ASSIGNMENT
ON
THEORETICAL BASE OF
MATHEMATICS EDUCATION
Submitted by,
ASHA PHILIP
REG NO: 13303005
 NATIONAL MANAGEMENT PROGRAMME
NMP was the first PG Programme launched at MDI and it attracts
executives with diverse e...
experience gathered from around the world. Teaching methods include lectures,
case studies, seminars, group discussions, ...
 CULTURALLY DEPRIVED CHILDREAN
People of the lower strata of society are the
culturally deprived. Children of these sec...
Reference:
 Dr. Sivarajan : Psychological Foundation OF Education
 http://www.mdi.ac.in/executive-post-graduate-progra...
of 5

National management programme

ASSIGNMENT 1
Published on: Mar 3, 2016
Published in: Education      
Source: www.slideshare.net


Transcripts - National management programme

  • 1. ASSIGNMENT ON THEORETICAL BASE OF MATHEMATICS EDUCATION Submitted by, ASHA PHILIP REG NO: 13303005
  • 2.  NATIONAL MANAGEMENT PROGRAMME NMP was the first PG Programme launched at MDI and it attracts executives with diverse experiences and provides them with holistic business perspective and international exposure. The National Management Programme is a 15 month post graduate programme that was launched in 1987 as a ground breaking endeavor to enable practicing managers to acquire skills from a wide range of traditionally segregated domains. Over time, the programme has evolved into the Consortium Executive Management Programme (Consortium Executive MBA) in partnership with ESCP-EUROPE. The programme is recognized by AICTE and is accredited by AMBA, the Association of MBAs (UK). It focuses on developing leaders who will excel in the rapidly changing business environment, become agents of change and be charged with a customer centric orientation. Objectives The key objectives of the programme are to develop:  A recognition of current business realities  A holistic business perspective  An ability to recognize and seize opportunities in a competitive environment  A global sensitivity and mindset  Skills of communication, leadership and teamwork  An ardent commitment towards the betterment of society Pedagogy The pedagogy employed in the programme is highly interactive and demands substantial participation. Teaching is based on recent research studies and
  • 3. experience gathered from around the world. Teaching methods include lectures, case studies, seminars, group discussions, business games, role playing, simulations, exercises, structured and unstructured group work and field visits. The emphasis is on stimulating the participants to integrate the concepts, learned across the core curriculum and apply them to their own work experience and contemporary business situations. Group Activities Group activities provide excellent opportunities to examine a business problem collectively and to learn from the varied cross functional experiences of the participants. The group learning activities can be broadly classified as group assignment/submissions of case analysis and presentations and group tasks in learning by doing. International Component After completion of 12 months of the course at MDI, participants are given international exposure for a period of 5/6 weeks in European Business Schools. Evaluation Participants are evaluated on a continuous basis with quizzes, assignments, tests and examinations. There is a final examination at the end of each term. Course evaluation is in terms of letter grades. Participants are required to achieve a minimum cumulative grade point average in each term, as well as a minimum letter grade in each course. The overall performance in the programme would also include the evaluation of the project work/ dissertation. The dissertation/project report is required to be submitted within 3 months of completion of the course; else the candidate shall stand debarred from the programme. All components of the NMP (Executive PGDM) are to be completed within a period of two years from the date of start of the batch programme.
  • 4.  CULTURALLY DEPRIVED CHILDREAN People of the lower strata of society are the culturally deprived. Children of these sections of the community are often faced with serious but unnecessary frustration at home, in the community as well as in the school. There was a time when these children were not allowed to attend the school. They had no control to hunger and other basic wants at home. Even when admitted to school they had to experience constant failure and rejection at school, as well as denied of opportunities to develop. Though times have changed, they have still suffering from deprival of many provisions. This problem falls under the broad context of social and cultural disadvantage or deprivation. Children of the culturally disadvantaged section of the community get inadequate pre-natal care and nutrition. The home environment will be not suitable for the development of the child’s potentialities. Chaotic family structure, restricted verbal interaction, lack of stimulating toys and objectives to play with etc. deprived the child of proper learning environment. They lack academic readiness and soon they become drop-outs. The curriculum becomes irrelevant to them. Further they suffer from linguistic deficiency. COMPENSATORY EDUCATION The New Education Policy provides for compensatory education to culturally deprived children. Provision made for equalization of educational opportunities, the agencies of non-formal education , facilities given for social intermingling , scope for communication through mass media, appointment of teacher for ‘ special coaching’ of the culturally deprived children-all of these positive programs intended for promoting the status of culturally deprived children.
  • 5. Reference:  Dr. Sivarajan : Psychological Foundation OF Education  http://www.mdi.ac.in/executive-post-graduate-programmes/national-management- programme.html