Systematic way of applying make up to face

Face make up

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Technical Institute

Technical Institute

Technical Institutes originates from Vocational education is education within vocational schools that prepares people for a specific trade. It directly develops expertise in techniques related to technology, skill and scientific technique to span all aspects of the trade. Vocational education is classified as using procedural knowledge.

Generally known as career and technical education (CTE) or technical and vocational education and training (TVET) it prepares people for specific trades, crafts and careers at various levels from a trade, a craft, technician, or a high professional practitioner position in career's such as engineering, accountancy, nursing, medicine, architecture, law etc. Craft vocations are usually based on manual or practical activities and are traditionally non-academic but related to a specific trade, occupation . It is sometimes referred to as technical education as the trainee directly develops expertise in a particular group of techniques.

Vocational education can be at the secondary, post-secondary level, further education, and higher education level and can interact with the apprenticeship system. Increasingly, vocational education can be recognized in terms of recognition of prior learning and partial academic credit towards tertiary education (e.g., at a university) as credit.

Vocational education is related to the apprenticeship system of learning.

As the labour market becomes more specialized and require higher levels of skill, governments and businesses are increasingly investing in the future of vocational education through publicly funded training organizations and subsidized apprenticeship or traineeship initiatives for businesses. At the post-secondary level vocational education is typically provided by an institute of technology/polytechnic, university, or by a local community college.

Vocational education has diversified over the 20th century and now exists in industries such as retail, tourism, information technology, funeral services and cosmetics, as well as in the traditional crafts and cottage industries.

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Colleges Of Education To Increase Admission Quotas

Colleges of Educations to Increase enrollment

Colleges Of Education To Increase Admission Quotas (UER)

The Upper East Regional Minister, Alhaji Limuna Mohammed-Muniru has stated that government would continue to expand facilities in all the 38 Colleges of Education to befit their new status as tertiary institutions. He further stated that, the colleges would be assisted to increase their admission quotas of teacher trainees by over 30 per cent, a rise from 9,000 to 12,000.

Alhaji Mohammed –Muniru made the statement in an address he delivered at Navrongo at the third congregation of the St. John Bosco’s College of Education. He said the manifesto promise of 10 additional colleges by the National Democratic Congress (NDC) administration would be delivered in the short term in areas that are underserved in anticipation of increased student numbers.

According to him, government and its donor partners would also support 57 deprived districts and basic schools in the areas of planning, monitoring and delivery of basic education services. In addition, the Ghana Partnership for Education Grant will be used to train at least 5,000 teachers in the Untrained Teachers Diploma in Basic Education programme aimed at attaining 95 per cent of trained teachers at all levels by 2015.

The Regional Minister commended the academic and administrative staff of the college for remaining committed to training professional teachers over the years in the face of great difficulties. He asked the staff to use the ceremony as a self –assessment and renewal tool and reflect on the vision and mission the college set for itself to find out whether or not they achieved the set goals. He said government was committed to providing the needed infrastructure and enhanced conditions of service for tutors of colleges as a way of motivating and retaining them.

The Principal of St. John Bosco’s College of Education, Mr Alfred Abugre Ndago in his address disclosed that 278 graduates comprising students from the 2011/2012 academic year had successfully passed the Diploma in Basic Education examination. He said of the number, 14 candidates obtained 2nd Class Honours – Upper Division, 105 had 2nd Class Honours – Lower Division and 132 received 3rd Class Honours while 27 had passes.

Touching on the theme for the congregation “the state of colleges of education in the tertiary dispensation, challenges, and the way forward”, Mr Ndago observed that since the colleges were given provisional approval to run the diploma programme from 2007, the colleges of education had faced difficulties including the non-implementation of the college statutes, the conditions of service and scheme of service. He also observed that, staff of the colleges still drew non-tertiary salaries which is a disincentive for them especially the teachers. He said for instance within the past three years, the Bosco College lost more than five staff members to Universities and Polytechnics.

According to the Principal, the admission quotas for Colleges of Education remained the same for the past decade whereas the number of applicants kept soaring from 20,000 in 2003 to 54,000 in 2013. He revealed that the only two colleges in the Upper East region – Boscos and Gbewaa have a total admission quota of 500 students as against 3,000 qualified applicants and appealed to government to help in expanding the intake of applicants.

Mr Ndago commended government for the existing infrastructure at the college including a Nine-unit staff flats, Two-storey Eight-unit lecture theatre and the annual GETFund grant for infrastructure, staff development and research.

A representative of rlG Communications, Mr Erick Hovadjeto who spoke on behalf of the company’s CEO, Mr Roland Agambire, promised to present the rlG Uhuru hybrid of tablet/laptop to all graduating students who earn First Class Honours from the next congregation onwards.

Source: ISD (Peter Atogewe Wedam)

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ENGLISH LANGUAGE AT SENIOR HIGH SCHOOL LEVEL

                             
              ENGLISH LANGUAGE AT SENIOR LEVEL (SHS) IN GHANA

English Language at the senior secondary level is intended to test the ability of the student to understand the language perfectly or to have good command of the language at a reasonable level.

It therefore tests almost all aspect of English Language of the students. In brief, the language course structure covers the following;

Ø  Lexis and structure

Ø  Comprehension

Ø  Literature

      Lexis and structure; this involves strictly the grammatical aspect of English. The correct manner of using tenses at the right place. This aspect of English encompasses more than twenty (20) sub topics under grammar. For example;

·         Part of speech

§  Verbs

§  Nouns

§  Pronouns

§  Prepositions

§  Conjunctions

§  Correlatives

§  Interjections

§  Articles

§  Adjectives

§  Adverbs

·         Phrases and Clause

§  Adjective and adjectival phrases

§  Noun phrases

§  Adverb and adjectival phrases

Clauses

§  Adjective clauses

§  Adverbial clauses

§  Noun clauses

·         Concord

·         Tenses

§  Present tense

§  Past tense

·         Question Tag and Answer tags

·         Some Common Errors in English

·         Phrasal Verbs

·         Synonyms

·         Antonyms

Ø  Comprehension

    This aspect of comprehension seeks to challenge student’s level of understanding of text, story, passage etc. In order to assess this understanding, fellow up questions are asked and students are to answer correctly. This aspect of English is so important such that it cut across almost all level; from upper primary schools to senior high school. It enables students to understand the English Language, speak English and enhance their ability to put down their thought.

In Senior High School curriculum, this aspect of English is rated high. Students are therefore assessing in this regard.

Ø  Literature

       Generally, literature refers to all kind of writing on any subjects we are familiar with: history, physics, grammar, agriculture, citizenship education etc.                                                   In totality, Literature, describe verbal structure, or a structure of words. Words forming literature are put together in harmony between all the related words.

   Literature is divided into three parts namely: prose, poetry and drama. All this is to be treated into details to the full understanding of the students.

 Students are therefore tested in this aspect at the Senior High School level.

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English Language SHS 2 Sample questions.

This section of Senior High School  question  is section B'                It involves mostly composition, comprehension and summary.

SENIOR HIGH SCHOOL  2

                         ENGLISH LANGUAGE SECTION A                     2¹/₂HRS

ESSAY  

                                  

                                       Answer one question only from this section

                        All questions carry equal marks. Your answer should not be less than 450 works.

You are advised to spend about 50 minutes on this section

1.      A friend of yours who has been living in Europe for some years has written to invite you to join him. Write a reply to his letter giving, at least, three reasons why you would rather remain in your country.

2.      Write an article suitable for publication in you school magazine on the need to inculcate good moral values in the youth.

3.      Write a letter to the Minister of Education in your country, discussing at least three ways by which the quality of education could be improved

4.      You are the main speaker in a debate on the topic:                                                                                              Technology has made the world a better place.                                                                                   Write your arguments for or against the motion

5.      Write a story to illustrate the saying: The devil makes work for idle hands

SECTION B

COMPREHENSION

Answer all the questions in this section

You are advised to spend about 20 minutes on this section

Read the following passage carefully and answer the questions on it.

The case of David Akide drives home the point that nobody should be written off a failure as long as he has not died. As far as I can recall, he was one of the weakest in the class throughout our primary school career. Right from the second grade, he was the butt of most of our jokes. Indeed, whether the teacher referred a question to him, most of us waited eagerly to have a good laugh. But we all admired him for two things. For one thing, he was the only one who never wrote with the right hand as he was a complete southpaw. Then, he endures all jokes cheerfully and indeed referred to himself as “Mr. Why Hurry”. For ever sociable, he was a friend to everybody who came close enough.

Not surprising we left him behind in the primary school as he could not get admitted to any of the secondary schools to which he took an admission examination. That was why, from the time I entered the secondary school, I lost contact with him. Nor did any of my mates whom I closely associated with ever mention meeting him anywhere. As far as most of us were concerned, David had faded away into obscurity. I imagined that he must have ended up in one of the low-grade vocations since he was at least good in handcraft.

Then, a few months ago thirty-eight years after I last saw him in the primary school, while I was watching a 9 o’clock television network programme, I saw David being interviewed by a team of reporters. He was introduced as a specialist surgeon who had made mark in heart surgery in the nation’s leading teaching hospital. The questions were on his recent feat in his successful correction of abnormality in the heart of a patient who had been written off by most other specialists. The patient fully recovered and was now back in his vocation as a mechanic.

I was amazed. I was pleasantly surprised. From the interview it became clear that he had experienced a surge in intellectual prowess late in his secondary school career and zoomed into and through the university as a medical student. Thereafter, it had been one major achievement after another for him in his chosen field.

a.       What evidence is there that the writer is not a young?

b.      For what two things was David Akide admired by others in the primary school?

c.       Why could he not move into a secondary school along with the other

d.      What did the writer assume and had been fate of David after leaving the primary school?

e.       What is established by the fact that David Akide was being interviewed by panel of reporters on the nation’s network programme?

f.       Why was the writer amazed?

g.      ….while I was watching a 9 o’clock television network programme….

1)      What is the grammatical name given to this expression as it is used in the passage

2)      What is its function

h.       …..zoomed into and through the university…..

1)      What figure of speech is used in this expression

2)      What does it mean

i.        For each of the following words, find another word or phrase which means the same and which can replace it as used in the passage

i)                    Cheerful

ii)                  Sociable

iii)                Imagined

iv)                Vacation

v)                  Achievement

SECTION C

SUMMARY

You advised to spend about 50 minutes on this section

                       Read the following passage carefully and answer the question on it

Have you ever considered the vast difference between the conventional desktop telephone and the modern handset telephone? The desktop telephone has one distinct function: that of making and received calls. Apart from that, perhaps the other use is aesthetic-adding some beauty to the furniture pieces in the room. The conventional telephone set was a status symbol, as only the rich and highly privilege could afford it.

To obtain it, one had to fill many forms and have three well known citizen to attest to one’s sterling qualities as a highly responsible member of the society. Then, after paying several fees, one had to wait for several months before the telecommunications department officials would come to install the wires, in order to get one’s set connected to the national grid. After that, the application might count himself among the privileged ones in the community. But he must not heave a sigh of relief yet: his problem may just be beginning. The inclement weather may remind him that his use of the facility is at its mercy. A rainstorm or even a strong wind can destroy some of the wire-bearing poles, thus cutting him off from other telephone users. Besides, a vehicular accident may knock down a pole or several of them. It is not even uncommon for termites of render wooden poles useless. Finally, there are the problems of the communications department officials who are noted for bringing bills late and cutting off failure to pay up promptly. Most often, the bills bear little resemblance to actual consumption. Thus, the telephone is not always there at one’s service.

Like the conventional desktop telephone set, the handset has the primary function of making and receiving calls. Beyond that, there are vast differences between them. To begin with, the small handset is not much of a status symbol now. It is very easy to carry about and it can be used everywhere by all and sundry. The telephone service providers have flooded the market with lines at very low prices, such that most users can boast of two or more line. Gone are the days when one had to apply for a set and wait for months. Today, all that it takes is to purchase the handset, which could be very cheap or very costly depending on one’s preferences and purse. Once it is purchased, its user could have access to dozens of functions. Apart from making and receiving calls, one could send text messages and receive responses within minutes. The set could be used to take pictures which could be as clear as any taken with a professional camera. One could also connect to the internet to read newspapers and send mails. Besides, the set could be used to store songs; it could also be used as radio receiver. One could use the handset to programme schedules of activities. The reliable time piece on it could be used as a watch. Young ones play games on their handsets and store pictures of loved ones on them.

However, with all these advantages, the handset has one obvious shortcoming: it can easily be lost or stolen. This is whether the conventional desktop telephone is not vulnerable.

a.       In three sentences, one for each, summarize the problems associated with owning the desktop telephone.

b.      In three sentences, one each, summarize the advantages which the handset telephone has over the desktop telephone

CORE LITERATURE

DRAMA

IN THE CHEST OF A WOMAN BY EFO KODZO MAWUGBE

        1.      “Hahahahaha…..only fools plunge themselves into battle without doing homework about their enemy’s strength. Hahahaha……lets go on with the game play my child, it’s your turn. Who made the statement  a. Nana Yaa        b. Owusu         c. Queen mother          d. Okyeami Bonsu

      2.      With reference to acquisition one (1) what is the setting of this comment    a. in the room of the queen mother b. inner court of Nana Yaa Kyeretwie’s palace          c. in the compound of the palace        d. under the tree in the palace

      3.      Look here! Must I keep reminding you that each time you talk to me you must go down? What did Okyeami Bonso do in response to this question            a. he performed three armed pressing b. he kelt down before Nana    c. he prostrated before Nana   d. He laid on his back before Nana

      4.      Akosua’s description of Owusu Agyemang as having feminine beauty is     a. ironic           b. fake                             c. factual d. traditional.

                                                           GOOD LUCK

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General Knowledge student must know on Information Communication Technology (ICT)

 


    







  Due to the globalization of the world, ICT has being introduced in Ghanaian syllabus in all school. The study of ICT started from Primary 1 to Junior High School. It continue to Senior High as a core (compulsory) course. In all tertiary institution in Ghana, it is treated as one of the compulsory courses. 


Therefore, it become very paramount for all student to have a feel of little ICT at school. In brief computer is define as general purpose device that can be programmed to carry out a set of arithmetic or logical operations automatically. Since a sequence of operations can be readily changed, the computer can solve more than one kind of problem.

Conventionally, a computer consists of at least one processing element, typically a central processing unit (CPU), and some form of memory. The processing element carries out arithmetic and logic operations, and a sequencing and control unit can change the order of operations in response to stored information. Peripheral devices allow information to be retrieved from an external source, and the result of operations saved and retrieved.

A child at the Lower Primary level is expected to have little knowledge on the peripheral devices. The are therefore tested duely. Comparatively, an upper class student is expected to know little about clicking, working on some default computer programme such as; paint, notepad,  Microsoft  word, Mavis Beacon, etc.  as prescribe by Ghana Education Service.

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Video Prevent Cholera

Video clip, with a motive to prevent and create the awareness of cholera. How is cholera prevented? How does it spread? Just click to watch.

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VIDEO; MISS HERITAGE NIGERIA 2014

Watch the current Miss Heritage Nigeria, 2014. You can't believe the wonderful performance of the participant. Click to watch. 

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English Language Class two 2 Sample questions.

                  ENGLISH LANGUAGE CLASS 2

                  

             SUBJECT: ENGLISH LANGUAGE    Class 2                           

    1.    The following are vowel sounds except                                        

        a. i    b. b        c. O        

         

    2.      Kofi is a boy in class two. The underlined word is a/an          

        a. verb        b. adjective        c. noun

  

    3.      She is cooking rice. The underlined word is a/an                     

       a. noun      b. verb       c. adverb

    4.   This is a/an orange    a. a    b. an              

    

    5. These ………………oranges.    A. is       b. are

   

    6.He was here yesterday. The word “was” is …………..tense                   

      a. past     b. present

    7. The past tense of come is came.   True/False

    8.What is the past tense of eat?    A. eats                        

       b. ate         c. eating                                                   

             

          What are the sounds of the  following letters?

     9.      ‘OO’       A.          B. i        c. u or a

     10.  ‘e’       a. u or a         b. O        

     11.   ‘ee’, ea’ and I’         a. e      b. o    c. i                    

     12.  Sheep is a long vowel  a. True      b. False

    13.  Which of the following is a short vowel?                       

         A. meet     b. meat            c. feet

 What is the plural form of the following sentences?

     14.  This is a ghost

a.      Those is a ghost   b. these is a ghost                c. these are gosts

   15.   Mention that name

a.      Mention this name    b. mention those names

    16.  Kofi  brushed his teeth  a. Kofi  b. brushed   c. teeth

    17.   It is wrong to kill animals.  A. wrong                    b. kill              c. animals

    18.  The old man pulled the net. A. old man  b. net              c. pulled

            What are the uses of the following signs?

    19.  Full stop (.)       a. to ask question   b. to answer questions           c. to end a sentence

   20. Question mark (?)     a. to end a sentence      b. to end a sentence    c. to answer question

                               GOOD LUCK

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