#Universal Basic Education (UBE)

[larryhappiday]

ANNIVERSARY: Professor of Professors PAI Obanya Is 85

Today marks the eighty-fifth (85th) birthday of Professor Pius Augustine Ike (PAI) Obanya, a distinguished scholar, educator, and mentor who continues to make significant contributions to education and cultural understanding. Professor Obanya, a healthy egghead and Emeritus Professor of Education at the University of Ibadan, has committed his life to academics and service, making an indelible…

[utterlyinevitable]

I saw these really great prompts by @choiceschallenge-may2023​ and got real inspired to answer these for my non-oph/choices mc’s that currently live rent-free in my head 😶‍🌫️ infinite thanks for coming up with these! 

Penelope Featherington (Bridgerton modern au - x Colin)

Detective Emma Gunstone (The Wayhaven Chronicles - x Mason)

Detective Gwen Sousa (The Wayhaven Chronicles - x Adam) 

First Kiss

Pen: George Townsend. She was 16 and it was a dare. It didn’t last more than seven seconds and both their lips were pulled tight. 

Emma: Anthony Acaster. Prom. Too much tongue and he must’ve taken a sour altoid beforehand. 

Gwen Sousa (my tiny new detective): Bobby.

Dream School

Pen: Cambridge. She was waitlisted, but her family couldn't afford it anyway. Even if she was a legacy.

Emma: Anywhere far from Wayhaven. But when the time came she got a basic degree in the Big City and chose the academy instead of a further education.

Gwen: Big City University. She wanted to stay close to home, just in case. She was planning on getting a masters in political science part time whilst working at the station but then the supernatural world just had to consume her life... 

Dream Job

Pen: Published author, ofc. Even though she tells everyone she wants to be an editor. Hiding her biggest aspiration makes her feel like her spoken dreams are actually attainable. 

Emma: Well, it seems she's living it. Even if this isn't what she thought being a detective would be.

Gwen: Politician. She had dreams of working her way through the civil service and become mayor.

Dream Vacation

Pen: She lived it. She got to travel the med by boat (with Colin). The only thing that could have topped it would have been visiting elephants in Thailand.

Emma: A cabin in the woods and it's raining the whole time. Or a glass hotel in the arctic circle to see the northern lights.

Gwen: Any beach with soft sand.

 Last Goodbye

Pen: Leaving home had no fanfare or even much of a goodbye. Her mother wasn’t even around the fat Pen left for uni and neither were her older sisters. So she had an emotional moment with the home she’s live in the past decade. She hasn’t been back since.

Emma: Splitting with Bobby was her most satisfying goodbye.

Gwen: the death of her granddaddy will forever be on her mind. It came slow and she got time to say goodbye but even then it didn’t feel like enough.

Hardest Goodbye

Pen: Ghosting Colin. Having to pretend like all was okay between them before decidedly blocking him tore her to bits. 

Emma: Splitting with Verda after he finds out about UB/supernatural's and wants nothing to do with this situation. (He comes around because of Eric’s persistence but MONTHS later)

Gwen: Her grandaddy.

First & Last Love Before RO

Pen: she's only ever loved Colin, romantically that is. But maybe her friendship with Eloise has always been her biggest love.

Emma: .....Bobby.... she's only done love once and regrets it. Now she knows it was never actually love at all.

Gwen: Bobby. They were practically high school sweethearts.

First Job

Pen: she babysat the neighborhood terrors. her first actual job was at Waterstones.

Emma: Bagger in the wayhaven mart

Gwen: never had a job before being a policewoman

Home(s)

Pen: Went from living in Knightsbridge to Norwich (uni) to Birmingham (work) then a quick stint in Edinburgh (work / ghost duties) and then unfortunately having to move back to Knightsbridge

Emma: Rebecca's house. The only person around was her elderly neighbor after her grandma died when she was 11. She moved to the City for two years to get her associates degree, then rented the apartment she lives in now. She did seriously consider moving into the warehouse but... it's not a good idea.  

Gwen: With her grandparents. Gran passed when she was 17 and (Grand)Daddy when she was 28. They left their house to her but she couldn't live in it just yet, so she rents it out. She lived in a small apartment in the City, then with Bobby in the City, and now her current place.

An Old Friend/Love That Affects them the most

Pen: Eloise. She can handle Colin - has for years - but nothing could prepare her for facing Eloise after all this time and drama, and Pen has purposefully run away so she never would.

Emma: Bobby. She hates him. Wants to tear his face off. Would let Mason do it too if it wasn’t for all the paperwork involved.

Gwen: She really can't stand the mayor, though they're not anything but colleagues. She's made her peace with Bobby even if she tries to be civil and ignore his existence. The people of wayhaven to this day don't understand why... or maybe they're hoping for entertainment in the drama between B&G. 

Marriage? 

Pen: She’s not getting her hopes up. There’s a mix of emotions in regards to marriage and relationships and she just thinks it’s better if she doesn’t even entertain the idea.  

Emma: Absolutely not.  

Gwen: Yes. She wants it all. 

Babies?

Pen: she'd like them but doesn't think it's in the cards for her. not in this economy.

Emma: no. never.

Gwen: she wants the white picket fence dream. maybe with her connections at the agency they'll freeze her eggs for free......

An event that's stayed with them (twc pre-agency)

Pen: she could never forget new years eve when she was sixteen.

Emma: she went to a festival in a field and it was transcendent. the noise, the people, the comradery. even security was vibin'. 

Gwen: her sweet 16th. it wasn't much of a big affair but her grandparents did what they could and she will cherish the dance with both her grandparents for the rest of her life. as well as the speech. she cries thinking of it still.

Relationship with parents

Pen: Her father is a crook and a drunk and up ended all theirs lives when she was young, but as the only ‘good’ daughter Pen kept in contact with the only man she ever knew to love. Her mother is condescending and stretched thin and never pays much attention to her youngest daughter save for handing out critiques. 

Emma: Vaguely remembers her dad as he died when she was a toddler. Rebecca was never there and Emma resents her hard for it.  

Gwen: Doesn’t know her dad at all, and although she respects Rebecca and Gwen chooses to forgive and forget that she was never there growing up. Her grandparents were more her parents than Rebecca and Rook. 

Childhood memento they keep close

Pen: She has a stuffed elephant that she’s had since she was a youngin’ and lives in a box in her closet.  

Emma: The only thing from her childhood she still has is a few pieces of jewelry. 

Gwen: A box full of scrapbooks her grandparents and she made. 

Piece of meaningful jewelry 

Pen: Portia sold anything remotely of value ages ago. Pen still has the braided bracelets she and Eloise made for each other one summer in their youth. 

Emma: Has a gold necklace she wears every day, she’s had it for longer than she can remember. She likes to think it was an heirloom from Rook’s side of the family. If Rebecca ever owned up to giving it to her Emma has a feeling she’d never wear it again - and just the thought of never wearing it again feels like losing an extension of herself. So very complicated. 

Gwen: The pair of diamond earrings and her grandparents wedding rings. 

Won any awards?

Pen: No, Penelope is painfully average and prefers to fly under the radar. 

Emma: She received an award for service from the station a few months before they promoted her. 

Gwen: Always. She won scholarships and scholarly contests in school, employee of the month seven times at the station too. 

Texts, Calls, Emails or Snail Mail?

Pen: Emails. 

Emma: Texts. 

Gwen: Calls, though she appreciates the thought behind penning a letter. 

[mynewshq]

Recent school fees increment by FG, Lagos illegal – Falana

Human Rights lawyer, Femi Falana, SAN, has condemned the recent increment in school fees by the federal and Lagos state governments, describing the development as illegal. Vanguard reports that the federal government had in July 2023 increased fees for Unity Schools from N45,000 to N100,000 per term, an increase by over 120%. In a similar fashion, the Lagos State government, yesterday, announced N100,000 as the new fees for state-owned boarding schools. It was previously N35,000. Falana’s reaction, weekend, described it as a violation of the Child’s Rights Act and Lagos State Child’s Rights Law. He lamented that with the increase being above the minimum wage of N70,000, “a worker can no longer sponsor even one child either in the Unity School or any secondary school in Lagos State.” He vowed to challenge the decision in the appropriate High Courts. He wrote, “The federal government has increased fees payable in all unity schools from N45,000 to N100,000 per term. Thus, the fee payable per annum is N300,000 per student. “Similarly, the Lagos State Government has fixed fees payable in all secondary schools at N100,000 per term or N300,000 per annum by every student. “At N70,000 minimum wage, the salary of a worker per term of 4 months is N280,000. The implication is that a worker can no longer sponsor even one child either in the Unity School or any secondary school in Lagos State. “However, under the Child’s Rights Act and Lagos State Child’s Rights Law, every child is entitled to free & compulsory education from primary school to junior secondary school. To that extent, the imposition of N100,000 Fee on students in junior secondary schools in Unity Schools and secondary schools Lagos State is illegal. “In view of the clear provisions of the Child’s Rights Laws applicable in all states of the Federation and the Federal Capital Territory, the illegal imposition of prohibitive fees on junior secondary school students will be challenged in the appropriate High Courts. “Meanwhile, on July 10, 2024, the Executive Secretary of Universal Basic Education Commission (UBEC), Dr. Hamid Bobboyi revealed that over N45.7 billion matching grant to state governments for the implementation of Universal Basic Education (UBE) between 2020 and 2023 has not been accessed by many states governments.” “So I really want to encourage the company. It is really amazing that we have this type of manufacturing going on here. This is the same company that is trying to build the industrial park in Idu, and we are going to give them all the necessary support. Just yesterday, I sent out a letter to the Ministry of Finance to get some tax credit to enable them to carry out the other one-carrier way to make it a double carriage,” he stated. Read the full article

[undergraduateprojects]

Simples Tips On How To Improve The Performance Of Education Students

The 6-3-3-4 system of education, which was introduced in 1982 to replace the 6-5-4 system, according to experts, was designed to inject functionality into the Nigerian school system, by producing graduates who would be able to make use of their hands, head and the heart (the 3Hs of education).

See Samples Of Free Project Materials For Students In Nigeria

The idea was to have six years of primary education, three years of junior secondary education, and another three years of either technical education for those who were more interested in learning a trade or three years of senior secondary school for those who were more academically inclined. The last four years of the 6-3-3-4 system is for tertiary education

EDUCATION SYSTEM IN NIGERIA

Education in Nigeria is overseen by the Ministry of Education. Local authorities take responsibility for implementing policy for state-controlled public education and state schools at a regional level. The education system is divided into Kindergarten, primary education, secondary education and tertiary education.

Primary education:

Primary education, Hausa, Yoruba, and Igbo. Private schools would also offer computer science, French, and Fine Arts. Primary school students are required to take a Common Entrance Examination to qualify for admission into the Federal and State Government Secondary schools, as well as private ones. The Universal Basic Education, UBE, came as a replacement of the Universal Primary Education and an innovation to enhance the success of the first nine years of schooling The UBE involves 6 years of Primary School education and 3 years of Junior Secondary School education, culminating in 9 years of uninterrupted schooling, and transition from one class to another is automatic but determined through continuous assessment

Secondary education:

Students spend six years in Secondary School, that is 3 years of JSS (Junior Secondary School), and 3 years of SSS (Senior Secondary School). By Senior Secondary School Class 2 (SS2), students are taking the GCE O’Levels exam, which is not mandatory, but most students take it to prepare for the Senior Secondary Certificate Examination. The Senior Secondary School ends on the WASSCE. Junior Secondary School is free and compulsory. It leads to the BECE, which opens the gate to Senior Secondary School

Tertiary Education:  Growth Without Development

As at 1970 there are only six universities in Nigeria, they rose to thirteen in 1979 now we have eighty-nine. The growth shows federal has 27, States 30 and private sector 32. To establish as many qualitative universities is not just necessary but also desirable, on the other hand, unplanned creation of universities is not just undesirable but also dangerous. It seems we are revisionist in our practice to tertiary education. We do not have to follow the history of evolution of universities before we have one. It is true that oldest universities are religious establishments both in the Islamic and Christendom. Al-azhar University in Egypt evolved from mosque as Islamic centre of teaching and learning. Same with the Oxford and Cambridge Universities in England, they were meant to teach Christianity

ACADEMIC ACHIEVEMENT

Academic achievement represents performance outcomes that indicate the extent to which a person has accomplished specific goals that were the focus of activities in instructional environments, specifically in school, college, and university. School systems mostly define cognitive goals that either apply across multiple subject areas (e.g., critical thinking) or include the acquisition of knowledge and understanding in a specific intellectual domain (e.g., numeracy, literacy, science, history). Therefore, academic achievement should be considered to be a multifaceted construct that comprises different domains of learning. Because the field of academic achievement is very wide­ranging and covers a broad variety of educational outcomes, the definition of academic achievement depends on the indicators used to measure it. Among the many criteria that indicate academic achievement, there are very general indicators such as procedural and declarative knowledge acquired in an educational system, more curricular ­based criteria such as grades or performance on an educational achievement test, and cumulative indicators of academic achievement such as educational degrees and certificates. All criteria have in common that they represent intellectual endeavors and thus, more or less, mirror the intellectual capacity of a person. In developed societies, academic achievement plays an important role in every person’s life. Academic achievement as measured by the GPA (grade point average) or by standardized assessments designed for selection purpose such as the SAT (Scholastic Assessment Test) determines whether a student will have the opportunity to continue his or her education (e.g., to attend a university). Therefore, academic achievement defines whether one can take part in higher education, and based on the educational degrees one attains, influences one’s vocational career after education. Besides the relevance for an individual, academic achievement is of utmost importance for the wealth of a nation and its prosperity. The strong association between a society’s level of academic achievement and positive socioeconomic development is one reason for conducting international studies on academic achievement, such as PISA (Programme for International Student Assessment), administered by the OECD (Organisation for Economic Co­operation and Development). The results of these studies provide information about different indicators of a nation’s academic achievement; such information is used to analyze the strengths and weaknesses of a nation’s educational system and to guide educational policy decisions. Given the individual and societal importance of academic achievement, it is not surprising that academic achievement is the research focus of many scientists; for example, in psychology or educational disciplines. This article focuses on the explanation, determination, enhancement, and assessment of academic achievement as investigated by educational psychologists.

HOW TO IMPROVE THE PERFORMANCE OF EDUCATION STUDENTS:

THE USE OF INSTRUCTIONAL MATERIALS: The study revealed that students taught with instructional materials performed significantly better than those taught without instructional materials and also that the use of instructional materials generally improved students' understanding of concepts and led to high academic achievements.

TEACHING METHOD: The primary purpose of teaching at any level of education is to bring a fundamental change in the learner. To facilitate the process of knowledge transmission, teachers should apply appropriate teaching methods that best suit specific objectives and level exit outcomes. In the traditional epoch, many teaching practitioners widely applied teacher-centered methods to impart knowledge to learners comparative to student-centered methods. Until today, questions about the effectiveness of teaching methods on student learning have consistently raised considerable interest in the thematic field of educational research. Moreover, research on teaching and learning constantly endeavour to examine the extent to which different teaching methods enhance growth in student learning. Quite remarkably, regular poor academic performance by the majority students is fundamentally linked to application of ineffective teaching methods by teachers to impact knowledge to learners. Substantial research on the effectiveness of teaching methods indicates that the quality of teaching is often reflected by the achievements of learners.

TEST AND ASSESSMENT: There are two types of assessment for improving the learning process; initial assessment and formative assessment. The purpose of initial assessment is to identify the previous experiences, knowledge, and skills of students before the beginning of the educational program to judge its validity. On the contrary, formative assessment is associated with the educational process from the beginning and on a continuous basis. Several studies have examined the on-screen display of the test and its impact on the performance of the applicants. The elements of display, screen size, font size, and image resolution are directly related to performance in electronic tests. One of the most important factors that may cause differences between paper and electronic tests is the interactive and size of display. The material displayed on the computer screen may not exceed 1/3 of overall material that can be displayed on the paper, and reading from the screen may be directly more stressful for students than the traditional reading. Test in this study considers the methods of assessment in the Arabic language curriculum for the third-middle grade.

[panafricreportersng]

IMSUBEB Shortlisted Candidates 2022/2023 is Out | PDF Final List

IMSUBEB Shortlisted Candidates 2022/2023 is Out | PDF Final List

IMSUBEB Shortlisted Candidates 2022/2023 is Out: The Imo State Universal Basic Education Board has released a list of shortlisted candidates for teacher jobs in the Imo state government. Shortlisted candidates should report to various centers designated by their educational institutions for the screening process. Have you submitted your application for the Imo State UBE hiring? This post is for…

[watermeloneconomics]

Universal Basic Services in New Zealand

As per the UCL Institute for Global Prosperity, Universal Basic Services (UBS) "[is] proposed as a policy for tackling poverty, reducing inequalities and improving wellbeing for all."

The idea is to provide to every member of society a set of adequate essential services that facilitate a suitable standard of living for the individual and their family, as well as enhancing the overall wellbeing of society by reducing the social ills that come from inequality and poverty. 

UBS is often framed as an alternative to or complement of Universal Basic Income, as it follows that same principle of universality. Everyone whether they are unemployed or a multimillionaire gets to benefit from UBS. I think UBS is perhaps an easier sell than UBI as the services included in UBS are inarguably essential to a basic but modern standard of living and since it provides services rather than money, it removes the unfounded but prevalent criticism that UBI will encourage laziness. 

An important note for implementing UBS is that all the providers of services should be publicly owned. The government and public would want to make sure that in providing these services, we are not lining the pockets of wealthy shareholders. Public ownership also allows the state to direct efforts to ensure universal coverage. In some cases (education and health) public ownership and universal access is already largely a given, however in other areas (utilities and communications) nationalisations and infrastructure expansions would be necessary. This presents an upfront cost in implementing UBS, but not one I’ll be calculating right now. 

Instead, I’ll be looking at the operating cost of a fairly comprehensive UBS package. What services to include would be one of the important discussions to have prior to implementing UBS. Some proposals such as that of the Institute of Global Prosperity include shelter and food, but don’t account for expanded health and education provision. 

In my proposal I’m including:

Utilities: Basic monthly allowance for water, electricity and heating based upon number of regular household occupants

Healthcare: Cradle-to-grave healthcare, including: mental health, dental, aged care and allied health

Education: Comprehensive education: early childhood, primary, secondary, post-secondary, retraining and adult learning

Childcare: Professional childcare for zero to three year olds, as well as before & after school care

Communications: Unlimited high-speed broadband to every household, including home phone line rental with unlimited domestic calls

Public transport: zero restrictions use nationwide

This is not to say that food and shelter shouldn’t be provided for – they should be, they’re just each more complex and deserve a whole article of their own. 

Utilities

Utilities, especially electricity & heating, are a significant source of inequality in New Zealand, especially with the poor, damp and cold state of our housing stock. Providing a basic monthly allowance for utilities usage would provide big savings to lower-income households, and provide for healthier living environments. It would hopefully also help UBS get buy-in from middle and higher income households, as electricity costs are a pressure point across the country. As New Zealand gets the vast majority of its electricity from renewable sources, I’m proposing an allowance equal to the average household use of 7,000 kWh.

Considering the vitality of water to life’s continuance, it seems natural to include it in this package as well. However, unlike electricity, there are supply issues with water – especially in drier months. While for the purposes of this proposal I’ve set the allowance at mean New Zealand usage per person (82,855 litres per year) , it is likely that a lower threshold would be desirable to prevent unsustainably high water use.

Healthcare

New Zealand already has a public cradle-to-grave healthcare system, however there remain cost barriers at several points (GPs, dental, mental health). I’m proposing zero out of pocket costs for end users and a general funding boost. Currently public healthcare spending from Vote Health and the ACC is about $3,788 per person. Under UBS we’d eliminate the further $915 spent per person each year out of pocket or through private insurance. A further 7% boost in funding would bring us to $5,032 per person. 

Education

Much like healthcare, there is an existing public education network, but with various holes. Childcare is not fully funded nor universal, adult education opportunities like night school are limited, and the majority of post-secondary education incurs substantial fees. For UBS to be most effective, these holes must be plugged. NZ currently spends about 5.2% of GDP publicly funding education, however a further 1.8% is spent privately by households. UBS would take on this cost, allowing for a completely free education system, including tertiary student living costs and universal childcare. This brings total expenditure to 7%, comparable to but still slightly below Scandinavian countries. 

Communications

Communications have become a vital part of 21st century living, with the internet being necessary to participate fully in society. The universal provision of broadband will reduce inequalities and improve access to social, economic, educational and health resources for all. To calculate the cost of this, I have taken the wholesale cost of using Chorus’ standard high-speed fibre infrastructure for each household.

Public Transport

Finally, public transport. The previous National government hobbled the development of public transport by setting an arbitrary fare-box recovery ratio of 50%. Removing this requirement by eliminating fares and fully funding public transport is not only the equitable solution but also an environmentally sound one. However, fares are not the primary deterrent of public transport use – rather it is frequency and reliability of service that are preeminent. So, an overall funding boost (25%) to public transport is also required to truly make public transport a feasible alternative for the majority of Kiwis.

Total Cost

As shown in the table below, UBS would have a total cost of $57.7b per year, however once existing funding is taken into account the increase is only $20.7b. Implementing UBS would be equivalent to 6.7% of GDP. With existing government spending being the equivalent of 37% of GDP, an increase of 6.7 percentage points would bring government spending to almost 43.7% of GDP. This is comparable to Germany or the Netherlands and still much lower than Scandinavian countries (49-56%) or the likes of France (57%). It is slightly higher than the UK or Iceland (42%). 

Paying for $20.7b in additional spending each year would require significant new revenue raising measures. This could be done by cracking down on corporate tax avoidance, implementing a wealth tax and creating a more progressive income tax system. I’ll probably explore more of these in another article. 

There are significant advantages to UBS in creating a more equitable society and one with a greater general wellbeing, but it does come at a cost, and it will be a challenge to politicians to see if they can win the public over on committing to that cost.

[esoanem]

UBI is a start, but not the end

Universal Basic Services would be even better

Anything someone needs to survive and to participate in society should be available to them free at the point of use, without unnecessary hoops to jump through

Water, food, housing, clothing, electricity, healthcare (including dental, mental health, transition, etc), transport, education, childcare, toiletries (including menstrual products), and probably a whole lot I'm not thinking of should be covered

If someone surviving on UBI spends their cheque and then runs out of food or whatever, they're still shit out of luck. Under a UBS model, that same person doesn't have to worry about managing their UBI because they know they will always be able to get the food they need

UBS also undercuts prices (by providing basic necessities for free), whereas UBI supports them to an extent

Fundamentally, one of the gravest injustices of modern society is that it not only allows, but encourages, people to profit from holding these basic needs hostage. UBI is a bandaid, but UBS would remove the underlying issue by preventing such profiteering

UBI needs to happen. via antiwork

[nationwidenews]

UBEC develops framework for 189,071 children to access quality education

UBEC develops framework for 189,071 children to access quality education

The Universal Basic Education Commission (UBEC) has developed a framework to accommodate 189,071 children with special needs to access education in the country. This is contained in the Commission’s 2018 UBE National Personnel Audit report, where it stated tha there were 100,863 males and 88,208 females totaling 189,071 learners with different categories of disabilities. Speaking during the…

[aspirenow33]

Online CFA Coaching | What is Chartered Financial Analyst course ?

The chartered financial analyst online course program is globally recognized and offered by the CFA Institute, USA. CFA program is considered the most reputed degree in the field of finance. If investment management is your area of preference, pursuing a chartered financial analyst course will help you effectively. 

CFA curriculum has 10 subjects that are taught across the three levels. The three levels are CFA level 1, CFA level 2, and CFA level 3. In these three levels, it's not just your skill or learning level that will be tested but your patience and consistency will also be tested. 

Once you successfully become a CFA charter after clearing all three levels, you are welcomed with exciting opportunities and attractive salary packages. 

Why study the Chartered Financial Analyst course?

Chartered Financial Analyst course is in huge demand. This certification course has global recognition. The CFA Institute is considered the golden standard of professional credentials for investment professionals. 

This program allows candidates to gain the knowledge required in the financial sector.  

There's a scope for career advancement. CFA charters are often hired for top-level positions such as JP Morgan Chase, UBS, RBC, Bank of America ML, HSBC, Wells Fargo, Morgan Stanley, and others.

After the completion of the course, the charter holders can use their Chartered Financial Analyst certificate to start their own consulting firm.

Chartered Financial Analyst course details

CFA eligibility criteria 

A bachelor's degree or equivalent from any university

For CFA level 2, the candidate should have an undergraduate degree

4000 hours of professional work experience( internship is also counted in work experience)

Should have an international passport

The candidate needs to submit a professional conduct statement form

The most essential requirement for the Chartered Financial Analyst course is that the applicants should be fluent in English as the CFA exam is conducted in the English language only. 

 Note:- The CFA coaching Institute in Delhi can ask for proof of education and work experience that need to be submitted during the registration process. 

CFA course fees

The CFA course doesn't have an entrance exam, the candidate just has to make a registration by paying fees to the CFA Institute.

Early registration- $900

Standard registration - $1200 

The course fees ranges from INR 1,90,000- 5,86,000

Career after Charter Financial Analyst course

To become a successful CFA charter, you need to pass all the three levels

 The candidates can find jobs in Banks, Audit firms, Legal houses, and Investment in companies like JP Morgan, PwC, HSBC, and Ernst and Young.

Candidates can also work as a Chartered Financial Analyst, Investment Manager, or Portfolio Manager. 

The average salary of a CFA charter holder can range from INR 3,50,000- 20,00,000.

CFA curriculum

The CFA course has three levels- CFA level 1, CFA level 2, and CFA level 3. CFA level 1 curriculum focuses on the basic concepts of finance and Investment. The curriculum is designed in such a way that candidates gain deep knowledge in investment decision-making, financial accounting, derivatives, stock market, etc.

CFA Subjects

CFA level 1 weightage (%)

CFA level 2 weightage

CFA level 3 weightage

Ethical and Professional standards

15-20

10-15

10-15

Quantitative Methods

8-12

5-10

-

Economics

8-12

5-10

5-10

Financial Statement Analysis

13-17

10-15

-

Corporate Issuers

8-12

5-10

-

Equity Investment

10-12

10-15

10-15

Fixed Income

10-12

10-15

15-20

Derivatives

5-8

5-10

5-10

Alternative Investments

5-8

5-10

5-10

Portfolio Management

5-8

10-15

35-40

CFA exam pattern 

CFA Level 1 Exam 

CFA level 1 includes two exams of 3 hours each which are held on the same day with a 2-hour break.

There are a total of 240 MCQs 

No Negative marking

CFA level 2 exam 

There are two 3hours sessions that consist of 21 case studies with 10-11 item set questions in each session

There are a total of 120 questions which are further divided into:-

                 18 case studies * 6 questions

                   3 case studies * 4 questions

These case studies are one to two pages long

CFA level 3 exam 

CFA level 3 also has a two 3 hours session. The first session consists of 8-12 essay questions and the other session contains 11 case studies

Essay questions are divided into two parts

Students who have completed their graduation or appearing in the final semester are eligible for the Chartered Financial Analyst course. Check out our online CFA coaching classes for CFA level 1 at aspirenowglobal.in

[selectmytutor]

20 reasons why the US educational system is failing

It is often asked that whether the US education system is good or not as per the current situation or is it up-to-date or not and if not then what are the reasons for the US education being a failure in current scenario. As per Theile  (2017)the United States education system which has been created for the students from Kindergarten to High School is the best educational system in the world. But as it is said that no system can be perfect for a long time, there are requirements of continuous change and improvement for being best at all times. And as per Love  (2019) no system is perfect, and moreover the United States education system has certainly no exception in them to that rule that it is vastly superior to any other education system in the world. Kerckhoff  (2018) stated that the current US education system is like 9-3-4 and called as Universal Basic Education (UBE) that implies that each and every child must spend the first 9-years of their basic and compulsory education up to their Junior Secondary School (JSS-3) level, after that another 3 years in the senior secondary school, and finally their last 4-years in the tertiary institutions. Students around the age of 6 of U.S. begin their primary schooling which is very commonly called “elementary school” (Tichá et al. 2018). They after that attend five or six years and then go onto secondary school. After c graduating from high school i.e. the 12th grade, students may go on to college or university, known as “higher education”.

Today it seems apparent that the now established US education system is unable or incapable to meet all the demands of our hyper-connected society, a society which is in a continuous state of evolution and improvement. Regarding this evolution and improvement, there arise certain issue due to which the US educational system is failing.

1.Schools are closing left and right. It’s been a tough for public schools to keep the schools open in the past two years due to the sudden arise of the Covid-19 pandemic. Several people have found themselves being on the chopping block. Parents, learners, and even communities are generally feeling targeted, even if school board members cite unbiased numbers (Owusu-Fordjour et al. 2020). So there is no clean way to declare the US education system as a winner in these types of cases.

2. Parents are not enough involved.  The time students spend in the classrooms is not enough for educators to instruct each and every learner and to teach them what they need to know. There must be interaction outside school hours also like at homes or around their surroundings. Learners are often at a socio-economic disadvantage and struggling in schools, particularly if their parents are lacking higher level of education (Hamilton et al. 2018). But students from middle and upper-class families are also not off the hook. The demands of proper careers and its dependence on schools are putting the high-income kids at risk too which comes due to lack of parental involvement in their education.

3. The schools are overcrowded. The smaller the class is, the better the learner experience comes. A research regarding this matter studied by the National Centre for Education Statistics found that around 14 percent of the US schools are exceeding their normal capacity (Matshipi et al. 2017). When the children need more attention and focus to succeed, the overcrowded classrooms are making it even more tough to learn and tougher for educators to be efficient and effective.

4. There is a scarcity of diversity in gifted education. The “talented and gifted” label is one levied level upon the most advanced educators & learners. Starting from the early elementary grades to TAG programs which separate learner peers from individualized learning initiatives, the ideology of sound practice is often becomes a monotone, looking unattractive at modern US public schools (Mun et al. 2020). These schools need to find innovative ways to recognise different kinds of expressions in learning talent and must look beyond the typical “gifted” learning model.

5. Tech always comes with its downsides. The education presently has become synonymous with entertainment nowadays. And the parents are also quick to introduce the children to the educational games as soon as the kids start having fine motor skills to be able to operate a touch screen device with the best intentions. Kalolo  (2019) mentioned that the way that children are learning academics before and during their K-12 careers makes it even more difficult for the educators to keep up the level in the classroom setting, mainly when each learner’s knowledge base and technological is highly savvy &varies.

6. School spending is anemic even in this booming economy. A recent report from the Centre on Budget and Policy Priorities found that around 34 states are contributing less funding from others on a one-learner basis than they did that before the recession years. Baker  (2021) stated that this is because the states are responsible for a 44 percent of total education funding in the US, these dismal numbers mean a continued crackdown on the school budgets hitting the face of the improving economy.

7. 80 per cent of the learners are graduating high school yet less than half of these learners are not ready for what’s next. Sugarman (2019) stated that the recent US Education Department report says that the high school graduation rate is at all-time high with an 80 percent rate. Here, four out of five learners are successful in studies completion and graduate within four years still they are overshadowed by the graduation rate in US.

8. There is a lack of innovation in teacher education. Another reason that stands out is if the learners are changing, the educators must change too. Specifically it is time now to modify educator education to reflect the demands US education system. Education system in US needs educators with better training to meet the needs of specific learner population, understand the necessary role of distance learning, and are also willing to speak up to facilitate the classroom changes (SpringerLink, 2017). 

9. In this digital age, everybody needs to rethink what literacy means. Historically, literacy can be referred to the printed content, but it became complex as people moved to digital age. In order to be prepared for this generational shift, all educators need to begin adopting a curriculum that will teach digital literacy (Fischer et al. 2020).

10. There is a national college-gender gap and no one is focusing on it. Most of the people have heard or read about the push that is needed to encourage the girls in the STEM areas. The idea is to start by demonstrating the young women that these topics are very much appropriate for them as compared with the male peers, so that more young women can find careers in these historically male-dominated fields (Ding et al. 2021).

11. Some learners are lost in the school-to-prison pipeline. Studies said that more than half of the black young men who attend the urban high schools don’t even earn a diploma. Due to these dropouts, nearly around 60 percent of them will go to prison at some point of their life. Wittig  (2017) opined that there is no connection in between these two statistics & the ones who are associated with young Latino men.

12. People do a poor job of educating boys about colour. Black and Latino boys have always been mistaught and misunderstood in US schools. Souto-Manning  (2019) opined that their behaviour, attitude and social skills are that’s why misconstrued as called deficiencies. Until this issue is remedied, boys of colour will continue to fall through the cracks.

13. Anti-intellectualism and academic disengagement are still running rampant. In today’s digital age, learners are mostly accustomed to instant gratification. District schools lower the academic standards to keep learners on an equal footing including all students, but this result in an academic disengagement. Fitzpatrick  (2021) opined that the modern education must be undermined by the growing anti-intellectualism in schools and institutes.

14. The current way of assessing learners is not working. The current education assessment system does not accurately work and measure the exact progress of all the individual learners. So it should be moved for searching for such assessment options that can implement tech, gather information and account the differences among learners who will take all these tests (Reynolds et al. 2021).

15. Continue to retain and socially promote learners. The US education system always retains the learners at an astronomical rate. The social promotion also poses like a problem, where a learners struggle to meet academic standards without any intervention. So it must move be from a graded classroom approach to a multi-age approach to provide and alleviate social promotion and retention. Schunk and DiBenedetto(2020) revealed that the latest multi-age classrooms let all the learners learn at an individualised pace along with working in their own time to reach their full potential.

16. Enough is not done to create digital equity. In this information age, the technology became an essential part of the world along with academics. Ragnedda (2020) mentioned that the learners from wealthier backgrounds have a greater access to the internet and technology than their impoverished counterparts.

17. Educator-learner preparation programs don’t teach neuroscience. Most of the educator-learner preparation programs put their focus exclusively on the education perspective only rather than providing it a more holistic view. Genuinely great educators are those who understand neuroscience and its necessity to grasp along with how the brain and nervous system work successfully (Harms et al. 2019). It will ultimately fortify all educators to get better understanding of how the brain learns information and how strongly these neural pathways are formed.

18. There is need of more year-round schools. Many of the schools in US maintain an antiquated system of granting learners the summer vacation off, even though when the economic rationale for such schedules, no longer exists (Graves et al. 2018). The educators and policymakers alike will have to agree on this to switch up the status of quo to make accommodation of this drastic shift in their scheduling.

19. Girls are not getting involved with STEM. Despite all the modern beliefs that girls will run & rule the present world, there are still many academic fields where specifically the females are kept missing. The booming STEM industry is fully male-dominated with a few opportunities for girls to join (Kant et al. 2018). This problem is not due to lack of interest but it is a lack of encouragement for the girls to enter in these fields. New ways must be found to promote STEM subjects only to girls and help them foster a love for the mechanical and chemical subjects.

20. There is no consistently in producing high-quality educators. A kid’s education starting from the initial things is highly dependent on the instruction that they receive. This reality is straightforward that not all educators entering the classroom have enough training and experience to foster the learners’ learning experiences. So a strong tutors is an invaluable tool to the education system, but there is yet to discover what it takes to produce good educators with any degree of consistency (Martins et al. 2019).

[projectslibnigeria]

Factors affecting the implementation of universal basic education in some selected primary schools

Factors affecting the implementation of universal basic education in some selected primary schools

Abstract This research work is on Factors affecting the implementation of universal basic education in some selected primary schools. This study focuses on the challenges affecting the implementation of Universal Basic Education (UBE) in Nigeria using Uhunmwonde Local Government Area of Edo State as a case study. This study identifies the major challenges that stand as a bottleneck towards the…

[ifesapo]

Winner emerges in Nestlé Nutrition Quiz competition

UBE Primary School Pasali has emerged winner of Nestlé Nutrition Quiz competition organized in collaboration with the Universal Basic Education Board (UBEB) , the Nutrition Society of Nigeria for “Nestlé for Healthier Kids” beneficiary schools in the Federal Capital Territory (FCT). Science PrimarySchool Abaji came in second while Gado Nasko Science Primary School clinched the third position. Ten…

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UBEC Recruitment Form 2021 - Submit Your Application

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[naijasurf]

Bandits storm primary school in Kaduna, kidnap teachers, pupils

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Pupils and teachers of Universal Basic Education, UBE Primary School in Rama, a village in Birnin Gwari Local Government Area of Kaduna State, have been abducted by bandits. Daily Trust reports that the incident happened while the pupils were entering the school around 9 am on Monday. This newspaper had reported a similar incident on Friday when 39 students from the Federal College of Forestry…

[toriexpress]

Benue: 7 female students were sent home as they were possessed by "familial spirit"

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The authority of Universal Basic Education (UBE), Junior Secondary School, Nyiman layout, in Makurdi, Benue State has sent home all female students after a ‘familial spirit’ possessed seven of the girls.  The headteacher of the school, Catherine Ahom, who disclosed this on Monday, said the familial spirit called “iyor genen” by the Tiv people attacked four students last Friday and three others…

[essencepoints]

Female students sent home as "familial spirit" possesses seven in Benue secondary school

Female students sent home as “familial spirit” possesses seven in Benue secondary school

The authority of Universal Basic Education (UBE), Junior Secondary School, Nyiman layout, in Makurdi, Benue State has sent home all female students after a ‘familial spirit’ possessed seven of the girls.  The headteacher of the school, Catherine Ahom, who disclosed this on Monday, said the familial spirit called “iyor genen” by the Tiv people attacked four students last Friday and three others on…