpur CD Block had 1 general degree college with 3,286 students, 4 technical/ professional institutions with 197 students and 305 institutions for special and non-formal education with 9,319 students. As per the 2011 census, in Labpur CD Block, amongst the 160 inhabited villages, 17 villages did not have a school, 40 villages had more than 1 primary school, 40 villages had at least 1 primary and 1 middle school and 26 villages had at least 1 middle and 1 secondary school. 12 villages had senior secondary schools.
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In 2013-14, Suri I CD block had 88 primary schools with 6,269 students, 4 middle schools with 146 students, 9 high schools with 6,070 students and 4 higher secondary schools with 5,422 students. Suri I CD Block had 7 technical/ professional institutions with 1,188 students and 226 institutions for special and non-formal education with 6,554 students. Suri municipal area has 2 general degree colleges (outside the CD block). As per the 2011 census, in Suri I CD Block, amongst the 104 inhabited villages, 13 villages did not have a school, 21 villages had more than 1 primary school, 19 villages had at least 1 primary and 1 middle school and 13 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Khandaghosh CD Block had 142 primary schools with 11,221 students, 6 middle schools with 427 students, 13 high schools with 7,279 students and 11 higher secondary schools with 9,256 students. Khandaghosh CD Block had 1 general college with 1,123 students and 303 institutions for special and non-formal education with 10,424 students. As per the 2011 census, in Khandaghosh CD block, amongst the 107 inhabited villages, 2 villages did not have schools, 43 villages had two or more primary schools, 37 villages had at least 1 primary and 1 middle school and 26 villages had at least 1 middle and 1 secondary school. More than 6,000 schools (in erstwhile Bardhaman district) serve cooked midday meal to more than 900,000 students.
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In 2013-14, Dhaniakhali CD Block had 199 primary schools with 18,168 students, 19 middle schools with 1,276 students, 19 high schools with 10,938 students and 22 higher secondary schools with 25,681 students. Dhaniakhali CD Block had 1 general college with 1,273 students and 507 institutions for special and non-formal education with 8,927 students In Dhaniakhali CD Block, amongst the 214 inhabited villages, 34 had no school, 44 had more than 1 primary school, 115 had at least 1 primary school, 65 had at least 1 primary and 1 middle school and 35 had at least 1 middle and 1 secondary school. Sarat Centenary College was established at Dhaniakhali in 1978. Dhaniakhali Mahamaya Vidyamandir is one of the best higher secondary schools in that area.
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In 2013-14, Panskura CD Block had 180 primary schools with 14,542 students, 13 middle schools with 977 students, 15 high schools with 6,146 students and 23 higher secondary schools with 23,389 students. Panskura CD Block had 1 general college with 85 students, 4 professional/ technical institutions with 350 students, 559 institutions for special and non-formal education with 23,060 students. As per the 2011 census, in Panskura CD block, amongst the 225 inhabited villages, 14 villages did not have a school, 68 villages had two or more primary schools, 55 villages had at least 1 primary and 1 middle school and 35 villages had at least 1 middle and 1 secondary school. Panskura Banamali College was established at Panskura in 1960.
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Penderecki explained this shift by stating that he had come to feel that the experimentation of the avant- garde had gone too far from the expressive, non-formal qualities of Western music: 'The avant-garde gave one an illusion of universalism. The musical world of Stockhausen, Nono, Boulez and Cage was for us, the young – hemmed in by the aesthetics of socialist realism, then the official canon in our country – a liberation...I was quick to realise however, that this novelty, this experimentation, and formal speculation, is more destructive than constructive; I realised the Utopian quality of its Promethean tone'. Penderecki concluded that he was 'saved from the avant-garde snare of formalism by a return to tradition'. Penderecki has written relatively little chamber music.
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In 2013-14, Moyna CD Block had 153 primary schools with 9,411 students, 9 middle schools with 223 students, 10 high schools with 5,581 students and 20 higher secondary schools with 25,503 students. Moyna CD Block had 1 general college with 1,872 students, 2 professional/ technical institutions with 189 students, 350 institutions for special and non-formal education with 14,279 students. As per the 2011 census, in Moyna CD block, amongst the 85 inhabited villages, 1 village did not have a school, 56 villages had two or more primary schools, 46 villages had at least 1 primary and 1 middle school and 29 villages had at least 1 middle and 1 secondary school. Moyna College was established 1972 at Moyna.
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In 2012–13, Jorebunglow Sukhiapokhri CD block had 161 primary schools with 9,316 students, 8 middle schools with 2,288 students, 7 high schools with 2,120 students and 5 higher secondary schools with 4,131 students. Jorebunglow Sukhiapokhri CD block had 3 general degree colleges with3,379 students and 392 institutions for special and non-formal education with 6,293 students. See also – Education in India According to the 2011 census, in Jorebunglow Sukhiapokhri CD block, among the 42 inhabited villages, 1 village did not have a school, 37 villages had two or more primary schools, 23 villages had at least 1 primary and 1 middle school and 15 villages had at least 1 middle and 1 secondary school. Salesian College was established at Sonada in 1933.
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In 2012-13, Mirik CD block (including Mirik town) had 78 primary schools with 7,211 students, 3 middle schools with 919 students, 6 high schools with 2,131 students and 2 higher secondary schools with 2,127 students. Mirik CD block had 170 institutions for special and non-formal education with 6,964 students. Mirik municipal area (outside the CD block) had 1 general degree college with 715 students. See also – Education in India According to the 2011 census, in Mirik CD block, among the 21 inhabited villages, 2 villages did not have a school, 14 villages had two or more primary schools, 12 villages had at least 1 primary and 1 middle school and 8 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Rampurhat I CD block had 146 primary schools with 13,048 students, 19 middle schools with 1,428 students, 7 high schools with 3,824 students and 9 higher secondary schools with 8,490 students. Rampurhat I CD Block had 3 technical/ professional institutions with 233 students and 341 institutions for special and non-formal education with 10,833 students. Rampurhat municipal area has 2 general degree colleges (outside the CD block). As per the 2011 census, in Rampurhat I CD Block, amongst the 116 inhabited villages, 8 villages did not have a school, 41 villages had more than 1 primary school, 37 villages had at least 1 primary and 1 middle school and 14 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Nalhati I CD block had 129 primary schools with 12,705 students, 12 middle schools with 1.924 students, 11 high schools with 12,327 students and 9 higher secondary schools with 11,011 students. Nalhati I CD Block had 1 technical/ professional institution with 100 students and 402 institutions for special and non-formal education with 13,884 students. Nalhati municipal area had 2 general degree colleges (outside the CD block). As per the 2011 census, in Nalhati I CD Block, amongst the 89 inhabited villages, 3 villages did not have a school, 41 villages had more than 1 primary school, 38 villages had at least 1 primary and 1 middle school and 22 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Patashpur I CD Block had 124 primary schools with 7,368 students, 9 middle schools with 2,317 students, 11 high schools with 6,043 students and 11 higher secondary schools with 13,531 students. Patashpur I CD Block had 1 general college with 2,279 students, 1 technical/ professional institution with 100 students and 309 institutions for special and non-formal education with 12,107 students. As per the 2011 census, in Patashpur I CD block, amongst the 136 inhabited villages, 10 villages did not have a school, 31 villages had two or more primary schools, 32 villages had at least 1 primary and 1 middle school and 17 villages had at least 1 middle and 1 secondary school. Yogoda Satsanga Palpara Mahavidyalaya was established in 1964 at Palpara.
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In 2013-14, Madarihat-Birpara CD block had 97 primary schools with 12,331 students, 5 middle schools with 1,031 students, 5 high school with 5,790 students and 14 higher secondary schools with 18,394 students. Madarihat- Birpara CD block had 1 general degree college with 2,683 studets, 2 technical/ professional institutions with 229 students, 658 institutions for special and non-formal education with 26,752 students. See also – Education in India According to the 2011 census, in the Madarihat CD block, among the 48 inhabited villages, all villages had schools, 34 villages had two or more primary schools, 31 villages had at least 1 primary and 1 middle school and 13 villages had at least 1 middle and 1 secondary school. Birpara College was established at Birpara in 1986.
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In 2013-14, Alipurduar I CD block had 139 primary schools with 13,550 students, 7 middle schools with 1,494 students, 7 high school with 6,961 students and 14 higher secondary schools with 19,651 students. Alipurduar I CD block had 1 general degree college with 3,491 students, 454 institutions for special and non-formal education with 24,090 students. See also – Education in India According to the 2011 census, in the Alipurduar I CD block, among the 47 inhabited villages, 1 village did not have a school, 40 villages had two or more primary schools, 20 villages had at least 1 primary and 1 middle school and 13 villages had at least 1 middle and 1 secondary school. Pijushkanti Mukherjee Mahavidyalaya was established at Sonapur in 2015.
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In 2013-14, Jalpaiguri CD block had 238 primary schools with 23,546 students, 6 middle schools with 1,510 students, 11 high schools with 7,799 students and 25 higher secondary schools with 31,156 students. Jalpaiguri CD block had 4 technical/ professional institutions with 2,647 students and 602 institutions for special and non-formal education with 36,849 students. Jalpaiguri municipal area (located outside the block) had 3 general degree colleges with 7001 students. See also – Education in India According to the 2011 census, in Jalpaiguri CD block, among the 28 inhabited villages, 2 villages did not have schools, 22 villages had two or more primary schools, 15 villages had at least 1 primary and 1 middle school and 12 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Maynaguri CD block had 208 primary schools with 23,634 students, 11 middle schools with 1,191 students, 9 high schools with 8.185 students and 20 higher secondary schools with 33,408 students. Mayanaguri CD block had 1 general degree college with 4,782 students, 2 technical/ professional institutions with 988 students and 551 institutions for special and non-formal education with 40,176 students. See also – Education in India According to the 2011 census, in Maynaguri CD block, among the 79 inhabited villages, 2 villages did not have schools, 64 villages had two or more primary schools, 34 villages had at least 1 primary and 1 middle school and 16 villages had at least 1 middle and 1 secondary school. Maynaguri College was established in 1999.
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Siddheshwara Temple at Bahulara In 2013-14, Onda CD block had 246 primary schools with 24,146 students, 32 middle schools with 3,711 students, 16 high schools with 14,390 students and 12 higher secondary schools with 8,442 students. Onda CD block had 1 general college with 1,180 students and 385 institutions for special and non-formal education with 14,880 students. See also – Education in India According to the 2011 census, in the Onda CD block, among the 271 inhabited villages, 37 villages did not have a school, 52 villages had two or more primary schools, 65 villages had at least 1 primary and 1 middle school and 29 villages had at least 1 middle and 1 secondary school. Onda Thana Mahavidyalaya was established at Murakata in 2007.
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In 2013-14, Dhupguri CD block had 191 primary schools with 28,238 students, 8 middle schools with 2,091 students, 10 high schools with 10,991 students and 25 higher secondary schools with 34,413 students. Dhupguri CD block had 1 technical/ professional institutions with 130 students and 912 institutions for special and non-formal education with 55,960 students. See also – Education in India According to the 2011 census, in the Dhupguri CD block, among the 98 inhabited villages, 4 villages did not have schools, 63 villages had two or more primary schools, 36 villages had at least 1 primary and 1 middle school and 16 villages had at least 1 middle and 1 secondary school. Kabi Sukanta Mahavidyalaya was established at Dhupguri (outside the CD block) in 1981.
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In 2013-14, Kumargram CD block had 127 primary schools with 12,898 students, 14 middle schools with 1,906 students, 3 high school with 3,402 students and 12 higher secondary schools with 17,454 students. Kumargram CD block had 1 general degree college with 4,140, 3 technical/ professional institutions with 230 students, 607 institutions for special and non-formal education with 26,554 students. See also – Education in India According to the 2011 census, in the Kumargram CD block, among the 53 inhabited villages, all villages had schools, 46 villages had two or more primary schools, 40 villages had at least 1 primary and 1 middle school and 15 villages had at least 1 middle and 1 secondary school. Saheed Kshudiram College was established at Kamakhyaguri in 1996.
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In 2013-14, Falakata CD block had 159 primary schools with 18,755 students, 9 middle schools with 1,921 students, 3 high school with 4,488 students and 18 higher secondary schools with 21,274 students. Falakata CD block had 1 general degree college with 4,488 students, 3 technical/ professional institutions with 556 students, 585 institutions for special and non-formal education with 37,057 students. See also – Education in India According to the 2011 census, in the Falakata CD block, among the 60 inhabited villages, all villages had schools, 54 villages had two or more primary schools, 32 villages had at least 1 primary and 1 middle school and 15 villages had at least 1 middle and 1 secondary school. Lilabati Mahavidyalaya was established at Jateswar in 2013.
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In 2013–14, the Puncha CD block had 162 primary schools with 11,064 students, 25 middle schools with 591 students, 9 high schools with 3,417 students and 12 higher secondary schools with 13,225 students. The Puncha CD block had 2 general colleges with 2,224 students and 284 institutions with 8,561 students for special and non-formal education. See also – Education in India According to the 2011 census, in Puncha CD block, amongst the 99 inhabited villages, 5 villages did not have a school, 44 villages had two or more primary schools, 35 villages had at least 1 primary and 1 middle school and 24 villages had at least 1 middle and 1 secondary school. Ramananda Centenary College was established in 1971 at Laulara.
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In arts, the liberalisation of all aspects of life starting from the Khrushchev Thaw created a possibility for the evolution of various forms of non-formal, underground and dissident art; still repressed, but no longer under the immediate threat of Gulag labor camps. Alexander Solzhenitsyn, who wrote the critical One Day in the Life of Ivan Denisovich, was awarded the Nobel Prize in Literature and subsequently exiled from the Soviet Union. Greater experimentation in art forms became permissible in the 1970s, with the result that more sophisticated and subtly critical work began to be produced. The regime loosened the strictures of socialist realism; thus, for instance, many protagonists of the novels of author Iurii Trifonov concerned themselves with problems of daily life rather than with building socialism.
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In 2013-14, Kotulpur CD block had 161 primary schools with 15,328 students, 25 middle schools with 3,999 students, 13 high schools with 5,821 students and 13 higher secondary schools with 11,574 students. Kotulpur CD block had 3 professional/ technical institutions with 3,333 students and 296 institutions for special and non-formal education with 9,944 students. See also – Education in India According to the 2011 census, in the Kotulpur CD block, among the 165 inhabited villages, 29 villages did not have a school, 48 villages had two or more primary schools, 50 villages had at least 1 primary and 1 middle school and 22 villages had at least 1 middle and 1 secondary school. Chatra Ramai Pandit Mahavidyalaya, located at Chatra, PO Darapur, was established in 2001.
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The education sector of the country had undergone several changes throughout the years after the relinquishment of the United States of its authority all over the Philippines in 1947. Then President Manuel Roxas issued Executive Order No. 94 which renamed Department of Instruction into Department of Education with the regulation and supervision of public and private schools belonging to the Bureau of Public and Private Schools. Under the Marcos administration, the Department of Education became the Department of Education and Culture and consequently Ministry of Education and Culture according to Presidential Decree No. 1 and Presidential Decree No. 1397. The Education Act of 1982 provided for an integrated system of education covering both formal and non- formal education at all levels.
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Logo de los 60 años del Ken Najshon, fundado en 1955 por Tamar Campo Hashomer Hatzair in Venezuela was founded in 1954 in Caracas, coming through Tamar Campo, an immigrant girl from Cuba, who began doing educational activities in September 1954 for young Jews of Venezuela, during the Rosh Hashana festivities. The name is Ken Najshon, inspired like the prince of the tribe of Judah, who led the Jewish people out of Egypt across the waters opened by Moses . Today the Ken Najshon continues educating young's in the Jewish community of Venezuela, every Saturday at the Hebraica club by peulot where they teach about Zionism, socialism and humanistic Judaism and are taught values of equality, social justice and brotherhood through non-formal education.
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In 2013-14, the Joypur CD block had 116 primary schools with 13,991 students, 21 middle schools with 1,433 students, 1 high school with 561 students and 9 higher secondary schools with 11,974 students. Joypur CD Block had 2 general colleges with 708 students and 179 institutions with 7,972 students for special and non-formal education. See also – Education in India According to the 2011 census, in Joypur CD block, amongst the 109 inhabited villages, 13 villages did not have a school, 32 villages had two or more primary schools, 18 villages had at least 1 primary and 1 middle school and 10 villages had at least 1 middle and 1 secondary school. Ananda Marga College was established in 1966 at Ananda Nagar, Pundag.
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In 2013-14, Arsha CD Block had 134 primary schools with 16,636 students, 19 middle schools with 2,058 students, 1 high school with 653 students and 9 higher secondary schools with 13,238 students. Arsha CD Block had 1 general college with 1,056 students, 1 professional/ technical institute with 12 students and 226 institutions with 8,614 students for special and non-formal education. See also – Education in India According to the 2011 census, in Arsha CD block, amongst the 96 inhabited villages, 6 villages did not have a school, 44 villages had two or more primary schools, 30 villages had at least 1 primary and 1 middle school and 11 villages had at least 1 middle and 1 secondary school. Arsha College was established at Arsha in 2009.
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In 2010-11, Deganga CD Block had 167 primary schools with 17,737 students, 3 middle schools with 470 students, 9 high schools with 8,429 students and 15 higher secondary schools with 22,806 students. Deganga CD Block had 1 general college with 3,241 students, 1 professional/ technical institution with 567 students and 439 institutions for special and non-formal education with 25,696 students. As per the 2011 census, in Deganga CD Block, amongst the 107 inhabited villages, 1 village did not have a school, 63 villages had more than 1 primary school, 53 villages had at least 1 primary and 1 middle school and 30 villages had at least 1 middle and 1 secondary school. Chandraketugarh Sahidullah Smriti Mahavidyalaya was established at Berachampa in 1997.
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By 2006–2007, small saving of its 5,000 members lead to an annual turnover to , with loan of distributed amongst its members, which also helped break the monopoly of local moneylenders, who would charge interest rates of up to 300%. The DMSC hosted India's first national convention of sex workers on 14 November 1997 in Kolkata, titled 'Sex Work is Real Work: We Demand Workers Rights'.Sex work is real work: We demand workers rights , announcement of the 1997 sex worker convention DMSC runs 17 non-formal schools for children of sex workers, and two hostels, one at Ultadanga and the other at Baruipur. Its cultural wing, 'Komol Gandhar', teaches dance, drama, mime and music to children, who invited regularly for paid shows.
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In 2013-14, the Kashipur CD block had 231 primary schools with 19,104 students, 40 middle schools with 2,203 students, 8 high schools with 4,991 students and 17 higher secondary schools with 17,986 students. Kashipur CD block had 1 general college with 1,521 students and 587 institutions with 9,197 students for special and non-formal education. See also – Education in India According to the 2011 census, in Kashipur CD block, amongst the 198 inhabited villages, 9 villages did not have a school, 46 villages had two or more primary schools, 35 villages had at least 1 primary and 1 middle school and 20 villages had at least 1 middle and 1 secondary school. Kashipur Michael Madhusudhan Mahavidyalaya was established in 2000 at Kashipur.
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In 2012-13, Tufanganj II CD block had 143 primary schools with 13,101 students, 32 middle schools with 21,905 students, 6 high schools with 6,991 students and 10 higher secondary schools with 13,299 students. Tufanganj II CD block had 1 general degree college with 904 students and 381 institutions for special and non- formal education with 14,210 students. See also – Education in India According to the 2011 census, in the Tufanganj II CD block, among the 53 inhabited villages, 1 village did not have a school, 35 villages had two or more primary schools, 23 villages had at least 1 primary and 1 middle school and 12 villages had at least 1 middle and 1 secondary school. Bakshirhat Mahavidyalaya was established in 2005 at Bakshirhat.
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In 2013-14, Ranaghat II CD Block had 187 primary schools with 15,026 students, 13 middle schools with 1,473 students, 9 high schools with 3,492 students and 28 higher secondary schools with 37,580 students. Ranaghat II CD Block had 1 general college with 58 students and 608 institutions for special and non-formal education with 16,426 students In Ranaghat II CD Block, amongst the 108 inhabited villages, 6 villages did not have any school, 63 had more than 1 primary school, 44 had at least 1 primary and one middle school and 31 had 1 middle school and 1 secondary school. Pritilata Waddedar Mahavidyalaya was established at Panikhali in 2007. It was founded as a women’s college but later became co-educational.
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The United Nations Sustainable Development Goals The launch of the United Nations Decade of Education for Sustainable Development (2005–2014) started a global movement to reorient education to address the challenges of sustainable development. Building on the achievement of the Decade, stated in the Aichi-Nagoya Declaration on ESD, UNESCO endorsed the Global Action Programme on ESD (GAP) in the 37th session of its General Conference. Acknowledged by UN general assembly Resolution A/RES/69/211 and launched at the UNESCO World Conference on ESD in 2014, the GAP aims to scale-up actions and good practices. UNESCO has a major role, along with its partners, in bringing about key achievements to ensure the principles of ESD are promoted through formal, non-formal and informal education.
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In 2013-14, Ausgram II CD Block had 133 primary schools with 8,691 students, 7 middle schools with 469 students, 15 high school with 8,049 students and 6 higher secondary schools with 6,560 students. Ausgram II CD Block had 343 institutions for special and non-formal education with 12,025 students As per the 2011 census, in Ausgram II CD block, amongst the 102 inhabited villages, 5 villages did not have a school, 52 villages had two or more primary schools, 37 villages had at least 1 primary and 1 middle school and 25 villages had at least 1 middle and 1 secondary school. More than 6,000 schools (in erstwhile Bardhaman district) serve cooked midday meal to more than 900,000 students.
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Chattopadhyay, Akkori, p. 547 In 2013-14, Raina II CD Block had 113 primary schools with 6,668 students, 7 middle schools with 376 students, 18 high schools with 9,621 students and 10 higher secondary schools with 9,784 students. Raina II CD Block had 1 general college with 683 students, 3 technical/ professional institutes with 1,552 students and 265 institutions for special and non-formal education with 8,154 students. As per the 2011 census, in Raina II CD block, amongst the 87 inhabited villages, 4 villages did not have schools, 45 villages had two or more primary schools, 36 villages had at least 1 primary and 1 middle school and 30 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Memari I CD Block had 111 primary schools with 9,503 students, 8 middle schools with 660 students, 15 high schools with 8,891 students and 6 higher secondary schools with 7,916 students. Memari I CD Block had 3 technical/ professional institution with 417 students and 392 institutions for special and non-formal education with 13,895 students As per the 2011 census, in Memari I CD block, amongst the 111 inhabited villages, 8 villages did not have schools, 39 villages had two or more primary schools, 44 villages had at least 1 primary and 1 middle school and 35 villages had at least 1 middle and 1 secondary school. More than 6,000 schools (in erstwhile Bardhaman district) serve cooked midday meal to more than 900,000 students.
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This makes it more vulnerable to potentially being sacrificed due to time and budget constraints, since school curricula are typically overcrowded. However, a stand-alone curriculum also presents opportunities for specialized teacher training pathways, and the use of non-formal teaching methodologies that aim to build learners’ critical thinking skills. The pedagogical approaches promoted through sexuality education – such as learner-centred methodologies, development of skills and values, group learning and peer engagement – are increasingly being recognized as transformative approaches that impact on learning and education more widely. As a standalone subject, it is also significantly easier to monitor, which is crucial in terms of evaluating the effectiveness of programming, and revising curricula where it is not delivering the desired learning outcomes.
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In 2013-14, Ranibandh CD block had 159 primary schools with 11,066 students, 17 middle schools with 2,198 students, 4 high schools with 2,300 students and 13 higher secondary schools with 11,007 students. Ranibandh CD Block had 1 general college with 527 students and 339 institutions for special and non-formal education with 7,259 students. See also – Education in India According to the 2011 census, in the Ranibandh CD block, among the 169 inhabited villages, 20 villages did not have a school, 27 villages had two or more primary schools, 39 villages had at least 1 primary and 1 middle school and 20 villages had at least 1 middle and 1 secondary school. Birsha Munda Memorial College was established in 2010 at Village Pirrah, PO Haludkanali.
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In 2013-14, Arambagh CD Block had 215 primary schools with 18,852 students, 7 middle schools with 342 students, 17 high schools with 10,885 students and 21 higher secondary schools with 22,107 students. Arambagh CD Block had 1 general colleges with 803 students and 468 institutions for special and non-formal education with 13,348 students Kabikankan Mukundaram Mahavidyalaya, a general degree college, was established at Keshabpur in 2007. In Arambagh CD Block, amongst the 152 inhabited villages, 5 villages had no school, 56 villages had more than 1 primary school, 94 villages had at least 1 primary school, 53 villages had at least 1 primary and 1 middle school and 38 villages had at least 1 middle and 1 secondary school.
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The continuous growth of the institution and the complexity of its management, derived mainly from the diverse legal regulations and standards that are applied in one or another area of his performance - advised, in 1990, constituted the as an autonomous body, which also allows you to streamline management and improve resource utilization . The autonomous body Theatre Institute of Barcelona Provincial Council, therefore, is endowed with legal personality and its own patrimony, with the ability to act necessary for the fulfillment of its purposes . These purposes are: The formal education and non- formal education of the performing arts . The production and organization of conferences, courses, conferences, festivals, exhibitions and other activities and training in various specialties and promotion of the performing arts .
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In 2013-14, Chanditala I CD Block had 94 primary schools with 9,796 students, 7 middle schools with 980 students, 6 high schools with 6,353 students and 12 higher secondary schools with 18,364 students. Chanditala I CD Block had 1 general college with 1,301 students, 254 institutions for special and non-formal education with 7,114 students Vidyasagar Mahavidyalaya, a general degree college, was established at Suchia, Masat in 1998. In Chanditala I CD Block, amongst the 47 inhabited villages, 2 villages had no school, 23 villages had more than 1 primary school, 31 villages had at least 1 primary school, 14 villages had at least 1 primary and 1 middle school and 10 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Balagarh CD Block had 162 primary schools with 12,195 students, 5 middle schools with 375 students, 11 high schools with 5,293 students and 15 higher secondary schools with 17,629 students. Balagarh CD Block had 1 general college with 1,958 students, 3 technical/ professional institutions with 2,558 students and 379 institutions for special and non-formal education with 6,541 students Balagarh Bijoy Krishna Mahavidyalaya, a general degree college, was established in Jirat in 1985. In Balagarh CD Block, amongst the 129 inhabited villages, 10 had no school, 40 had more than 1 primary school, 92 had at least 1 primary school, 27 had at least 1 primary and 1 middle school and 21 had at least 1 middle and 1 secondary school.
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In 2013-14, Ausgram I CD Block had 94 primary schools with 6,781 students, 12 high school with 6,288 students and 5 higher secondary schools with 4,408 students. Ausgram I CD Block had 2 technical/ professional institutions with 250 students and 221 institutions for special and non-formal education with 9,183 students As per the 2011 census, in Ausgram I CD block, amongst the 58 inhabited villages, all villages had a school, 35 villages had two or more primary schools, 20 villages had at least 1 primary and 1 middle school and 15 villages had at least 1 middle and 1 secondary school. More than 6,000 schools (in erstwhile Bardhaman district) serve cooked midday meal to more than 900,000 students.
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In 2013-14, Deshapran CD Block had 117 primary schools with 7,157 students, 18 middle schools with 1,075 students, 7 high schools with 4,707 students and 13 higher secondary schools with 15,124 students. Deshapran CD Block had 2 technical/ professional institution with 150 students and 295 institutions for special and non-formal education with 13,487 students. As per the 2011 census, in Deshapran CD block, amongst the 166 inhabited villages, 30 villages did not have a school, 30 villages had two or more primary schools, 37 villages had at least 1 primary and 1 middle school and 17 villages had at least 1 middle and 1 secondary school. Deshapran Mahavidyalaya at Durmut was established in 2010 and offers courses in arts.
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In 2010-11, Barasat I CD Block had 93 primary schools with 13,270 students, 2 middle schools with 34 students, 9 high schools with 7,891 students and 12 higher secondary schools with 18,358 students. Barasat I CD Block had 1 general college with 531 students, 3 professional/ technical institutions with 519 students, 371 institutions for special and non-formal education with 18,497 students. As per the 2011 census, in Barasat I CD Block, amongst the 70 inhabited villages, 2 villages did not have a school, 26 villages had more than 1 primary school, 29 villages had at least 1 primary and 1 middle school and 16 villages had at least 1 middle and 1 secondary school. West Bengal State University was established at Berunanpukuria in 2008.
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In 2013–14, Manteswar CD Block had 180 primary schools with 12,570 students, 28 high school with 18,652 students and 9 higher secondary schools with 8,712 students. Manteswar CD Block had 1 general college with 2,668 and 402 institutions for special and non-formal education with 17,969 students As per the 2011 census, in Manteswar CD block, amongst the 136 inhabited villages, 3 villages did not have schools, 89 villages had two or more primary schools, 45 villages had at least 1 primary and 1 middle school and 38 villages had at least 1 middle and 1 secondary school. More than 6,000 schools (in erstwhile Bardhaman district) serve cooked midday meal to more than 900,000 students. Dr. Gourmohan Roy College was established at Monteswar in 1986.
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In 2013-14, Domkal CD Block had 144 primary schools with 18,155 students, 10 middle schools with 2,374 students, 9 high schools with 7,249 students and 18 higher secondary schools with 31,247 students. Domkal CD Block had 1 general college with 1,755 students, 6 technical/ professional institutions with 1,929 students and 500 institutions for special and non-formal education with 21,424 students. Dumkal College was established in 1999 at Domkal. Affiliated with the University of Kalyani, it offers honours courses in Bengali, English, history, political science, philosophy, geography, physics, chemistry, mathematics, computer science and B Com. Domkal Girls’ College was established in 2011 at Domkal, Affiliated with the University of Kalyani, it offers honours courses in Bengali, English, history, education and political sciene.
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In 2013-14, Chinsurah Mogra CD Block had 79 primary schools with 9,635 students, one middle schools with 53 students, seven high schools with 3,158 students and 15 higher secondary schools with 17,020 students. Balagarh CD Block had one general college with 3,906 students, 5 technical/ professional institutions with 3,296 students and 320 institutions for special and non-formal education with 4,342 students. Sreegopal Banerjee College, a general degree college, was established at Bagati, Mogra, in 1958. In Chinsurah Mogra CD Block, amongst the 52 inhabited villages, nine had no school, 13 had more than one primary school, 33 had at least one primary school, 10 had at least one primary and one middle school, and six had at least one middle and one secondary school.
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In 2013-14, Pandua CD Block had 185 primary schools with 18,168 students, 8 middle schools with 848 students, 25 high schools with 15,116 students and 13 higher secondary schools with 18,312 students. Pandua CD Block had 1 general college with 4,368 students, 4 technical/ professional institutions with 461 students and 613 institutions for special and non-formal education with 12,382 students Bejoy Narayan Mahavidyalaya, a general degree college, was established at Itachuna in 1950. In Pandua CD Block, amongst the 153 inhabited villages, 12 had no school, 59 had more than 1 primary school, 103 had at least 1 primary school, 38 had at least 1 primary and 1 middle school and 30 had at least 1 middle and 1 secondary school.
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Thirteen regional offices were created and major organizational changes were implemented in the educational system. The Education Act of 1982 created the Ministry of Education, Culture and Sports, which became the Department of Education, Culture and Sports (DECS) in 1987 via Executive Order No. 117 by President Corazon C. Aquino. The structure of DECS as embodied in EO 117 has practically remained unchanged until 1994, when the Commission on Higher Education (CHED) was established, and in August 25, 1994, when the Technical Education and Skills Development Authority (TESDA) was established to supervise tertiary degree programs and non-degree technical-vocational programs, respectively. The trifocal education system refocused the department's mandate to basic education which covers elementary, secondary and non-formal education, including culture and sports.
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Mental Health Intervention Programme through Counselling (1995–96), Vocational skills leading to production (SRIJONI) and economic empowerment, dance as therapy (SANVED), formal and non-formal education are some major interventions and projects of the organisation. Networking is seen as an integral part of Sanlaap Activities; it is believed that Human Rights of individuals or groups cannot be achieved and trafficking cannot be stopped unless and until all groups network with each other and protest the violence of trafficking and forced prostitution, where major victims are under 18 years of age. Sanlaap also networks with the different Government structures and the Panchayats stop trafficking of children and women. Sanlaap believes that trafficking and forced prostitution is organised crime and prostitution cannot become work in the South Asian Region.
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US ambassador Scot Marciel In 2012, Joko Widodo (popularly known as Jokowi) was elected as the Governor of Jakarta after defeating incumbent Fauzi Bowo in the 2012 Jakarta gubernatorial election. Having only entered politics in 2005 as the mayor of his hometown Surakarta, many national and international media outlets described him as a "rising star", with Bloomberg describing him as "Indonesia's most-promising politician". During the aforementioned gubernatorial election, his campaigning portrayed him as a reformer in contrast to other candidates and adopted a non-formal approach appealing directly to the voters. He was also described as a "media darling" due to his close relations with journalists and a social media pioneer, with his campaign team uploading all campaign materials to YouTube.
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The Centre of Continuing Education and Lifelong Learning (KEDIVIM) (Κ.Ε.ΔΙ.ΒΙ.Μ. - Κέντρο Επιμόρφωσης και Δια Βίου Μάθησης) of University of Thessaly University of Thessaly, Volos is one body of "non-typical education" bodies (φορείς μη τυπικής εκπαίδευσης), although they are fully or partially regulated by the state and lead to officially recognised qualifications, being considered non-formal education (NFE). It offers short-term courses on-campus and by distance e-learning off-campus having classes mediated via real-time electronic means, certified by the EOPPEP - National Organization for the Certification of Qualifications and Vocational Guidance (Greek: Εθνικός Οργανισμός Πιστοποίησης Προσόντων και Επαγγελματικού Προσανατολισμού - Ε.Ο.Π.Π.Ε.Π.). In Greece, adult education, continuing education or lifelong learning is offered to students of all adult ages.
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In 2013-14, Indpur CD block had 169 primary schools with 12,400 students, 13 middle schools with 1,741 students, 12 high schools with 7,364 students and 13 higher secondary schools with 10,695 students. Indpur CD block had 1 general college with 2,096 students and 254 institutions for special and non-formal education with 8,297 students. Indpur CD block had 7 mass literacy centres. See also – Education in India According to the 2011 census, in the Indpur CD block, among the 198 inhabited villages, 31 villages did not have a school, 43 villages had two or more primary schools, 36 villages had at least 1 primary and 1 middle school and 24 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Bhagabanpur I CD Block had 159 primary schools with 12,893 students, 12 middle schools with 1,784 students, 9 high schools with 7,435 students and 17 higher secondary schools with 18,798 students. Bhagabanpur I CD Block had 1 general college with 3,235 students and 328 institutions for special and non-formal education with 14,285 students. As per the 2011 census, in Bhagabanpur I CD block, amongst the 164 inhabited villages, 29 villages did not have a school, 77 villages had two or more primary schools, 42 villages had at least 1 primary and 1 middle school and 25 villages had at least 1 middle and 1 secondary school. Bajkul Milani Mahavidyalaya was established at Tethi Bari mouza, PO Kismat Bajkul, in 1964.
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In 2013-14, Khanakul I CD Block had 175 primary schools with 16,735 students, 17 middle schools with 2,655 students, 13 high schools with 7,988 students and 14 higher secondary schools with 18,570 students. Khanakul I CD Block had 1 general colleges with 2,485 students, 1 technical/ professional institution with 91 students and 358 institutions for special and non-formal education with 11,498 students Raja Rammohan Roy Mahavidyalaya, a general degree college, was established at Radhanagore in 1964. In Khanakul I CD Block, amongst the 93 inhabited villages, only 1 village had no school, 65 villages had more than 1 primary school, 47 villages had at least 1 primary school, 45 villages had at least 1 primary and 1 middle school and 28 villages had at least 1 middle and 1 secondary school.
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Because non-formal argument is concerned with the adherence of an audience – rather than the mere demonstration of propositions proper to formal logic – the orator must ensure that the audience adheres to each successive element of an argument. Perelman outlines two ways the orator may achieve this acceptance or adherence: the first involves associations according to quasi-logical arguments, appeals to reality, and arguments that establish the real; the second approach responds to incompatible opinions through the dissociation of concepts. Quasi-logical arguments, Perelman explains, are "similar to the formal structures of logic and mathematics" (2001, p. 1396). Definition is a common quasi-logical approach that is used not only for establishing the meaning of a term but also for emphasizing certain features of an object for persuasive purposes.
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While rhetoric and argumentation provided the core of Perelman's philosophy, his regressive approach also shaped his treatise on non-formal argumentation. In the conclusion of the , Perelman and Olbrechts- Tyteca state that in opposition to the absolutes common in philosophy, their project acknowledges that "men and groups of men adhere to opinions of all sorts with a variable intensity" and that "these beliefs are not always self- evident, and they rarely deal with clear and distinct ideas." To uncover the logic that governs these beliefs and ideas, Perelman and Olbrechts-Tyteca rely on a regressive philosophy that accounts for the variability of particular situations and particular values. Perelman would employ this same approach in future developments of the New Rhetoric and in subsequent writings on law and justice.
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In 2013-14, the Diamond Harbour I CD block had 81 primary schools with 7,938 students, 7 middle schools with 474 students, 6 high schools with 1,824 students and 12 higher secondary schools with 9,936 students. Diamond Harbour I CD block had 227 institutions for special and non- formal education with 10,635 students. Diamond Harbour municipal area (outside the CD blocks) had a general degree college with 5,213 students. See also – Education in India According to the 2011 census, in the Diamond Harbour I CD block, amongst the 67 inhabited villages, 4 villages did not have a school, 23 villages had two or more primary schools, 20 villages had at least 1 primary and 1 middle school and 16 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Kulpi CD block had 208 primary schools with 18,284 students, 5 middle schools with 676 students, 15 high schools with 5,684 students and 17 higher secondary schools with 12,855 students. Kulpi CD block had 1 general degree college with 282 students, 1 technical/ professional institution with 100 students and 398 institutions for special and non-formal education with 17,695 students. See also – Education in India As per the 2011 census, in Kulpi CD block, amongst the 172 inhabited villages, 23 villages did not have a school, 57 villages had two or more primary schools, 35 villages had at least 1 primary and 1 middle school and 23 villages had at least 1 middle and 1 secondary school. Dhola Mahavidyalaya was established at Dhola in 2009.
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Formal education system are inadequate to effectively meet the needs of the individual and the society. The need to offer more and better education at all levels, to a growing number of people, particularly in developing countries, the scant success of current formal education systems to meet all such demands, has shown the need to develop alternatives to learning. The rigid structure of formal schools, mainly because of rules and regulations than concentrating on the real need of the students, offering curriculum that leans away from the individual and from society, far more concerned with performing programmes than reaching useful objectives. This called for non-formal education which starting from the basic need of the students, is concerned with the establishment of strategies that are compatible with reality.
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In 2013-14, Bolpur Sriniketan CD block had 151 primary schools with 10,805 students, 10 middle schools with 1,124 students, 12 high schools with 6,688 students and 13 higher secondary schools with 14,391 students. Bolpur Sriniketan CD Block had 1 university/ general degree college with 6,156 students, 6 technical/ professional institutions with 1,815 students and 415 institutions for special and non-formal education with 11,392 students. Bolpur municipal area had 2 university/ general degree colleges (outside the CD block). As per the 2011 census, in Bolpur Sriniketan CD Block, amongst the 156 inhabited villages, 13 villages did not have a school, 50 villages had more than 1 primary school, 52 villages had at least 1 primary and 1 middle school and 32 villages had at least 1 middle and 1 secondary school.
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In 2013–14, Jamalpur CD Block had 167 primary schools with 13,172 students, 7 middle schools with 677 students, 12 high schools with 7,406 students and 11 higher secondary schools with 10,619 students. Jamalpur CD Block had 1 general college with 1,234 students, 1 technical/ professional institute with 100 students, 548 institutions for special and non-formal education with 14,924 students. As per the 2011 census, in Jamalpur CD block, amongst the 121 inhabited villages, 3 villages did not have schools, 56 villages had two or more primary schools, 47 villages had at least 1 primary and 1 middle school and 33 villages had at least 1 middle and 1 secondary school. More than 6,000 schools (in erstwhile Bardhaman district) serve cooked midday meal to more than 900,000 students.
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A formal sector plan was not developed until five years after the creation of the MOEHE but this does not mean that planning was ignored until then. A formal five-year plan was first discussed in 1998, and it took more than a year to prepare. UNESCO International Institute for Educational Planning (IIEP) provided technical assistance in developing the plan, and the MOEHE set up two working teams; one focused on policy and another worked the details. Five-Year Education Development Plan 2000–2005 had five goals: 1) to provide access to education for all children, 2) to improve the quality of education, 3) to develop formal and non-formal education, 4) to develop management capacity in planning, administration, finance, and 5) to develop human resources across the education system.
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Education Development Strategic Plan (EDSP) 2008–2012 has four goals: 1) to increase access of school-aged children and students of all education levels and improve the ability of the education system to retain them (Access), 2) to improve the quality of teaching and learning (Quality), 3) to develop the capacity for planning and management and to improve the financial and management systems used (Management), and 4) to realize a gradual conversion of the higher education sector from a supply-oriented to a demand-oriented sector, which will gradually guarantee more compatibility between higher education outputs and labor market(s) need from qualitatively and quantitatively (Relevance). Goal 1 to 3 is for pre-school, general, non-formal, higher education, and vocational education, and Goal 4 is only for higher education and vocational education.
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Blossin is a village in the municipality of Heidesee in the district of Dahme- Spreewald in Brandenburg (Germany) - southeast of Berlin. The place of Blessin is first mentioned in the year 1448. From 1960 until 1990 in the area north of Blossin a training school centre for university water sports of the GDR was established. In the year 1992 the "Jugendbildungszentrum Blossin" (Youth Education Centre Blossin) was founded as a non-profit association to operate as an educational institution for the youth and combining education and leisure on land and on water. All year round every age group can partake in activities in the “Lernwelt (World of Learning Blossin)”, “Tagungswelt (World of Conference Blossin)” and “Erlebniswelt (World of Experience Blossin)” thus kind of non- formal education and freetime-activities.
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In 2013-14, the Baghmundi CD block had 139 primary schools with 12,774 students, 25 middle schools with 873 students, 1 high school with 854 students and 11 higher secondary schools with 11,273 students. Baghmundi CD Block had 1 general college with 862 students, 1 professional/ technical institution with 50 students and 193 institutions with 7,262 students for special and non-formal education. See also – Education in India According to the 2011 census, in Baghmundi CD block, amongst the 138 inhabited villages, 16 villages did not have a school, 40 villages had two or more primary schools, 35 villages had at least 1 primary and 1 middle school and 13 villages had at least 1 middle and 1 secondary school. Netaji Subhas Ashram Mahavidyalaya was established in 1985 at Suisa.
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In 2013-14, Kolaghat CD Block had 153 primary schools with 13,948 students, 13 middle schools with 873 students, 7 high schools with 5,206 students and 21 higher secondary schools with 31,035 students. Kolaghat CD Block had 1 general college with 102 students, 1 professional/ technical institution with 1,493 students, 387 institutions for special and non-formal education with 12,038 students. As per the 2011 census, in Kolaghat CD block, amongst the 106 inhabited villages, 3 villages did not have a school, 55 villages had two or more primary schools, 32 villages had at least 1 primary and 1 middle school and 20 villages had at least 1 middle and 1 secondary school. College of Engineering and Management, Kolaghat, was established in 1998, in the township of Kolaghat Thermal Power Station.
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In 2012-13, Kalimpong I CD block had 111 primary schools with 8,420 students, 6 middle schools with 1,519 students, 5 high schools with 3,036 students and 1 higher secondary school with 2,123 students. Kalimpong I CD block had 207 institutions for special and non-formal education with 6,859 students. Kalimpong municipal area (outside the CD block) had 2 general degree colleges with 2,373 students and 3 technical/ professional institutions with 456 students. See also – Education in India According to the 2011 census, in Kalimpong I CD block, among the 43 inhabited villages, 7 villages did not have a school, 27 villages had two or more primary schools, 19 villages had at least 1 primary and 1 middle school and 7 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Murarai II CD block had 87 primary schools with 16,271 students, 27 middle schools with 1,093 students, 8 high schools with 10,012 students and 8 higher secondary schools with 8,595 students. Murarai II CD Block had 1 technical/ professional institution with 62 students and 305 institutions for special and non-formal education with 18,259 students As per the 2011 census, in Murarai II CD Block, amongst the 66 inhabited villages, all villages had a school, 34 villages had more than 1 primary school, 28 villages had at least 1 primary and 1 middle school and 15 villages had at least 1 middle and 1 secondary school. 9 villages had senior secondary schools. There was a degree college of art science and commerce in Murarai II CD Block.
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The government relies on support programmes for the upliftment of haruwa–charuwa families in partnerships with various organisations. Starting in 2008, the International Labour Organisation in partnership with the Government of Nepal, ran programmes to increase education and deter child labour among haruwa–charuwa communities, among others. Thirty-six million dollars were allocated for the programme which included withdrawal of haruwa–charuwa children from child labour and enrollment into formal education or out-of-school Programmes (OSP), non-formal education (NFE) and pre- vocational training for older children as well as literacy training, vocational training and group-dynamics training for haruwa–charuwa adults. The programme aimed at sustainable elimination of child labour and reintegration of families under forced-labour systems as free and economically independent members of the society.
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In 2013-14, Rajganj CD block had 163 primary schools with 23,157 students, 9 middle schools with 1,499 students, 10 high schools with 12,102 students and 14 higher secondary schools with 19,456 students. Rajganj CD block had 2 general degree college with 2,545 students, 2 technical/ professional institutions with 167 students and 545 institutions for special and non-formal education with 45,733 students. See also – Education in India According to the 2011 census, in Rajganj CD block, among the 26 inhabited villages, all villages had a school, 19 villages had two or more primary schools, 10 villages had at least 1 primary and 1 middle school and 10 villages had at least 1 middle and 1 secondary school. North Bengal St. Xavier’s College, a Jesuit institution was established at Rajganj in 2007.
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In 2013-14, Kalchini CD block had 111 primary schools with 14,316 students, 11 middle schools with 2,976 students, 9 high school with 8,519 students and 13 higher secondary schools with 19,830 students. Kalchini CD block had 1 general degree college with 2,817 students, 2 technical/ professional institutions with 206 students, 868 institutions for special and non-formal education with 35,788 students. See also – Education in India According to the 2011 census, in the Kalchini CD block, among the 41 inhabited villages, 1 village did not have a school, 35 villages had two or more primary schools, 25 villages had at least 1 primary and 1 middle school and 12 villages had at least 1 middle and 1 secondary school. Nani Bhattacharya Smarak Mahavidyalaya was established in 2000 at Mangalbari, PO Jaigaon.
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In 2013-14, Alipurduar II CD block had 165 primary schools with 15,572 students, 8 middle schools with 1,229 students, 6 high school with 6,441 students and 15 higher secondary schools with 18,997 students. Alipurduar II CD block had 1 technical/ professional institution with 196 students, 458 institutions for special and non-formal education with 25,689 students. Alipurduar municipal area (located outside the CD block area) had 2 general degree colleges with 4,862 students. See also – Education in India According to the 2011 census, in the Alipurduar II CD block, among the 78 inhabited villages, 1 village did not have a school, 62 villages had two or more primary schools, 36 villages had at least 1 primary and 1 middle school and 20 villages had at least 1 middle and 1 secondary school.
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In 2013-14, the Manbazar I CD block had 197 primary schools with 14,017 students, 22 middle schools with 978 students, 3 high schools with 1,289 students and 14 higher secondary schools with 15,248 students. Manbazar I CD Block had 1 general college with 1,855 students, 1 professional/ technical institution with 94 students and 273 institutions with 8,925 students for special and non-formal education. See also – Education in India According to the 2011 census, in Manbazar I CD block, amongst the 219 inhabited villages, 48 villages did not have a school, 40 villages had two or more primary schools, 31 villages had at least 1 primary and 1 middle school and 16 villages had at least 1 middle and 1 secondary school. Manbhum Mahavidyalaya was established in 1986 at Manbazar.
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In 2013-14, the Hura CD block had 189 primary schools with 13,322 students, 27 middle schools with 1,084 students, 7 high schools with 3,452 students and 16 higher secondary schools with 15,499 students. Hura CD Block had 1 general college with 2,496 students, 2 professional/ technical institutes with 165 students and 322 institutions with 9,023 students for special and non-formal education. See also – Education in India According to the 2011 census, in Hura CD block, amongst the 111 inhabited villages, 1 village did not have a school, 72 villages had two or more primary schools, 42 villages had at least 1 primary and 1 middle school and 22 villages had at least 1 middle and 1 secondary school. Mahatma Gandhi College was established at Daldali, Lalpur in 1981.
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In 2013-14, Raipur CD block had 199 primary schools with 15,846 students, 15 middle schools with 2,229 students, 3 high schools with 1,506 students and 26 higher secondary schools with 18,346 students. Raipur CD block had 1 Engineering College With 295 students and 1 general college with 1,084 students and 465 institutions for special and non-formal education with 8,013 students. See also – Education in India According to the 2011 census, in the Raipur CD block, among the 197 inhabited villages, 25 villages did not have a school, 47 villages had two or more primary schools, 52 villages had at least 1 primary and 1 middle school and 29 villages had at least 1 middle and 1 secondary school. Raipur Government Polytechnic was established in 2016 at Siromonipur near Raipur.
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In 2013-14, Taldangra CD block had 172 primary schools with 12,132 students, 15 middle schools with 2,363 students, 10 high schools with 6,384 students and 15 higher secondary schools with 13,486 students. Taldangra CD block had 1 general college with 2,337 students, 3 professional/ technical institution with 486 students and 244 institutions for special and non-formal education with 7,237 students. See also – Education in India According to the 2011 census, in the Taldangra CD block, among the 141 inhabited villages, 16 villages did not have a school, 50 villages had two or more primary schools, 35 villages had at least 1 primary and 1 middle school and 18 villages had at least 1 middle and 1 secondary school. Panchmura Mahavidyalaya was established at Panchmura in 1965.
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In 2013-14, the Bandwan CD block had 133 primary schools with 8,505 students, 19 middle schools with 442 students, 2 high schools with 868 students and 11 higher secondary schools with 9,109 students. Bandwan CD Block had 1 general college with 500 students, 1 professional/ technical institution with 62 students and 314 institutions with 6,967 students for special and non-formal education. See also – Education in India According to the 2011 census, in Bandwan CD block, amongst the 131 inhabited villages, 5 villages did not have a school, 35 villages had two or more primary schools, 28 villages had at least 1 primary and 1 middle school and 12 villages had at least 1 middle and 1 secondary school. Bandwan Mahavidyalaya was established in 2010 at Bandwan.
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In 2012–13, Haldibari CD block had 85 primary schools with 9,553 students, 24 middle schools with 10,412 students, 2 high schools with 1,960 students and 7 higher secondary schools with 6,195 students. Haldibari CD block had 219 institutions for special and non-formal education with 12,321 students. Haldibari municipal area had 1 general degree college with 1,875 students and 1 technical/ professional institution with 55 students (outside the CD block). See also – Education in India According to the 2011 census, in the Haldibari CD block, among the 57 inhabited villages, 17 villages did not have schools, 18 villages had two or more primary schools, 10 villages had at least 1 primary and 1 middle school and 6 villages had at least 1 middle and 1 secondary school.
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In 2012-13, Tufanganj I CD block had 153 primary schools with 15,782 students, 27 middle schools with 18,005 students, 9 high schools with 9,576 students and 14 higher secondary schools with 18,266 students. Tufanganj I CD block had 524 institutions for special and non-formal education with 20,223 students. Tufanganj municipal area had 1 general degree college with 1,967 students and 3 technical/ professional institutions with 275 students (outside the CD block). See also – Education in India According to the 2011 census, in the Tufanganj I CD block, among the 72 inhabited villages, 4 villages did not have schools, 40 villages had two or more primary schools, 25 villages had at least 1 primary and 1 middle school and 16 villages had at least 1 middle and 1 secondary school.
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In 2012–13, Cooch Behar I CD block had 195 primary schools with 24,014 students, 29 middle schools with 8,972 students, 21 high schools with 19,600 students and 20 higher secondary schools with 18,990 students. Cooch Behar I CD block had 1 general degree college with 800 students, 5 technical/ professional institutions with 379 students and 624 institutions for special and non-formal education with 29,714 students. See also – Education in India According to the 2011 census, in the Cooch Behar I CD block, among the 142 inhabited villages, 13 villages did not have schools, 74 villages had two or more primary schools, 63 villages had at least 1 primary and 1 middle school and 45 villages had at least 1 middle and 1 secondary school. Dewanhat Mahavidyalaya was established in 2007 at Dewanhat.
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In 2012-13, Mathabhanga II CD block had 152 primary schools with 16,213 students, 15 middle schools with 15,011 students, 4 high schools with 3,150 students and 13 higher secondary schools with 21,235 students. Mathabhanga II CD block had 2 general degree colleges with 673 students, 1 technical/ professional institution with 122 students and 381 institutions for special and non-formal education with 23,212 students. See also – Education in India According to the 2011 census, in the Mathabhanga II CD block, among the 92 inhabited villages, 5 villages did not have schools, 51 villages had two or more primary schools, 33 villages had at least 1 primary and 1 middle school and 20 villages had at least 1 middle and 1 secondary school. Madhusudan Hore Mahavidyalaya was established in 2011 at Nishiganj.
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In 2012–13, Dinhata II CD block had 171 primary schools with 11,082 students, 13 middle schools with 4,223 students, 11 high schools with 12,302 students and 9 higher secondary schools with 15,062 students. Dinhata II CD block had 435 institutions for special and non-formal education with 10,223 students. Dinhata municipal area has 1 general degree college with 3,492 students and 3 technical/ professional institutions with 295 students (outside the block). See also – Education in India According to the 2011 census, in the Dinhata II CD block, among the 119 inhabited villages, 4 villages did not have schools, 60 villages had two or more primary schools, 38 villages had at least 1 primary and 1 middle school and 20 villages had at least 1 middle and 1 secondary school.
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Vocational education and training is carried out for degree level at the Open University, Sri Lanka and the University of Vocational Technology, as well as at diploma level at 37 technical colleges, Sri Lanka Institute of Advanced Technological Education and the Sri Lanka School of Agriculture. Apart from these, the Ministry of Education has launched a non-formal vocational education program which allows school drop-outs and adults who did not complete their school education, to earn a living, through self-employment. Most of these courses are held at community centres and they cover a wide range of fields such as dressmaking, beauty culture, hairdressing, stitching, carpentry, plumbing, painting and so on. Tertiary and Vocational Education Commission monitors the registration of private course providers in the development of the sector.
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Pre-primary education includes the optional education of children between 36–72-month who are under the age of compulsory primary education. Pre-Primary education institutions, independent nurseries are opened as nursery classes and practical classes within formal and non-formal education institutions with suitable physical capacity. Services related to Pre-Primary education are given by nurseries, kindergartens, practical classes opened first and foremost by the Ministry of National Education and by day-centers, nursery schools, day care houses, child care houses and child care institutions opened by various ministries and institutions for care or education purposes based on the provisions of ten laws, two statutes and ten regulations. In the academic year 2001–2002, 256,400 children were being educated and 14,500 teachers were employed in 10,500 Pre-Primary education institutions.
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In 2013-14, Chhatna CD block had 244 primary schools with 16,444 students, 20 middle schools with 2,105 students, 12 high schools with 7,881 students and 8 higher secondary schools with 6,840 students. Chhatna CD block had 1 general college with 696 students, 1 professional/ technical institution with 207 students and 386 institutions for special and non-formal education with 10,441 students. Chhatna CD Block had 13 mass literacy centres. See also – Education in India According to the 2011 census, in the Chhatna CD block, among the 277 inhabited villages, 44 villages did not have a school, 55 villages had two or more primary schools, 45 villages had at least 1 primary and 1 middle school and 26 villages had at least 1 middle and 1 secondary school.
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Max Scheler (1874–1928) Max Scheler (1874–1928) was an early 20th-century German Continental philosopher in the phenomenological tradition.Max Scheler, Selected Philosophical Essays. Trans. David R. Lachterman. “The Idols of Self- Knowledge,” “Ordo Amoris,” “Phenomenology and the Theory of Cognition,” “The Theory of Three Facts,” and “Idealism and Realism” (Evanston: Northwestern University Press, 1973) editor’s introduction, pp. xi-xiv. Scheler's style of phenomenology has been described by some scholars as “applied phenomenology”: an appeal to facts or “things in themselves” as always furnishing a descriptive basis for speculative philosophical concepts. One key source of just such a pattern of facts is expressed in Scheler’s descriptive mapping of human emotional life (the “Stratification of Emotional Life”) as articulated in his seminal 1913–1916 work, Formalism in Ethics and Non-Formal Ethics of Values.
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The Opportunity Fund has been created as a solution to the problems faced by single women and their children, by providing them with scholarships for education through formal as well as non-formal channels. This scholarship program is purposed at the upliftment of the children of single women who are at the risk of discrimination and violence. So far, the Opportunity Fund has successfully provided scholarships for over 1000 children, as well as to many women willing to pursue their higher studies. The Fund also helps remedy the socio-economic situation of many girl-children, by assisting them with their formal and informal education. The Fund has also supported the formation of “Sachetana” Youth Club, whose primary goal is raising public awareness regarding issues of single women in Nepal.
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In 2013-14, Chapra CD Block had 155 primary schools with 17,027 students, 19 middle schools with 3,778 students, 5 high school with 2,434 students and 21 higher secondary schools with 36,085 students. Chapra CD Block had 1 general college with 3,081 students, 2 technical/ professional institutions with 197 students and 440 institutions for special and non-formal education with 19,427 students In Chapra CD Block, amongst the 77 inhabited villages, all villages had primary schools, 54 had more than 1 primary school, 38 had at least 1 primary and 1 middle school and 18 had at least 1 middle and 1 secondary school. Chapra Bangaljhi Mahavidyalaya was established at Bangaljhi in 2001. Affiliated to the University of Kalyani, it offers honours courses in Bengali, English, Sanskrit, history, geography, political science, philosophy, education and sociology.
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In 2013-14, Mangolkote CD Block had 176 primary schools with 15,623 students, 4 middle schools with 249 students, 20 high school with 13,687 students and 10 higher secondary schools with 9,281 students. Mangolkote CD Block had 2 technical/ professional institutions with 200 students and 441 institutions for special and non-formal education with 1,798 students As per the 2011 census, in Mongalkote CD block, amongst the 130 inhabited villages, 7 villages did not have a school, 67 villages had two or more primary schools, 41 villages had at least 1 primary and 1 middle school and 37 villages had at least 1 middle and 1 secondary school. More than 6,000 schools (in erstwhile Bardhaman district) serve cooked midday meal to more than 900,000 students. Mangalkote Government College was established at Mongalkote in 2015.
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In 2013-14, Tehatta I CD Block had 132 primary schools with 10,094 students, 7 middle schools with 1,447 students, 3 high school with 2,039 students and 18 higher secondary schools with 28,524 students. Tehatta I CD Block had 1 general college with 5,302 students and 398 institutions for special and non-formal education with 13,349 students In Tehatta I CD Block, amongst the 55 inhabited villages, 2 had no school, 34 had more than 1 primary school, 22 had at least 1 primary school, 31 had at least 1 primary and 1 middle school and 18 had at least 1 middle and 1 secondary school. Dr. B.R. Ambedkar College was established at Betai in 1973. A local educationist Haran Chandra Biswas played a major role in establishing the college.
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In 2013-14, Krishnanagar I CD Block had 177 primary schools with 12,937 students, 13 middle schools with 1,678 students, 5 high school with 4,602 students and 18 higher secondary schools with 26,967 students. Krishnanagar I CD Block had 1 general college with 1,212 students, 5 technical/ professional institutions with 624 students and 604 institutions for special and non-formal education with 17,119 students In Krishnanagar CD Block, amongst the 87 inhabited villages, 4 villages did not have any school, 52 had more than 1 primary school, 35 had at least 1 primary and 1 middle school and 16 had at least 1 middle and 1 secondary school. Asannagar Madan Mohan Tarkalankar College was established at Asannagar in 2007. Affiliated to the University of Kalyani, it offers honours courses in Bengali, English, Sanskrit and history.
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In 2013-14, Khatra CD block had 118 primary schools with 8,882 students, 17 middle schools with 2,068 students, 5 high schools with 2,413 students and 11 higher secondary schools with 9,752 students. Khatra CD block had 1 general college with 3,613 students, 1 professional/ technical institution with 100 students and 246 institutions for special and non-formal education with 5,686 students. See also – Education in India According to the 2011 census, in the Khatra CD block, among the 146 inhabited villages, 30 villages did not have a school, 17 villages had two or more primary schools, 27 villages had at least 1 primary and 1 middle school and 12 villages had at least 1 middle and 1 secondary school. Khatra Adibasi Mahavidyalaya was established at Khatra in 1979.
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In 2012-13, Itahar CD Block had 174 primary schools with 25,417 students, 24 middle schools with 1,737 students, 4 high schools with 3,312 students and 28 higher secondary schools with 31,321 students. Kaliaganj CD Block had 1 general degree college with 2,799 students,1 technical /professional institutions with 100 students and 562 institutions for special and non-formal education with 36,786 students. As per the 2011 census, in Itahar CD Block, amongst the 219 inhabited villages, 30 villages did not have a school, 147 villages had 1 or more primary schools, 42 villages had at least 1 primary and 1 middle school and 18 villages had at least 1 middle and 1 secondary school. The mid-day meal programme for rural school children was launched in 2005 in Uttar Dinajpur district.
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In 2013-14, Barjora CD block had 193 primary schools with 11,957 students, 31 middle schools with 3,628 students, 11 high schools with 7,920 students and 14 higher secondary schools with 11,375 students. Barjora CD block had 2 general colleges with 2,889 students, 2 professional/ technical institution with 116 students and 290 institutions for special and non-formal education with 8,390 students. Barjora CD block had 9 mass literacy centres. See also – Education in India According to the 2011 census, in the Barjora CD block, among the 182 inhabited villages, 32 villages did not have a school, 39 villages had two or more primary schools, 48 villages had at least 1 primary and 1 middle school and 17 villages had at least 1 middle and 1 secondary school.
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In 2013-14, the Purulia I CD Block had 142 primary schools with 14,913 students, 20 middle schools with 776 students, 8 high schools with 3,010 students and 14 higher secondary schools with 16,111 students. The Purulia I CD block had 1 professional/ technical institutes with 95 students and 225 institutions with 10,461 students for special and non-formal education. Purulia city (outside the CD block) had a university, 2 general colleges and 5 professional/ technical institutions. See also – Education in India According to the 2011 census, in Purulia I CD block, amongst the 106 inhabited villages, 3 villages did not have a school, 31 villages had two or more primary schools, 32 villages had at least 1 primary and 1 middle school and 21 villages had at least 1 middle and 1 secondary school.
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In 2013-14, the Purulia II CD block had 149 primary schools with 18,147 students, 23 middle schools with 1,588 students, 7 high schools with 3,534 students and 17 higher secondary schools with 18,024 students. The Purulia II CD block had 2 professional/ technical institutions with 977 students and 225 institutions with 10,461 students for special and non-formal education. Purulia city (outside the CD block) had a university, 2 general colleges and 5 professional/ technical institutions. See also – Education in India According to the 2011 census, in Purulia II CD block, amongst the 101 inhabited villages, 2 villages did not have a school, 47 villages had two or more primary schools, 23 villages had at least 1 primary and 1 middle school and 15 villages had at least 1 middle and 1 secondary school.
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In 2013-14, Hariharpara CD Block had 123 primary schools with 12,455 students, 20 middle schools with 1,667 students, 6 high school with 5,026 students and 12 higher secondary schools with 24,330 students. Hariharpara CD Block had 1 general college with 1,399 students and 367 institutions for special and non-formal education with 18,614 students Hazi A.K. Khan College was established at Hariharpara in 2008. Affiliated with the University of Kalyani, it offers honours courses in Bengali, English, history and education. In Hariharpara CD Block, amongst the 55 inhabited villages, 2 villages do not have a school, 33 villages have more than 1 primary school, 30 villages have at least 1 primary and 1 middle school and 17 villages had at least 1 middle and 1 secondary school.
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In 2013-14, the Manbazar II CD block had 137 primary schools with 7,679 students, 21 middle schools with 926 students, 4 high schools with 969 students and 11 higher secondary schools with 8,527 students. Manbazar II CD Block had 1 professional/ technical institution with 100 students and 235 institutions with 6,137 students for special and non-formal education. See also – Education in India According to the 2011 census, in Manbazar II CD block, amongst the 124 inhabited villages, 8 villages did not have a school, 43 villages had two or more primary schools, 26 villages had at least 1 primary and 1 middle school and 14 villages had at least 1 middle and 1 secondary school. Government General Degree College, Manbazar II at Susunia, PO Kumari, was established in 2015.
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In 2013-14, Sutahata CD Block had 80 primary schools with 4,241 students, 5 middle schools with 430 students, 8 high schools with 5,406 students and 13 higher secondary schools with 15,297 students. Sutahata CD Block had 1 general college with 2,198 students, 4 technical/ professional institutes with 322 students and 221 institutions for special and non-formal education with 6,935 students. As per the 2011 census, in Suthata CD block, amongst the 78 inhabited villages, 5 villages did not have a school, 24 villages had two or more primary schools, 20 villages had at least 1 primary and 1 middle school and 14 villages had at least 1 middle and 1 secondary school. Vivekananda Mission Mahavidyalaya at PO Chaitanyapur, on the Haldia-Kukrahati Road, was established in 1968.
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The GHMC carries out the city's infrastructural work such as building and maintenance of roads and drains, town planning including construction regulation, maintenance of municipal markets and parks, solid waste management, the issuing of birth and death certificates, the issuing of trade licences, collection of property tax, and community welfare services such as mother and child healthcare, and pre-school and non-formal education. The GHMC was formed in April 2007 by merging the Municipal Corporation of Hyderabad (MCH) with 12 municipalities of the Hyderabad, Ranga Reddy and Medak districts covering a total area of . In the 2016 municipal election, the Telangana Rashtra Samithi formed the majority and the present mayor is Bonthu Ram Mohan. The Secunderabad Cantonment Board is a civic administration agency overseeing an area of , where there are several military camps.
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In 2013-14, Gangajalghati CD block had 166 primary schools with 13,461 students, 14 middle schools with 2,961 students, 11 high schools with 7,484 students and 12 higher secondary schools with 8,337 students. Gangajalghati CD block had 1 general college with 1,312 students, 1 professional/ technical institution with 63 students and 280 institutions for special and non-formal education with 8,522 students. Gangajalghati CD block had 10 mass literacy centres. See also – Education in India According to the 2011 census, in the Gangajalghati CD block, among the 156 inhabited villages, 19 villages did not have a school, 38 villages had two or more primary schools, 39 villages had at least 1 primary and 1 middle school and 23 villages had at least 1 middle and 1 secondary school.
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Lin Kobayashi (小林 りん Kobayashi Rin) Lin Kobayashi currently serves as ISAK's Chair of Board. Kobayashi's previous experience includes two years working for the United Nations Children’s Fund (UNICEF) in the Philippines, where she worked to program non-formal education projects for street children. Prior to UNICEF, Ms. Kobayashi worked at the Japan Bank for International Cooperation (JBIC). Ms. Kobayashi began her career at Morgan Stanley and holds an MA in International Education Policy Analysis from Stanford University and a BA in Development Economics from the University of Tokyo. More recently, Ms. Kobayashi was honored with the title of "Young Global Leader 2012" by the World Economic Forum, and was selected as a "Change-maker of the Year 2013" and "Nikkei Woman of the Year 2015" by Nikkei Business, one of Japan’s top business magazines.
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In 2013-14, Balurghat CD Block had 195 primary schools with 10,790 students, 1 middle school with 75 students, 14 high schools with 23,315 students and 17 higher secondary schools with 18,101 students. Balurghat CD Block had 1 general degree college with 396 students, 3 technical/ professional institutions with 285 students and 374 institutions for special and non-formal education with 11,832 students. There were 2 general degree colleges with 6,397 students and 1 technical/ professional institute with 100 students and other educational facilities at Balurghat (outside the CD Block). In Balurghat CD Block, amongst the 294 inhabited villages, 66 villages do not have a school, 35 villages have more than 1 primary school, 35 villages have at least 1 primary and 1 middle school and 31 villages have at least 1 middle and 1 secondary school.
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In 2013-14, Mayureswar I CD block had 112 primary schools with 10,625 students, 8 middle schools with 952 students, 14 high schools with 8,055 students and 8 higher secondary schools with 8,745 students. Mayureswar I CD Block had 1 general degree college with 2,432 students, 3 technical/ professional institutions with 449 students and 258 institutions for special and non-formal education with 8,065 students As per the 2011 census, in Mayursewar I CD Block, amongst the 107 inhabited villages, 6 villages did not have a school, 34 villages had more than 1 primary school, 35 villages had at least 1 primary and 1 middle school and 26 villages had at least 1 middle and 1 secondary school. 13 villages had senior secondary schools. There were 2 degree colleges for arts, science and commerce in Mayureswar I CD Block.
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In 2012-13, Kurseong CD block had 164 primary schools with 8,121 students, 3 middle schools with 721 students, 13 high schools with 5,282 students and 4 higher secondary schools with 2,263 students. Kurseong CD block had 2 technical/ professional institutions with 268 students and 306 institutions for special and non-formal education with 8,880 students. Kurseong municipal area (outside the CD block) had 1 general degree college with 2,034 students and 2 technical/ professional institutions with 598 students. See also – Education in India According to the 2011 census, in Kurseong CD block, among the 65 inhabited villages, 6 villages did not have a school, 34 villages had two or more primary schools, 24 villages had at least 1 primary and 1 middle school and 13 villages had at least 1 middle and 1 secondary school.
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In 2012–13, Darjeeling Pulbazar CD block had 195 primary schools with 11,527 students, 9 middle schools with 2,488 students, 6 high schools with 2,122 students and 2 higher secondary schools with 1,647 students. Darjeeling Pulbazar CD block had 1 general degree college with 567 students and 386 institutions for special and non-formal education with 9,451 students. Darjeeling municipal area (outside the CD block) had 3 general degree colleges with 5,564 students and 6 technical/ professional institutions with 1,095 students. See also – Education in India According to the 2011 census, in Darjeeling Pulbazar CD block, among the 43 inhabited villages, 1 village did not have a school, 29 villages had two or more primary schools, 12 villages had at least 1 primary and 1 middle school and 16 villages had at least 1 middle and 1 secondary school.
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Koofi has made it a priority to defend women's rights in Afghanistan. Some of the key women's initiatives that she has championed during her tenure as an MP include: the improvement of women's living conditions in Afghan prisons; the establishment of a commission to combat the issue of violence (especially sexual violence) against children; and the amendment of the shia personal status law. Koofi also promoted education for women and children by advocating for access to good schools and creating opportunities for non-formal education for her constituents in Badakhshan province. While serving as Deputy Speaker in 2005, Ms. Koofi raised private funding for the construction of girls schools in remote provinces.“900 Afghani girls need a building for their school.” In 2009, she was selected as a Young Global Leader by the World Economic Forum.
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EVF's single-teacher school concept and their contribution towards literacy and empowerment in the rural and tribal areas have been praised by several state governments and social organisations in India. Avinash Kaushik, American entrepreneur and author, wrote that foundations like the Smile Train, Doctors Without Borders and Ekal Vidyalaya have done "incredible work" and "they make the world a better place". Digital Learning, a magazine on education, described the non- formal education experiment by EVF in Jharkhand from 1986 to 1995–96 as "extraordinary", noting that literacy rate in Jharkhand doubled in this period, and diseases caused by unhygienic practices, witchcraft and alcoholism declined sharply. The National Rural Health Mission (NRHM), a program for health care in rural India run by the Ministry of Health and Family Welfare, approached EVF for imparting healthcare training to women.
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After a period of intensive efforts to attain PAASCU requirements, the High School Department was granted accreditation status in 1972 and permanent membership in 1975. In line with the spirit of Vatican II, and in response to the call of the Church in the Second Plenary Council of the Philippines and the needs of the country, the Assumption in the Philippines has moved towards the rural areas and the underprivileged sector, without abandoning the education of the upper/middle class. The majority of its schools, campus ministries and community development works are now among farmers, indigenous people, and the urban poor. Through formal and non-formal education, Assumption seeks to widen the gap between the aristocracy and the peasantry and works for the young nobles, the kingdom, and the power so that all may be leaven and agents of Christian social change.
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The "Emerald Jubilee Malcolm S. Adiseshiah Award" consisting of a gold medallion, a certificate and a shield, is given by the State Resource Centre, Chennai, every year to a district Collector who had made significant contribution for the rehabilitation of child labour and for imparting vocational education to improve their lot. Adiseshiah was the first president of the centre (an autonomous body under the Union Ministry of Human Resource) at its inception in 1973, and held the post for a decade. Dr. Malcolm Adiseshiah Award by the Tamil Nadu Board of Continuing Education and State Resource Centre for Non-Formal Education is given to a person in recognition of his contribution to Adult Education at a function in commemoration of the World Science Day. Dr. Malcolm Adiseshiah Award of Honour is also given by them for outstanding community service.
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In 2012–13, Dinhata I CD block had 177 primary schools with 14,528 students, 17 middle schools with 4,517 students, 8 high schools with 9,781 students and 10 higher secondary schools with 14,585 students. Dinhata I CD block had 1 technical/ professional institution with 86 students and 511 institutions for special and non-formal education with 10,591 students. Dinhata municipal area has 1 general degree college with 3,492 students and 3 technical/ professional institutions with 295 students (outside the block). See also – Education in India According to the 2011 census, in the Dinhata I CD block, among the 128 inhabited villages, 9 villages did not have schools, 62 villages had two or more primary schools, 41 villages had at least 1 primary and 1 middle school and 21 villages had at least 1 middle and 1 secondary school.
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According to the Law on Education (article 6, 1991, as last amended in April 2016), pre-school education is a part of non-formal education. According to the 7th article of the Law, "the purpose of pre-school education shall be to help a child satisfy inherent, cultural (including ethnic), social and cognitive needs." Despite the provision of pre-school education being an independent function of a municipality, the Law regulates the pre-school curriculum to be "prepared in compliance with the criteria of pre-school curricula approved by the Minister of Education, Science and Sport, [and] shall be implemented by pre-school education schools, general education schools, freelance teachers or other education providers" (article 7 part 4). The ownership of pre-school education facilities (namely, kindergartens) according to the Law could be public (state or municipality) as well as private .
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In 2013-14, Murarai I CD block had 98 primary schools with 15,122 students, 27 middle schools with 1.093 students, 8 high schools with 8,054 students and 7 higher secondary schools with 10.339 students. Murarai I CD Block had 1 general degree college with 2,912 students, 2 technical/ professional institutions with 406 students and 283 institutions for special and non-formal education with 16,929 students As per the 2011 census, in Murarai I CD Block, amongst the 76 inhabited villages, 3 villages did not have a school, 25 villages had more than 1 primary school, 37 villages had at least 1 primary and 1 middle school and 13 villages had at least 1 middle and 1 secondary school. 5 villages had senior secondary schools. There was a degree college of arts, science and commerce in Murarai I CD Block.
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In 2013-14, Burdwan I CD Block had 117 primary schools with 11,426 students, 10 middle schools with 755 students, 14 high schools with 9,008 students and 12 higher secondary schools with 11,225 students. Burdwan I CD Block had 2 technical/ professional institution with 200 students and 277 institutions for special and non-formal education with 13,420 students As per the 2011 census, in Burdwan I CD block, amongst the 75 inhabited villages, 5 villages did not have schools, 35 villages had two or more primary schools, 30 villages had at least 1 primary and 1 middle school and 23 villages had at least 1 middle and 1 secondary school. More than 6,000 schools (in erstwhile Bardhaman district) serve cooked midday meal to more than 900,000 students. College of Agriculture (Extended Campus of Bidhan Chandra Krishi Viswavidalaya) near Nari.
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Hidayatullah introduces concept of integral Islam education and implement it in management of Hidayatullah schools from kindergarten until college level. The "integral" term shows a unity of all existing element, either faith and godly and science and technology, school and society, formal and non-formal, etc. Hidayatullah education institute covers Kindergarten and Play Group, Elementary School or Madrasah Ibtidaiyah in almost all areas, Junior High School/Madrasah Tsanawiyah and Senior High School/Madrasah Aliyah at least in each region and 3 colleges in Surabaya, Balikpapan and Depok. Beside Religion College of Islam Lukman Al Hakim (STAIL) in Surabaya and Moslem Law Science College of Hidayatullah (STIS) in Balikpapan as education institute for da'i cadre, Hidayatullah is starting Management Science College in Depok that is expected can yield grads that able to manage the Hidayatullah charitable efforts including economic efforts.
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In 2013-14, Galsi II CD Block had 110 primary schools with 7,448 students, 6 middle schools with 393 students, 15 high schools with 9,544 students and 8 higher secondary schools with 6,808 students. Galsi II CD Block had 1 general college with 1,464 students, 1 technical/ professional institution with 100 students and 251 institutions for special and non-formal education with 8,485 students As per the 2011 census, in Galsi II CD block, amongst the 73 inhabited villages, 1 village did not have a school, 37 villages had two or more primary schools, 25 villages had at least 1 primary and 1 middle school and 16 villages had at least 1 middle and 1 secondary school. More than 6,000 schools (in erstwhile Bardhaman district) serve cooked midday meal to more than 900,000 students. Galsi Mahavidyalaya was established at Galsi in 2007.
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She began her career in 1981 as a literacy worker at Ankur, an NGO working for women’s literacy and empowerment in Delhi. She broadened her focus into adult education, where she began her lifelong practice of participatory learning methodology. In 1991, she co-founded Creative Learning for Change, an NGO consisting of development professionals involved in research, training and documentation of learning materials for students, teachers and facilitators in non-formal settings. Martha formally joined PRIA (Society for Participatory Research in Asia) in 1996, founded by her husband, Dr. Rajesh Tandon. As Director of PRIA’s program on Gender Mainstreaming in Institutions, she trained thousands of grassroots women leaders and professionals from different walks of life on issues related to citizen engagement in local governance, gender mainstreaming and sexual harassment. From 2005 onwards, she led PRIA’s work on distance education, founding and developing PRIA International Academy, the academic wing of the organization.
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Riyaz Punjabi has lectured in the Universities and research institutions in different parts of Asia, Europe, Africa, Canada and Australia. He has participated in more than 21 International Conferences and Seminars in U.S.A, U.K., Switzerland, the Netherlands, Canada, Australia, China, Turkey, South Africa, Croatia, Bangladesh, Kenya, Jerusalem, and New Delhi. Prof. Punjabi holds a degree of Doctorate in Laws and has taught and conducted researches in Jawaharlal Nehru University (JNU) New Delhi, Universities of Jammu and Kashmir, Jamia Millia Islamia, New Delhi and Indian Institute of Advanced Study, Shimla. He has held the positions of Professor, Centre for the Study of Social Systems, Faculty of Social Science Jawaharlal Nehru University, New Delhi; Professor and Chairman, Department of Distance Education, Dean Faculty of Non Formal Education, University of Kashmir; Director, Directorate of Correspondence Courses, Director Centre for Adult Continuing & Extension Education and Director, State Resource Centre, University of Kashmir.
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Carey performing "Fly Like a Bird" on Good Morning America Following the European promotional tour for The Emancipation of Mimi, Carey launched the stateside release of the album on Good Morning America, in the form of an interview and five-piece outdoor concert. The concert, taking place in Times Square, and featuring the largest crowd in the plaza since the 2004 New Year's Eve celebration, Carey performed the first three singles from the album, as well as "Fly Like a Bird" and "Make It Happen" (1991). Months later, following the tragic events involving Hurricane Katrina in the Gulf Coast throughout August 2005, she was featured as a head-lining performer at the Shelter from the Storm: A Concert for the Gulf Coast concert charity benefit. Carey, wearing a non-formal ensemble of a pink tank-top and blue jeans, performed "Fly Like a Bird" alongside a large church choir.
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In 2012–13, Cooch Behar II CD block had 210 primary schools with 25,009 students, 18 middle schools with 6,350 students, 11 high schools with 14,726 students and 22 higher secondary schools with 24,754 students. Cooch Behar II CD block had 1 general degree college with 386 students, 5 technical/ professional institutions with 974 students and 529 institutions for special and non-formal education with 27,892 students. See also – Education in India According to the 2011 census, in the Cooch Behar II CD block, among the 111 inhabited villages, 3 villages did not have schools, 58 villages had two or more primary schools, 48 villages had at least 1 primary and 1 middle school and 22 villages had at least 1 middle and 1 secondary school. Uttar Banga Krishi Vishwavidyalaya initially started functioning as a satellite campus of Bidhan Chandra Krishi Vishwavidyalaya and was formally established in 2001 at Pundibari.
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In 2013-14, Karimpur I CD Block had 96 primary schools with 8,467 students, 9 middle schools with 1,280 students, 2 high school with 1,342 students and 12 higher secondary schools with 18,635 students. Karimpur I CD Block had 1 general college with 4,254 students, 4 technical/ professional institutions with 400 students and 329 institutions for special and non-formal education with 9,765 students In Karimpur I CD Block, amongst the 65 inhabited villages, 5 had no school, 29 had more than 1 primary school, 33 had at least 1 primary school, 27 had at least 1 primary and 1 middle school and 13 had at least 1 middle and 1 secondary school. Karimpur Pannadevi College was established at Karimpur in 1968. The establishment of the college was possible with the zeal of Dr. Nalinaksha Sanyal, a scholar and politician, and the generous contribution of Durga Prasad Agrawal, a local businessman.
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In 2013-14, Burdwan II CD Block had 85 primary schools with 7,916 students, 11 middle schools with 950 students, 16 high schools with 7,664 students and 9 higher secondary schools with 7,496 students. Burdwan II CD Block had 1 general college with 2,033 students, 4 technical/ professional institution with 359 students and 260 institutions for special and non-formal education with 8,026 students As per the 2011 census, in Burdwan II CD block, amongst the 83 inhabited villages, 3 villages did not have schools, 30 villages had two or more primary schools, 36 villages had at least 1 primary and 1 middle school and 22 villages had at least 1 middle and 1 secondary school. More than 6,000 schools (in erstwhile Bardhaman district) serve cooked midday meal to more than 900,000 students. Dr. Bhupendra Nath Dutta Smriti Mahavidyalaya was established at Hatgobindapur in 1996.
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In 2010-11, Sandeshkhali II CD Block had 90 primary schools with 11,505 students, 1 middle school with 341 students, 15 high schools with 7,783 students and 6 higher secondary schools with 5,417 students. Sandeshkhali II CD Block had 336 institutions for special and non-formal education with 16,731 students. As per the 2011 census, in Sandeshkhali II CD Block, amongst the 24 inhabited villages, all villages had a school, 23 villages had more than 1 primary school, 18 villages had at least 1 primary and 1 middle school and 18 villages had at least 1 middle and 1 secondary school. Schools of Sandeshkhali-II Block are: Sandeshkhali Radharani High School (HS), Bhagabati Devi Balika Vidyalaya, Khulna P.C. Law Vidyalaya (HS), Sitalia High School (HS), Hatgachha K.C.A. High School (HS), Bouthakurani Uttam Chandra High School, Atapur Kenaram High School (HS), Doutpur H.L. Sikshaniketan (HS), D.D.T. Sahid Smriti Vidyapith.
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In 2013-14, Goghat II CD Block had 132 primary schools with 9,987 students, 6 middle schools with 337 students, 16 high schools with 8,321 students and 8 higher secondary schools with 8,230 students. Goghat II CD Block had 2 general colleges with 6,421 students, 1 technical/ professional institution with 37 students and 272 institutions for special and non-formal education with 9,265 students Sri Ramkrishna Sarada Vidyamahapith, a general degree college, was established at Kamarpukur in 1959. Aghorekamini Prakashchandra Mahavidyalaya, a general degree college, was established at Bengai in 1959. In Goghat II CD Block, amongst the 110 inhabited villages, 10 villages had no school, 44 villages had more than 1 primary school, 63 villages had at least 1 primary school, 37 villages had at least 1 primary and 1 middle school and 25 villages had at least 1 middle and 1 secondary school.
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She published Towards a Cultural Policy for Honduras in 1977, evaluating cultural and legal developments in the country from pre- colonial times to the 1970s and helped to draft legislation to protect cultural heritage. Among the public positions she held through her career were prosecutor in the Criminal Court, undersecretary of Education, director of the Department of Educational Planning for the Ministry of Education, and legal advisor to the Ministry of Culture, among others. She was instrumental in drafting numerous laws, including revisions to the Family Code, the law to address HIV/AIDs, the Law for the Alternative Development of Non-Formal Education, and the Law for the Institute for Children and the Family. In 1994, Alonso led the efforts to eliminate gender biases in legal terminology and in 1998, helped establish the National Institute for Women, an office which regulates and promotes the human rights of women.
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Most teachers, hired on contract, are unable to hold a conversation in the supposed language of instruction, the mother tongue of the students. The curricula developed with European funding is largely unfamiliar to government teachers. The district school superintendent also does not visit these areas regularly because of their remoteness.Pawan Dhakal, Education is the most neglected service in two of Nepal’s most neglected districts, Nepali Times, 28 April 2017 The total population aged 5 years & above in Mustang is 12,588, of whom 8,334 (66.20%) can read & write, 305 (2.42%) can only read and 3,945 (31.33%) can neither read nor write. Out of a total 8,451 literate people 275 were beginners, 3,650 primary (1-5), 1,631 lower secondary (6 -8), 721 secondary (9 -10), 836 SLC & equivalent, 509 intermediate & equivalent, graduate & equivalent 208, post graduate equivalent & above 51, Others 73, Non-formal education 471, Not stated 26.
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In line with the College's educational mission and the University's emphasis on non- formal learning as an integral part of whole-person development, CW Chu College organises three major types of service programmes: (1) student- oriented college service and activities; (2) social and community service in Hong Kong; and (3) civic engagement and service learning. In addition to engaging in the activities involved in each programme, participating students' also gain important planning, evaluation and reporting skills, with guidance from College teachers every step of the way. A CW Chu College Service Team comprising local students and non-local students has been formed since 2012–13, the Team launched a project entitled 'Understanding Socially Disadvantaged School Youths through a Social Service Endeavour' in the summer since 2013. The project aims at promoting the all-round development of students at CWC through engaging students in a social service learning project.
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Advocacy and the destruction of landmine stockpiles focus on preventing future use of mines. "Education and training" in MRE encompasses all educational and training activities that reduce the risk of injury from mines, unexploded ordnance and/or abandoned munitions by raising awareness of the threat to individuals and communities and promoting behavioural change. Education and training is a two-way process, which involves the imparting and acquiring of knowledge, changing attitudes and practices through teaching and learning. Education and training activities may be conducted in formal and non-formal environments: teacher-to -child education in schools, information shared at home from parents to children or from children to their parents, child-to-child education, peer-to-peer education in work and recreational environments, landmine safety training for humanitarian aid workers (Learn about the Landmine and ERW Safety Project) and the incorporation of landmine safety messages in occupational health and safety practices.
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In 2013-14, Ketugram I CD Block had 100 primary schools with 9,481 students, 4 middle schools with 354 students, 16 high school with 9,304 students and 9 higher secondary schools with 6,233 students. Ketugram I CD Block had 1 general college with 2,433 students, 1 technical/ professional institution with 100 students and 281 institutions for special and non-formal education with 15,724 students As per the 2011 census, in Ketugram I CD block, amongst the 62 inhabited villages, all villages had schools, 50 villages had two or more primary schools, 28 villages had at least 1 primary and 1 middle school and 24 villages had at least 1 middle and 1 secondary school. More than 6,000 schools (in erstwhile Bardhaman district) serve cooked midday meal to more than 900,000 students. Kandra Radha Kanta Kundu Mahavidyalaya, established in 2001, is affiliated to the University of Burdwan.
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In 2007, Mihai Sturzu designed a non-formal education program called "My Role Model""My Role Model" Mihai Sturzu, artist si purtator de cuvant al TSD, incearca sa schimbe mentalitatea tinerilor de azi with the purpose of redirecting the attention of the young generation towards the public figures who brought real benefits to Romania and can be considered as true role models. After a few years in which he kept trying to implement "My Role Model" at national level, he got the idea to promote his project within a political party. Thus, in 2007, he begins to actively participate at the meetings of the TSD"My Role Model TSD" Mihai Sturzu propune tinerilor proiectul “Modelul Meu” organizations and therefore becomes a sympathizer of the Social Democratic Party. In 2010, at the suggestion of the President of the Social Democratic Party, Victor Ponta,"Am intrat în politică la îndemnul lui Victor Ponta" Interviu cu Mihai Sturzu Mihai Sturzu officially begin his political life.
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An electronic sign announces public school closures due to COVID-19 in Williamsport, Pennsylvania, USA Formal education — as opposed to informal education or non-formal education — tends to refer to schools, colleges, universities and training institutions. A 1974 report by the World Bank defined formal education as the following: > Formal education: the hierarchically structured, chronologically graded > ‘education system’, running from primary school through the university and > including, in addition to general academic studies, a variety of specialised > programmes and institutions for full-time technical and professional > training. The majority of data collected on the number of students and learners impacted by COVID-19 has been calculated based on the closure of formal education systems. The UNESCO Institute for Statistics provides figures on students impacted by COVID-19 corresponding to the number of learners enrolled at pre- primary, primary, lower-secondary, and upper-secondary levels of education [ISCED levels 0 to 3], as well as at tertiary education levels [ISCED levels 5 to 8].
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In 2010-11, Habra II CD Block had 75 primary schools with 8,883 students, 8 high schools with 6,091 students and 10 higher secondary schools with 13,664 students. Habra II CD Block had 239 institutions for special and non-formal education with 10,229 students. There are 12 Secondary Schools in this community development block affiliated to West Bengal Board of Secondary Education. # Dighara Haradayal Vidyapith # Tangra Adarsha Sikshaniketan # Rajibpore A.V. High School # Rajibpore Girls High School # Bira Ballavpara High School # Bira Ballavpara Santipipasha Ballav High School # Guma Rabindra Vidyapith # Nazrul Balika Vidyalaya # Suria Moulana Abul Kalam Azad High School # Natni High School # Mena Sarojini Pahar High School # Sendanga Chaturdash Pally High School As per the 2011 census, in Habra II CD Block, amongst the 76 inhabited villages, 2 villages did not have a school, 18 villages had more than 1 primary school, 19 villages had at least 1 primary and 1 middle school and 13 villages had at least 1 middle and 1 secondary school.
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The festival is made up of several programs, of which only one carries a competition format: the Best New Film program and it awards the Extra Muros Award to the best young director of the festival. The Zoom Rights Youth Program is an experience-sharing platform merging socially engaged cinema and art, youth activism and experiential and non-formal educational opportunities. As an educational program, it functions on three levels: critical (understanding and analysing films and themes covered by different films or artworks through interactive discussions and workshops); cultural (widening youth experiences of film through interactive lectures) and creative (young people creating films themselves). Although the Zoom Rights Youth Program functions as a year-long platform of activities run by the Pravo Ljudski civic association, its festival activities, in the form of a three-day youth festival within the annual Pravo Ljudski Film Festival aimed at audience aged 14 to 25 is the most prominent activity.
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Naik was the director of National Institute of Basic Education, New Delhi and chaired the Non-formal Education Committee of the Ministry of Human Resource Development. She was a member of the Planning Commission of India and attended to the responsibilities of the General education, Social welfare and Scheduled Caste/Scheduled Tribe as the expert member of the commission for the Ninth Five Year Plan (1997–2002). She was a member of the Working Group on Adult Education (1978–83) under the Ministry of Human Resource Development and a permanent member of the CABE Committee on Decentralised Management of Education (1993) set up by the Central Advisory Board of Education She served as a member of the National Literacy Mission and was involved with the International Institute of Adult and Lifelong Education (IIALE) as a member of its International Consultative Committee. She was in close association with the Government of Maharashtra and served in various capacities as the Director of Maharashtra State Board of Secondary and Higher Secondary Education, Director of Higher Education and Director of Education.
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In addition to her work as artist and scholar, Grace is a devoted volunteer worker for Philippine cultural revitalization. She, together with friends in education, arts, and grassroots cultural work established the Tao Foundation for Culture and Arts in 1994. The Tao Foundation has published educational materials on Philippine traditional musics; organized school tours for Cultural Masters; mounted training programs for traditional performing arts, healing arts, and arts and crafts; and sponsored the schooling of selected indigenous scholars. In mid-2017, the Tao Foundation began to operate the Agusan del Sur- School of Living Traditions, a non-formal, community-based learning space where Cultural Masters transmit the knowledges and practices of indigenous languages, chants, dances, instruments-making and performance, traditional housebuilding, embroidery, grass weaving, pottery, traditional medicine, environmental regeneration, indigenous models of gender balance, inter-faith dialogue, leadership, and peace-building to the younger generations. In its over twenty years of existence, the Tao Foundation has collaborated with local, national and transnational groups (1994–present) and has received support from the National Commission for Culture and Arts (2000, 2007, 2015, 2016), the Cultural Center of the Philippines (2005), Give2Asia (2014, 2015), Sanctuary Fund (2014, 2015), Toyota Foundation (2004), UNESCO (2006), Advocates of Philippine Fair Trade (2006, 2007), and the Australia-Philippines Community Cooperation Program (2007), and the province of Agusan del Sur (2007).
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