A Mother

Different HATS a woman wears dependent on their situations

A mother,
a leader,
a wife,
a cook,
a nurse,
a lover,
a friend,
a sister,
an housekeeper,
a teacher,
an Influencer,
an Administrator
......
AM PROUD TO BE A WOMAN

add yours that doesn't belong here as a comment..

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Curriculum vitae (CV) of a Mother

Work Experience
-driver
-psychologist
-teacher
-nurse
-baby sitter ....,
-drycleaner.....,
-cook......
-musician.....
-housemaid......
-hairdresser.....,
-pediatrician......
-other unspecified activities to be decided on the spot.....

Working hours:
-24/7 , 365 days

SALARY
-Her children's smile!!

Cool facts 11

Do2/cool-facts-5.htmleat more than women

No paper can be folded in half more than 7 times

It costs about 3 cents to make a $1 bill

Chemical name for caffeine is 1,3,7-trimethylzantihine

2,700 people die (daily) of heart disease

South Koreans will be extinct by 2750 if their current birthrate continues

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Mosquitoes have killed more humans than all the wars in history

Creative people tend to be more arrogant

Hearing is the fastest human sense

Just telling people to ‘be creative’ increases their creativity

Women are more likely than men to suffer from obsessional love

When men & women look at art, men see the big picture, while women focus on the details

Batman fought ebola in the 90's & Robin almost died

The right testicle of most men is larger and sits above the left

Madonna is related to Lady Gaga

Every year, one in five suicides is related to unemployment

If you cough while you are injected with a needle, you will feel less pain

NASA is developing technology to convert unsaid words to text

By the time you turn 70, your heart will have beat some 2.5 billion times
..70 times a minute

Pole dancing started in 1135 AD & was mostly by men

Iggy Azalea would go to strip clubs at age 13

"Fifty Shades of Grey" is the fastest selling adult novel of all time

Women are better than men when it comes to dealing with more than one problem at a time

A chameleon's tongue is twice it's body's length

The Catholic Church only declared in 1992 that the earth goes round the sun

Dreamt is the only word that ends in mt

If u take any no. between 1 & 9 & multiply them by 9 the sum of the two no.s will always be 9
(Example: 7X9= 63; 6+3 = 9)

What's called a French kiss in England & America is known as English kiss in France

Cool Facts

The new President of Afghanistan offered the Taliban governing positions
..They turned him down

China's railway lines could circle the earth twice

When a secretary at Apple was late because of car trouble, Steve Jobs gave her a Jaguar & said, "Don't be late anymore"

Thailand's Capital city is called Rung Thep & has been for 130 yrs. Foreigners persist on calling it Bangkok

People in most successful marriages spend 5 more hours a week being together & talking

In the 1950s, USA considered dropping an atomic bomb on the Moon to show military superiority over the Soviets

Oscar Verhaeghe of Belgium once calculated the square of 888, 888, 888, 888, 888 in 40 seconds, without pencil & paper

The ans is 790, 123, 426, 790, 121, 876, 543, 209, 876, 544

When you add up the # of letters in the names of the playing cards; ace (3), two (3), three (5), four (4), five (4), six (3), seven (5), eight (5), nine (4), ten (3), jack (4), queen (5), king (4)
..the total comes to 52, the precise # of cards in a deck

India, leading film making country

The human eye blinks averagly 4.2 million times a year

Qn:
There are 8 pple on the winning team & each person shakes hands with each other person once. How many handshakes take place?

Qn:
Chinese philosopher Confucius said:
"I hear and I forget. I see and I remember. I ... and I ..."

Qn:
What is the legal term for a voluntary written statement made under oath?

Qn:
During World War I, the allies, Britain, France, the USA primarily fought against Germany & which 2 major forces?

Qn:
What tragic event of April 14, 1912 inspires people to read, write, even make movies about it?

For more facts check here

Cool Facts 8

Do you know that:

There is a lake in Australia with naturally pink water

If u recall & use people's names in conversations, they'll like u more

Most charitable countries in the world
..Myanmar & USA

3% of children are products of cheating

1/3 of young men would commit rape if they knew no one would find out

"Dishabiliophobia"
..the fear of undressing in front of someone

Thinking positively is actually harmful for some people & can lead to depression & anxiety

35% of billionaires never finished college

A lower IQ is associated with greater and riskier drinking among young adult men

11% of Americans think that HTML is a type of STD

If you mouth the word "colorful" to someone, it looks like you are saying
"I love you"

10 stadiums hosted the FIFA world Cup in South Africa
.."Soccer City" had 94,700 seats

There is said to be ~ 400 million dogs in the world

A canary bird that can't sing will never find a mate

27% of people look at every poop they take

More water is used to manufacture a car than to fill a swimming pool

We all got a unique tongue print as well as fingerprints

On average, women have always lived longer

Peladophobia, the fear of bald people

There are 336 dimples on a golf ball

Eiffel Tower is 984 feet high

Qn:
Former USA President Johnson, his wife & 2 daughters all had the initials LBJ, which abbreviated what?
Qn:
Which club has never won the Champions League?
*Aston Villa
*Nottinghan Forest
*Liverpool
*Arsenal

Qn:
What is the three-word motto of the Olympic Games?

Qn:
Which team hasn't been crowned FIFA World Cup champion?
England
Uruguay
France
Netherlands

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Teaching Children with Autism 2

Continued from here

Step 6: Manage Behavioral Challenges

For students with autism, problem behaviors may be triggered for a variety of reasons. Such behaviors may include temper tantrums, running about the room, loud vocalizations, self-injurious activities, or other disruptive or distracting behaviors.

Because children with autism
often have difficulties communicating in socially acceptable ways, they may act out when they are confused or fearful about something.

Your first challenge is to decipher the cause, or function, of a particular behavior. Look for patterns in these behaviors such as when they do, or do not, consistently occur. Communicating with families and other team members, and observing the behavior in the context in which it occurs, will be an essential part of learning the function of a specific behavior.

It’s important to use consistent, positive behavioral reinforcement techniques to promote pro-social behaviors for children with autism. This process involves
providing reasonable alternatives to undesirable behaviors.

Teachers may choose to ignore other negative behaviors or give predetermined consequences. The key is to be consistent with how you react to the behaviors over time, and to use as many positive strategies as possible to promote more desirable behaviors.

As you follow these steps and learn more about children with autism, you will become a mentor to other educators when they face similar challenges for the first time. Your curiosity will fuel your education about autism, and your communication skills will help you create a meaningful alliance with parents.

Most of all, you will be able to effectively collaborate with a team that will support a child with autism throughout the
course of the school year. Your patience, kindness, and professionalism will make a difference in the lives of all
your students.

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Courtesy: www.researchautism.org

11 Myths of Autism

People with autism don’t want friends. If someone in your class has autism, she probably struggles with social skills, which may make it difficult to interact with peers.

1. She might seem shy or unfriendly, but that’s just because she is unable communicate her desire for relationships the same way you do.

2. People with autism can’t feel or express any emotion— happy or sad. Autism doesn’t make an individual unable to feel the emotions you feel, it just makes the person communicate emotions (and perceive your expressions) in different ways.

3. People with autism can’t understand the emotions of others. Autism often affects an individual’s ability to understand unspoken interpersonal communication, so someone with autism might not detect sadness based solely on one’s body language or sarcasm in one’s tone of voice.

But, when emotions are communicated more directly, people with autism are much more likely to feel empathy and compassion for others.

4. People with autism are intellectually disabled. Often times, autism brings with it just as many exceptional abilities as limitations. Many people with autism have normal to high IQs and some may excel at math, music or another pursuit.

5. People with autism are just like Dustin Hoffman’s character in Rain Man. Autism is a spectrum disorder, meaning its characteristics vary significantly from
person to person. Knowing one person with autism means just that—knowing one person with autism.

His or her capabilities and limitations are no indication of the capabilities and limitations of another person with autism.

6. People who display qualities that may be typical of a person with autism are just odd and will grow out of it. Autism stems from biological conditions that affect brain development and, for many individuals, is a life long condition.

7. People with autism will have autism forever. Recent research has shown that children with autism can make enough improvement after intensive early intervention to “test out” of the autism diagnosis. This is more evidence for the importance of addressing autism when the first signs appear.

8. Autism is just a brain disorder. Research has shown that many people with autism also have gastro- intestinal disorders, food sensitivities, and many allergies.

9. Autism is caused by bad parenting. In the 1950s, a theory called the “refrigerator mother hypothesis” arose suggesting that autism was caused by mothers who lacked emotional warmth. This has long been disproved.

10. The prevalence of autism has been steadily increasing for the last 40 years. The rate of autism has increased by 600% in the last 20 years. In 1975, an estimated 1 in 1,500 had autism. In 2009, an estimated 1 in 110 had an autism spectrum disorder.

11. Therapies for people with autism are covered by insurance. Most insurance companies exclude autism from the coverage plan and only half of the 50 states currently require coverage for treatments of autism
spectrum disorders.

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Know more about Autistic Children

Wikipedia says ; Autism is a neurodevelopmental disorder characterized by impaired social interaction , verbal and non-verbal communication , and restricted and repetitive behavior.

Parents usually notice signs in the first two years of their child's life.  The signs typically develop gradually, but some children with autism will reach their developmental milestones at a normal pace and then regress.

Understanding the underlying reasons for behaviour is
very important in helping professionals to devise
strategies to help a child on the autism spectrum.
Without at least a background knowledge of the
challenges that having autism can create, a child’s
behaviour can be misinterpreted and their needs will not
be met in the most appropriate way. A teacher or early
years practitioner will therefore need a knowledge of
autism and how to structure situations to promote
learning as well as observational skills and the capacity
to motivate and involve.
Other people’s opinions may have little or no influence
on the behaviour of children on the autism spectrum
and the child may say and do exactly as they want.
Adults who do not know the child or know about autism
may misunderstand the child’s behaviour and view it as
naughty, difficult or lazy when in fact the child did not
understand the situation or task, or did not read the
adult’s intentions or mood correctly.
Typical behaviour
The kind of behaviours professionals look for in
diagnosing autism are:
Delay or absence of spoken language including loss of
early acquired language
Unusual uses of language
Difficulties in playing with other children
Inappropriate eye contact with others
Unusual play activities and interests and failure to share
in the interests or play of others
Communicating wants by taking an adult’s hand and
leading to the desired object or activity
Failure to point out objects with the index finger
Unusual response to certain sounds, sights and textures
Resistance to changes in familiar routines
Repetitive actions or questions
A preference for following their own agenda.
There are a number of subgroups within the spectrum of
autism but all children on the autistic spectrum share a
triad of impairments some of which impact on their
behaviour, for example difficulties with thinking and
behaving flexibly may be evidenced by obsessional or
repetitive activities. Some children on the autism
spectrum may have unusual sleep patterns. Many will
have difficulty in understanding the social behaviour of
others and in behaving in socially appropriate ways.
Other factors besides autism can also affect a child’s
behaviour – personality, environment, family
characteristics and the child’s skills and interests.
Children on the autism spectrum may have other
conditions which can impact on behaviour – for
example ADHD, dyspraxia and obsessive-compulsive
disorder.

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Here are ten things every child with autism
wishes you knew:
1. I am a child.
My autism is part of who I am, not all of who
I am. Are you just one thing, or are you a
person with thoughts, feelings, preferences,
ideas, talents, and dreams? Are you fat
(overweight), myopic (wear glasses) or klutzy
(uncoordinated)? Those may be things that I
see first when I meet you, but you’re more
than just that, aren’t you?
As an adult, you have control over how you
define yourself. If you want to single out one
characteristic, you can make that known. As a
child, I am still unfolding. Neither you nor I yet
know what I may be capable of. If you think of
me as just one thing, you run the danger of
setting up an expectation that may be too
low. And if I get a sense that you don’t think I
“can do it,” my natural response will be, why
try?
2. My senses are out of sync.
This means that ordinary sights, sounds,
smells, tastes, and touches that you may not
even notice can be downright painful for me.
My environment often feels hostile. I may
appear withdrawn or belligerent or mean to
you, but I’m just trying to defend myself.
Here’s why a simple trip to the grocery store
may be agonizing for me.
My hearing may be hyperacute. Dozens of
people jabber at once. The loudspeaker booms
today’s special. Music blares from the sound
system. Registers beep and cough, a coffee
grinder chugs. The meat cutter screeches,
babies wail, carts creak, the fluorescent
lighting hums. My brain can’t filter all the
input and I’m in overload!
My sense of smell may be highly sensitive.
The fish at the meat counter isn’t quite fresh,
the guy standing next to us hasn’t showered
today, the deli is handing out sausage
samples, the baby in line ahead of us has a
poopy diaper, they’re mopping up pickles on
aisle three with ammonia. I feel like throwing
up.
And there’s so much hitting my eyes! The
fluorescent light is not only too bright, it
flickers. The space seems to be moving; the
pulsating light bounces off everything and
distorts what I am seeing. There are too many
items for me to be able to focus (my brain
may compensate with tunnel vision), swirling
fans on the ceiling, so many bodies in
constant motion. All this affects how I feel just
standing there, and now I can’t even tell
where my body is in space.
3. Distinguish between won’t (I choose not to)
and can’t (I am not able to).
It isn’t that I don’t listen to instructions. It’s
that I can’t understand you. When you call to
me from across the room, I hear “*&^%$#@,
Jordan. #$%^*&^%$&*.” Instead, come over to
me, get my attention, and speak in plain
words: “Jordan, put your book in your desk.
It’s time to go to lunch.” This tells me what
you want me to do and what is going to
happen next. Now it’s much easier for me to
comply.
4. I’m a concrete thinker. I interpret language
literally.
You confuse me by saying, “Hold your horses,
cowboy!” when what you mean is, “Stop
running.” Don’t tell me something is “a piece
of cake” when there’s no dessert in sight and
what you mean is, “This will be easy for you
to do.” When you say, “It’s pouring cats and
dogs,” I see pets coming out of a pitcher. Tell
me, “It’s raining hard.”
Idioms, puns, nuances, inferences, metaphors,
allusions, and sarcasm are lost on me.
5. Listen to all the ways I’m trying to
communicate.
It’s hard for me to tell you what I need when I
don’t have a way to describe my feelings. I
may be hungry, frustrated, frightened, or
confused but right now I can’t find those
words. Be alert for body language, withdrawal,
agitation or other signs that tell you
something is wrong. They’re there.
Or, you may hear me compensate for not
having all the words I need by sounding like a
little professor or movie star, rattling off words
or whole scripts well beyond my
developmental age. I’ve memorized these
messages from the world around me because I
know I am expected to speak when spoken to.
They may come from books, television, or the
speech of other people. Grown-ups call it
echolalia. I may not understand the context or
the terminology I’m using. I just know that it
gets me off the hook for coming up with a
reply.
6. Picture this! I’m visually oriented.
Show me how to do something rather than
just telling me. And be prepared to show me
many times. Lots of patient practice helps me
learn.
Visual supports help me move through my
day. They relieve me of the stress of having to
remember what comes next, make for smooth
transition between activities, and help me
manage my time and meet your expectations.
I need to see something to learn it, because
spoken words are like steam to me; they
evaporate in an instant, before I have a chance
to make sense of them. I don’t have instant-
processing skills. Instructions and information
presented to me visually can stay in front of
me for as long as I need, and will be just the
same when I come back to them later.
Without this, I live the constant frustration of
knowing that I’m missing big blocks of
information and expectations, and am helpless
to do anything about it.
7. Focus and build on what I can do rather
than what I can’t do.
Like any person, I can’t learn in an
environment where I’m constantly made to
feel that I’m not good enough and that I need
fixing. I avoid trying anything new when I’m
sure all I’ll get is criticism, no matter how
“constructive” you think you’re being. Look for
my strengths and you will find them. There is
more than one right way to do most things.
8. Help me with social interactions.
It may look like I don’t want to play with the
other kids on the playground, but it may be
that I simply do not know how to start a
conversation or join their play. Teach me how
to play with others. Encourage other children
to invite me to play along. I might be
delighted to be included.
I do best in structured play activities that have
a clear beginning and end. I don’t know how
to read facial expressions, body language, or
the emotions of others. Coach me. If I laugh
when Emily falls off the slide, it’s not that I
think it’s funny. It’s that I don’t know what to
say. Talk to me about Emily’s feelings and
teach me to ask, “Are you okay?”
9. Identify what triggers my meltdowns.
Meltdowns and blow-ups are more horrid for
me than they are for you. They occur because
one or more of my senses has gone into
overload, or because I’ve been pushed past
the limit of my social abilities. If you can
figure out why my meltdowns occur, they can
be prevented. Keep a log noting times,
settings, people, and activities. A pattern may
emerge.
Remember that everything I do is a form of
communication. It tells you, when my words
cannot, how I’m reacting to what is happening
around me. My behavior may have a physical
cause. Food allergies and sensitivities sleep
problems and gastrointestinal problems can all
affect my behavior. Look for signs, because I
may not be able to tell you about these
things.
10. Love me unconditionally.
Throw away thoughts like, “If you would just
—” and “Why can’t you—?” You didn’t fulfill
every expectation your parents had for you
and you wouldn’t like being constantly
reminded of it. I didn’t choose to have autism.
Remember that it’s happening to me, not you.
Without your support, my chances of growing
up to be successful and independent are slim.
With your support and guidance, the
possibilities are broader than you might think.
Three words we both need to live by:
Patience. Patience. Patience.
View my autism as a different ability rather
than a disability. Look past what you may see
as limitations and see my strengths. I may not
be good at eye contact or conversation, but
have you noticed that I don’t lie, cheat at
games, or pass judgment on other people?
I rely on you. All that I might become won’t
happen without you as my foundation. Be my
advocate, be my guide, love me for who I am,
and we’ll see how far I can go.

Coutesy: http://www.autismeducationtrust.org.uk

www.ellennotbohm.com

Teaching Children with Autism 1

Your classroom is already a diverse place. With the rising inclusion of students with autism in general education settings, the challenges associated with managing a classroom will grow.

This section outlines a simple and highly flexible six-step plan you and your teaching team can use to prepare for the inclusion of a child with autism in your classroom.

Step 1: Educate Yourself

You must have a working understanding of autism and what that means for your students. Sometimes children with autism may behave in inappropriate or disruptive ways, but their behaviors are more related to their autism than they are deliberate, disrespectful acts.

Learning about autism and about how it specifically affects your student is the first step to success. Your education about autism will evolve as your
relationship with your student and their family develops; your knowledge about the disorder and skills in dealing with its impact on the classroom will also continue to grow.

Maintaining an open attitude to learning and working closely with the parents and school team will help you (and your student) succeed in the long term.

Step 2: Reach Out to the Parents

Parents are your first and best source of information
about their child. Step two is all about establishing a
working partnership with the families of the students
you serve. Not only will you meet before the school year
begins, but it is critical to establish methods and
patterns of communication for which there is mutual
agreement.
Building trust with parents is essential. Communication
with families about the progress of the student should
be ongoing. While the information you exchange may
often focus on current classroom challenges, strategies
employed, and ideas for alternative solutions, do not
forget to include positive feedback about
accomplishments and milestones reached.

Step 3: Prepare the Classroom

There are ways you can accommodate some of the needs of students with autism in your classroom that will enhance their opportunity to learn without sacrificing your plans for rest of the class.

Of course, there are practical limitations on how much you can modify the physical characteristics of your classroom, but even a few modifications to support a child with autism can have remarkable results for everyone.

Step 4: Educate Peers and Promote Social Goals

You must make every effort to promote acceptance of a student with autism as a full member and integral part of the class, even if that student only attends class for a few hours each week. As a teacher, you must create a social environment that encourages positive interactions between the student with autism and his or her typically developing peers throughout the day.

Children with autism, by definition, have difficulties with social skill development and understanding language and social cues. With appropriate assistance, however, children with autism can engage with peers and establish mutually enjoyable and lasting interpersonal relationships.

Research shows that typically developing children have more positive attitudes, increased understanding, and greater acceptance of their peers with autism when provided with clear, accurate, and straightforward information about the disorder. Assuming there are no
restrictions on disclosing that your student has autism, educating your class about autism and how it can affect their classmate can be an effective way to increase positive, social interactions between the child with autism and his classroom peers.

Remember that many social interactions occur in settings outside the classroom. Without prior planning and extra help, students with autism may end up isolated during these unstructured times.

You may want to create a “circle of friends,” or a rotating group of
responsible peer buddies for the student with autism; they will not abandon him or her, serve as a model of appropriate social behavior, and protect against teasing or bullying. This strategy should also be considered for use outside of school.

Read more about Autism here

Courtesy: www.researchautism.org

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Personal Finance and you

Smart money moves aren’t more complicated than you think. They’re simpler.

Cut through all the jargon and pontificating and technical stuff, and everything you really. need to know about personal finance fits into
less than 1,000 words—no more than three to four minutes.

Ignore economic and financial forecasts.
Their purpose is to keep forecasters employed. Most professional economists were blindsided in 2008 by the biggest financial collapse in 70 years—and by the stock market’s recovery.

Ignore “expert” stock picks. The stocks that Wall Street experts like most generally fare no better than those they like least—or stocks picked at random.
Keep it simple.

Complicated financial
strategies and investments are mostly
designed to enrich managers and salesmen. A simple, diversified portfolio of low-cost index funds, rebalanced yearly, will do just fine—if
not better.

Buy individual stocks only as a gamble. Never buy fashionable investments.
Put most of your long-term portfolio into
equities. While equities are volatile, they
generally produce the best long-term returns —typically about 4% to 5% a year above inflation. But remember to hang on when they plummet.

Invest globally, not just your country, Foreign stock markets, in the aggregate, are no riskier than U.S. markets and offer terrific diversification.

Buy Treasurys, too: In addition to stocks, own some long-term Treasury bonds and some treasury inflation-protected securities. These are likely to hold their value, or even go up, when stocks crash.

Never buy a lottery ticket. The lottery runs a profit, which means the players run a loss.

And a study once found that the people who won ended up no happier than those who lost.

Know thyself. Don’t pursue complex financial or tax strategies if you’re not a details person.

Cut up your credit cards if you’re a
shopaholic. Invest more conservatively if
you’re apt to panic in a crisis.

Buy high-deductible home and car insurance.
It’ll save you money. Insurance is necessary, but is generally expensive.

Protect yourself from disaster. Have disability insurance, either through work or directly.

Buy term life insurance to cover dependents if you fall under a bus.

Save early, save often. Time and patience are the investor’s best friends. Invest a dollar for 10 years at 4% and you’ll have $1.50.

Invest it for 40 years and you’ll have nearly $5.

Use those free shelters.

Contribute as much as possible to your company’s plan or
equivalent, and at least enough to get the company match.

If you can, contribute to individual retirement accounts for yourself, and a nonworking spouse, as well.

Make the most of what you have. Don’t pin too much hope on the next pay raise or stock windfall. The more we have, the more we want.

Psychologists call this the “hedonic
treadmill.” The only way to have enough is to master the art of being satisfied.

Plan for a long life. A third of your adult life could come after you’re 65. Try to pay off your mortgage, and save at least 10 times your annual salary, by the time you retire.

Delay taking Social Security for as long as you can up to the age of 70, to maximize each monthly check.

Don’t carry a balance from month to month unless you are planning to default and file for bankruptcy.

Credit Card interest rates are
extremely high—partially to account for the borrowers who will default.

Make paying off that debt your overriding priority.  Cut the waste. There’s fat in every middle- class budget. Most cellular bills are too high.

Most cable bills are too high. Most people
waste too much money on their cars. Few
habits bust the budget more than eating out regularly.

Beware of buying your employer’s stock.
Your job there is probably financial exposure enough.

Tune out advertising. If you consider it all to be a pack of cynical lies designed to steal your money, that’s about right.

Don’t spend money showing off. Designer
brands and “luxury” labels are created to
overcharge the desperately insecure.

They’ll mark you out as nouveau riche. Old-money families keep it down low.

Protect your nest egg. Don’t drain your
retirement savings to pay for your child’s
college education.

Likewise, don’t empty your account to start a business. You will be taxed and penalized on the l withdrawals even if you lose the money.

And so long as the money remains in those shelters, it’s protected from creditors.

Teach your children about money. Teach
them early and often. No one else will, and they will have to make their own way.

Value your money. Work out how much you take home, after-tax, for each hour you work.

And remember that number—especially when you shop.

Share. Finally, if you think giving to charities and good causes is the lowest-priority item in your entire budget each year, re-examine the budget.

Courtesy: http://www.wsj.com

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DEEPEN seeks increase in media coverage of education

To facilitate a more enabling environment and a more effective market that would provide increased quality of education for private schools, Developing Effective Private Education Nigeria (DEEPEN), a programme funded by the UK’s Department for International Development (DFID), has identified the need for improved media coverage of education programmes.

This became imperative following a discovery that the private sector engages large chunk of pupils in Lagos Private Schools. In September 2013, DEEPEN embarked on a five-year programme on how the media market can help children, parents, teachers, policy makers, school owners and managers in getting quality information to make informed decision.

The innovative programme initiated by DFID was designed to use a market-development approach to improve learning outcomes in Lagos private schools, through making markets work for the poor methodology.
Speaking at a media forum tagged, “A
Commercially Viable Approach to Increasing Education Coverage in the Media”, Team Leader of DEEPEN, Mr. Gboyega Ilusanya, stated that recent analysis revealed that private schools are major players on the Lagos education scene, dominating at the pre-school and primary levels and serving children from all levels of household income.

He reminded that most of these private
schools, for several reasons, are not licensed to operate, yet they are found in the system delivering educational services to pupils and their parents. Thus the need for creating useful information and quality education programmes that would serve as a guide for all stakeholders.

He said: “With estimated five million Lagos parents with children in over 15,000 private schools and 2,000 public schools, the state has one of the largest private education markets in the world and credible effort to improve human capital clearly needs to include the private sector which is now the main provider of
education, even for children from low-income households.”

“The five-year project which will be concluded by 2018, is anticipating a vibrant and dynamic market for private education especially in low-cost schools across Lagos.

It is also expected that the sector would be characterised by learning innovations and quality improvement for children at all levels of household income, as well as to have a private school that responds to parental demands and adapt to meet their expectations for better education.”

To achieve these, Gboyega informed that the role of the media is very crucial, thus the need for increase in media education coverage to help parents make informed decision and spur school managers to best practices.

His words, “DEEPEN has conducted detailed market analysis to identify the main constraints and challenges for improved private education in Lagos, and as part of the five-year activities we are to work with the media, getting them to sit and discuss how education coverage in the media can be improved in a commercially viable way and what would be the necessary support.”

“A recent assessment of current practices
around the media coverage of education in Lagos showed a widespread of lack of dedicated education programmes on radio and Television but an appreciable and regular coverage of education by the print media.

“The assessment showed that the majority of broadcast media practitioners consider education programmes as mainly for children as part of their community service and corporate social responsibility; and as unpopular and commercially unattractive.

However, Deputy Team Leader, Stephen
Bayley, during the media workshop, remarked that the current low coverage of education by the media, especially the broadcast media, can be reversed not only to make relevant information available to education stakeholders but to generate revenue for media houses and supporting organisations.

There are millions of education stakeholders who are potential audience for issue based, quality education content. Parents need information that will aid their decision-making processes around their children’s education, they will welcome a platform to regularly discuss and debate education issues.

The media can help parents meet these needs and generate substantial revenue from advertisers and sponsors targeting this massive market.

“Our findings revealed that at least there are 26 radio, 12 television and 20print media currently operating regularly in Lagos; more than 50 per cent of broadcast media have no dedicated, issue-based education programme,
while appreciable, regular education coverage by print media

On his part, the Intervention Leader, Tolase Olatinwo charged participants to refocus on their target audience for education contents and programmes and engage in education programmes that could stimulate audience views, appeal to parents, as well as attract sponsors and advertisers, so as to build quality education system in Lagos state.

He said parents, children, schools and policy makers need information to add value to their work since relevant information helps in decision-making.

The forum was attended by education
correspondents in the print and broadcast
industry in Lagos State, who unanimously stated that entertainment has lessened the importance of education, as most sponsors and advertisers have interest in sponsoring entertainment programmes rather than educational programmes.

22nd of September or 13th of October ?

I must commend that since the advent of Ebola Virus Disease (EVD) came into Nigeria, its impact on our everyday life, all sectors of work cannot be overemphasized, even the Education System has been seriously affected as the Federal Government extended the expected school resumption date of 15th of September 2014, to 13th October 2014. Few days ago, after serious frequent meetings and sittings between the Federal Ministry of Education, Federal Ministry of Health, Association of Proprietors and School owners, amongst others the Government has agreed for schools to resume on Monday 22nd of September,2014.

Mallam Ibrahim Shekarau said: Al primary and secondary schools, both public and private should be provided with a minimum of 2 Blood Pressure measuring equipments by the state Ministry of Education.

Regular washing of hands is part of the preventive measures and there must be steady supply of water in the school. In compliance to this the State Ministry of Education instructs Lagos state Government to direct the Lagos State Water Corporation to supply pipeline water readily to no fewer than 600 public schools before the September 22 resumption.

Every State Ministry of Education is expected to have trained at least 2 officials from every school on how to handle any suspected case of Ebola and also on immediate sensitization of all teaching and non-teaching staff on preventive measures.

Mixed feelings increased amongst teachers, parents, and the general public as the earlier extension of the resumption date has its benefits : Uniform Resumption date for all school all over the Federation. It is a proactive protection of our children against Ebola disease Adequate time is available to santize the School environment To train the school staff on the preventive measures against Ebola Virus To properly provide the necessary preventive tools to the school environment. Nevertheless, its negative effects is that: The 2014/2015 academic calendar will be disorganized Adverse effect on Students preparing for external examinations like WAEC, NECO,GCSE, etc.

As Schools will resume on 22nd September 2014, schools should ensure regular sanitization of the school facilities and environment, more diagnostic centers should be set up, acquire more infrared thermometers to check every child, staff, parents that are coming into the school. Parents are now thinking: Is this really the right thing to do by saying we can now resume on Monday 22nd of September, 2014. We pray that non our kids will be victims of Ebola as they resume back to school, though we are tried of them disturbing us all day! (Smiles) Photos/ sources: www.wash-hands.com www.cdc.gov www.wikihow.com www.usaid.com