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The International Symposium on Online Journalism was started in 1999 at the University of Texas at Austin. It brings together researchers, academics and professionals in the journalism industry for panels and discussions regarding the new and ever-changing landscape of online journalism.

As they have done in the past, students in Professor Rosental Alves’ multimedia journalism class will be covering the symposium in a variety of ways, including text stories and video, as well as this blog.



1. GIANNA TASSARA - May 18, 2009

I knew so late about it,i wish get the material of this event how can i do
gianna tassara from peru
journalist and sociology

2. Rara Shrestha - June 19, 2010

Dear Sir,
>> We are keen interested to attend upcoming events.It is my great
>> pleasure to express the profound thanks to you for your efforts. We
>> send you brief information.Nepal government has decided to celebrate
>> 2011 A.D a tourism year, which is very positive indication of
>> development. It has targeted to bring more than one million
>> tourists from allover the world into Nepal.From 8th National plan,
>> our country has focused on poverty reduction of journalists but still
>> we are in the vicious circle of poverty. So economic development
>> through tourism sounds good and plays important role in
>> infrastructure development. So we request for your excellent
>> cooperation between us and hope that bilateral relations will grow
>> further in future.We would like to send you brief information about
>> National Press Club,Nepal(NPCN).Details of
>> The NPA, Eighth and Ninth Plans have listed several measures for quality
>> enhancement of education. These are presented in the Table 7.In order to
>> improve the learning achievement of the students, the Ninth Plan
>> envisages
>> setting up a national standard of primary education. A minimum of 180
>> school-operation days will be made mandatory. Similarly, the minimum
>> regular presence of students and teachers will be fixed. Parents, local
>> agencies and local people will be involved in the formulation,
>> implementation, monitoring and evaluation of program mes in order to
>> make
>> the management and implementation of primary education effective.
>> 2.4.1 Program mes, Goals and Targets
>> BPEP II has set the following levels for achieving the Ninth Plan
>> targets:BPEP II targets are intended to bring about necessary reforms
>> both
>> in quality of instruction as well as in the evaluation system in order
>> to
>> achieve a 100% pass rate for children of Grades 1 to 3. Similarly, the
>> pass rate of children in Grades 4 and 5 will be raised to 90%. A minimum
>> learning level in Grade 3 and 5 Nepali and Maths will be achieved by 70%
>> of the children.
>> BPEP II also aims to achieve a daily attendance rate of 90% for students
>> and 80% for teachers. Instructional time-on-task will be raised to 90%,
>> which will be spent by teachers and children on focused learning tasks.
>> This will include continuous assessment as an integral part of teaching
>> Multiprocessing approaches taken in BPEP for the improvement of learning
>> achievements include improvement in teacher training, curriculum,
>> textbooks, instructions and classroom environments.
>> Curriculum development is taking on a new dimension after the completion
>> of BPEP
>> phase I: the target for BPEP phase II includes implementation of
>> continuous assessment instead of the current practice of annual
>> examinations for evaluating the students’ performance for grade
>> promotion.
>> Liberal promotion of students in primary grades will be adopted,
>> beginning
>> from Grades 1 to 3. The school curriculum will be revised to make
>> classroom practices more interactive and student-centered. The quality
>> of
>> teaching/learning materials, including textbooks, will be improved.
>> Teacher training provision will be expanded through:
>> 1. recurrent cluster-based teacher training;
>> 2. long-term in-service teacher training (2.5 months x 4); and
>> 3. short-term recurrent teacher training.
>> All the primary-level teachers will be provided a minimum of 10 days of
>> classroom-based training per annum.
>> The role of Headmaster as a supervisor in the school will be
>> strengthened.
>> Similarly, the role of SMC in the development of overall school
>> environment will be enhanced.
>> The 1991 census showed a literacy rate of 39.7% for the age group of six
>> years and above. The female literacy rate for this age group was 25%. In
>> 1991, the literacy rate for adults of the 18+ age group was 32%, and the
>> female adult literacy rate was 18%. The rural village population
>> constitutes most of the illiterates in Nepal. The population consists of
>> both adults and school-age children who could not join school. Therefore
>> the National Plan of Action as well as the National Development Plans
>> have
>> emphasis the need for literacy education for both adults and
>> out-of-school
>> children. Following are the literacy targets set by the NPA, the Eighth
>> Plan and the Ninth Plan for the 6+ age group of children.
>> In the Eighth Plan period, in order to attain the set target of 60%
>> literacy, there was an estimated need to make 1.4 million illiterate
>> persons literate. In the Ninth Plan, there was target to provide
>> effective
>> literacy training to 3,216,000 illiterate adults and 784,000
>> out-of-school
>> children in order to make them literate. Nepal intends to achieve 100%
>> literacy for the population of 6+ years by the end of the Twelfth Five
>> Year Plan (2012).
>> 2.5.1 Program mes, Goals and Targets
>> The literacy rate in Nepal until recently has been calculated for the
>> population of 6+ years of age. The program me visualization for
>> enhancing
>> the literacy percentage therefore focuses on entire groups under this
>> age,
>> and age-specific and community-specific literacy program mes are being
>> developed and implemented. Following are some of the national-level
>> program-mes and their targets towards achieving the overall targets and
>> goals set by the NPA, the Eighth Plan and the Ninth Plan.
>> Out-of-School Education Program me (OSP)
>> According to the Central Bureau of Statistics, the number of 8-14 year
>> children who were out of school numbered 4,497,268 of whom 45% were
>> illiterate. By 2001, the illiteracy among this target group is expected
>> to
>> be reduced to 34%. However, there will be still need to address OSP for
>> about 1,924,754 people because of the expansion of the population, as
>> the
>> following table shows.
>> According to the above projection there were about two million (2040740)
>> illiterates among the children of the 8-to-14-year group in 1991.
>> Although
>> the illiterate percentage is expected to decrease by 2001, the total
>> illiterate population of this age group will be still close to two
>> million
>> (1925,344). Out-of-School Program mes (OSP) are run to address the basic
>> education needs of the children.
>> The major objectives of OSP are:
>> to provide accelerated non-formal basic education to those
>> primary-school-age children who could not join primary schools and
>> those who have dropped out of school;
>> to enhance the school enrollment rate by motivating basic-level
>> (OSP I) completers to enter formal schools;
>> to reduce gender disparity in literacy by increasing the school
>> enrollment of girls;
>> to provide functional education in order to provide the
>> knowledge
>> and necessary skills for undertaking income-generating activities.
>> One of the major objectives of OSP is to bring the OSP class completers
>> into formal schooling. Provision has been made to enroll OSP class
>> completers in Grade 3. Shikshya Sadan for boys and girls and Chelibeti
>> for
>> girls are two popular OSPs.
>> Programmes for Adult Literacy
>> The government aims to run different adult education program mes to
>> address the needs of adult illiterates of the age group 15 to 45 years.
>> The objectives of the education program mes for this age group are to
>> impart literacy skills as well as basic knowledge and skills in the
>> areas
>> of health and sanitation, water usage, environmental protection,
>> afforestation, agriculture, and income generation.
>> The adult literacy program-mes aim to run activities in at least two
>> phases: to impart basic literacy and skills; and to help adults get
>> involved in income-generating activities, community service,
>> co-operatives, health and family planning. The latter phase is often
>> called a post-literacy program-me. Post-literacy program mes are also
>> considered important to deepen and sustain the literacy skills acquired
>> in
>> the first phase.
>> The Woman’s Education Section of the Ministry of Education aims to
>> enhance
>> adult female literacy through special program mes. Accordingly, it has
>> been running special functional literacy program mes for women of 15 to
>> 35
>> years of age, which are focused on child-care, heath, agriculture,
>> sewing,
>> weaving etc.
>> Literacy Campaigns
>> The Ninth Plan identifies literacy campaigns one of the major strategies
>> to achieve the targets it has set. Accordingly, phase-wise literacy
>> campaigns have been scheduled to cover all parts of the country, with
>> special priority for rural areas and disadvantaged communities.
>> Special Program mes for Reducing Gender and Community Disparities
>> Different program mes are being conducted to make primary education
>> accessible to girls and to provide functional education for adult
>> females.
>> The Ninth Plan aims to provide scholarships for all girl students of 10
>> remote districts, and girls’ scholarship quotas in the remaining 65
>> districts. Altogether, 162,404 girl students will benefit from the
>> scholarship program me in the plan period. There is a similar program me
>> for disadvantaged communities. Provision of at least one female teacher
>> in
>> every school, preference for female teachers to take part in training,
>> and
>> school-based incentive program mes for girls are some of the other
>> measures to expand girls’ enrollment in primary school. Activities of
>> the
>> Curriculum Development Center (CDC) to remove gender and community
>> disparities reflected in the curriculum, textbooks and teacher training
>> manuals is another important step in this direction.
>> The monitoring and evaluation system will be systematized in order to
>> conduct omen’s education program mes effectively. Local agencies will be
>> mobilized for the development and publicity of woman’s education program
>> mes.
>> Training
>> The Ninth Plan aims to institutionalism the training of the facilitators
>> and the other people involved in NFE activities. Information regarding
>> the
>> literacy situation will be improved. Literacy mapping will be conducted
>> to
>> reflect the literacy situation.
>> Co-ordination and Mobilization of NGOs, INGOs and CBOs
>> NGOs as well as community-based organizations are also playing a very
>> significant role towards expanding adult literacy. The Ninth Plan has
>> also
>> focused the need for co-ordination of GOs working in this area with
>> NGOs,
>> INGOs and CBOs. For this a NFE council represented by NGOs, INGOs and
>> the
>> government has already been working. Similarly, a NFE center has been
>> established by the ministry of education for undertaking various
>> research
>> and innovation activities in this area.
>> One of the important endeavors of Nepal has been to provide contemporary
>> knowledge and skills needed for better living in the ever-changing
>> world.
>> In this regard, the Eighth and the Ninth Plans have clearly emphasized
>> the
>> mobilization of all aspects of education, including formal education,
>> continuing education, the open learning system and vocational education.
>> The goals of the National Plan of Action, the Eighth Plan and the Ninth
>> Plan are given in the following table:Eighth Five Year Plan objectives
>> focused on utilizing education as a means of enhancing the capabilities
>> of
>> people as producers. The Eighth Plan emphasized”
>> a. increased technical and vocational training facilities; and
>> b. making the curriculum more relevant to the actual needs of
>> the
>> economy, e.g., emphasize agriculture, environment, health,
>> nutrition, inculcation of the work ethic, etc.
>> Based on the experiences of the Eighth Plan period, the Ninth Plan
>> emphasized the need to make skills training and vocational education
>> more
>> flexible and more in accordance with market needs. It also emphasized
>> the
>> need to enhance the involvement of private sectors in running skills
>> training and vocational education program mes.
>> 2.6.1 Program mes, Goals and Targets
>> School Curriculum-based Program mes
>> Life skills are incorporated into the school curriculum in different
>> forms
>> at various levels. At the primary level, it is in the form of making the
>> children aware of the surrounding environment and better ways to living.
>> At the secondary level, it is in the form of work ethics and orientation
>> to various areas of skills training and vocational education. Vocational
>> education is offered as an optional subject at the secondary level.
>> CTEVT Program mes
>> The Council for Technical Education and Vocational Training (CTEVT) was
>> formed in 1989 to formulate policies, ensure quality monitoring and
>> provide services to facilitate technical education and vocational
>> programmes all over the country. The council has set up nine technical
>> schools to cover the needs of all the regions of the country. The target
>> is to expand the number to 20 by the turn of the century. Soon after the
>> government made a policy of promoting the private sector in technical
>> education, 118 technical schools were opened by private enterprises in
>> affiliation with CTEVT. These private technical schools run short-term
>> technical courses in various areas.
>> During the Eighth Plan period, 2,595 long-term training courses and
>> 2,034
>> short-term training courses were envisaged under CTEVT. The Ninth Plan
>> period envisages 5,000 long-term training courses and 20,000 short-term
>> training courses.
>> Training Programmers under Various Ministries
>> Besides CTEVT, there are various specific skills-training programmes
>> conducted by various ministries such as the Ministries of Education,
>> Labor, Women and Social Welfare, Industries, Communications, Tourism and
>> Water Resources. The following is a list of targets set by the various
>> ministries for the fiscal year 1998/99.
>> His Majesty’s Government formed a committee for the development of
>> employment in 1997 to provide consultative help to the government to
>> formulate employment policies and program mes, to explore employment
>> areas
>> within the country as well as abroad, to develop relevant training
>> suitable to the employment possibilities, to develop statistics on the
>> employment situation, and to co-ordinate among the employment-related
>> training providers. Following is the five-year employment training
>> projection during the Ninth Plan period prepared by the committee for
>> the
>> VDC, municipality and national levels.
>> The country’s need of basic and middle-level skilled manpower for
>> different development program mes will be fulfilled by producing
>> manpower
>> at the local level. In order to conduct technical training and
>> vocational
>> education program mes, physical and economic resources will be mobilized
>> at the local level for the establishment of training centers.
>> Improvements
>> will be conducted to make technical schools effective and appropriate to
>> their investment. There will be co-ordination between governmental and
>> non-governmental technical and vocational training organizations. The
>> organizations will be standardized and the training accredited.
>> High-level
>> centers that conduct training in the private sector will be provided
>> with
>> technical assistance.
>> Steps will be taken to establish polytechnic schools in order to produce
>> middle-level manpower required at the local level. Internal and external
>> resources will be mobilized to run this type of school. Community
>> development and vocational training centers will be expanded. Training
>> will be provided to the trainers in order to develop and expand
>> technical
>> education.
>> The government of Nepal has been promoting mass media for raising
>> awareness of the people and to give educational messages and
>> information.
>> Mass media are also mobilized for conducting special training program
>> mes.
>> In these various activities, the major contributors are the Distance
>> Education Center, the Ministry of Education, Radio Nepal, Nepal
>> Television, Gorkha Patra Sansthan, several independent newspapers and
>> magazines, the Nepal Press Institute, FM radio stations, journalists
>> associations and NGOs. The government plans to enhance the role of
>> various
>> media partners in promoting social and family values and social
>> understanding. In this line, the government has recently promulgated the
>> National Broadcasting Act to facilitate the development of independent
>> FM
>> stations and the mobilizable of radio and TV as alternative channels of
>> continuing education.
>> During the Ninth Plan, there will be provision of accredited in-service
>> training for primary school teachers through distance education and
>> other
>> media. Radio and television program mes on several subjects, including
>> agriculture, health, primary education, general information, interaction
>> forums and social advocacy, will be developed and broadcast regularly.
>> Appropriate policies will be developed for an information management
>> system and the development of libraries for educational communication
>> and
>> information. the poorest country in the world. Its poverty reduction
>> rate
>> are (1) low per capital income (2)concentration on urban growth,(3)high
>> population growth rate.Out of 23 million population, 38% are in below
>> the
>> poverty line.Most of the poor people live in rural area and have little
>> opportunity,who have no collateral, but willing to work and desire to do
>> some activities through which he/she will require employment as well as
>> income.Although many program mes have bee implemented for poverty
>> alleviation in Nepal, only programmers are seen-as poor-targeted and
>> rural
>> based. We are keen interested to attend your upcoming program me,what to
>> do for registration please send us details through by post as soon as
>> possible. NPCN believes in peace, progress, democracy always works
>> environment awareness dedicated to elevating the standard of the fourth
>> estate of the country and has contribution well informed to people. NPCN
>> fulfill the following aims
>> -to exchange the ideals of journalism.
>> -to exchange views with journalists science & technology.
>> -to work for peace, disarmament environmental and sound fellowship.
>> -believe in democracy.always works to protect occupational rights
>> NPCN celebrating its Silver jubilee at Lalit Party Venue
>> Mr.Nara Bahadur Karmacharya ( FounderLeader of Nepal Communist
>> former vice-prime mister and leader NCP-UML)and Party
>> -NCP)opening Silver jubilee ceremony.Mr.Bam Dev
>> Gautam(H.E.Jang Young
>> Chol(ambassadorD.P.R.Korea)Mr.C.P.Mainali(general
>> secretary-NCP-Male)highlighted to present situation of the
>> committee of NPCN Mr.Ramkrishna Karmacharya as the Chairman.
>> highest consideration.
>> With best regards.
>> Yours
>> Rara Shrestha
>> Secretary,
>> National Press Club,Nepal
>> P.O.Box 4657 Kathmandu.
>> Website: www. npc.org.np

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