Monday, June 3, 2019

Gujarat Unreserved Educational & Economical Development corporation Various Scheme for 2019


Gujarat Unreserved Educational & Economical Development corporation Various Scheme for 2019




Name of the scheme: Academic study plan GUEEDC


Scheme form / loan assistance standards:

Medical courses in the state, Dental Self Financed Bachelor's courses for Professional Courses, Engineering, Technology, Pharmacy, Architecture, Ayurvedic, Homiopathy, Physiotherapy, Veterinary courses, Nursing (Bachelor's) courses etc. For Higher Courses such as BBA, , BAC, BA, etc.), the total tuition fee or Rs. 0.00 lakh and it will be given from 4 percent simple interest loan according to the corporation, which of the two is less.

Eligibility standards: 60% or more in standard 12

Rate of Interest: Sense of Annual 4% per Annum

Income Limit: Family annual income limit is Rs.6.00 lakh or less.

The applicant should have a non-reserved category.
Eligibility and credit criteria for educational plans

Must have passed from any school in Gujarat state with 60% or more in standard 12.
The loan will be eligible for the curriculum which is affiliated with the syllabus of that course.
The applicant should be from Gujarat and must be non-reserved.
Proof of admission in affiliated curriculum will be presented.
Interest rate of interest will be 4% per annum. Lending will be given per year. Accordingly, the simple interest will be counted.
The widow and orphan beneficiary will have to give preference to the applicant.
Loans for non-lecturers who have left the study period or who have not passed the degree, will be eligible for reimbursement together and interest subsidy will not be available.
The annual family income limit for the state's educational plans will be 6.00 lakhs.

Loan / Loan for Documents:

If the total amount of loan is Rs.7.50 lakh or less for the whole loan, they will not have to make any mortgage (mortgage), but only two sureties of bail will be submitted.
If the total amount of loan is more than Rs.7.50 lakh, then it will have to be mortgaged in favor of the real estate corporation of its own or any other relative.
Each lender has to pay five BLANK checks signed in favor of Corporation.

Loan repayment:

In case of total loan upto Rs.5.00 lakhs, after one year of completion of the study, the loan amount will be paid in interest of one monthly installment in the 5 (five) years.
In case of a loan of more than Rs.5.00 lakh, after one year of completion of the study, the loan amount will be filled in interest of one monthly installment in 6 (six) years with interest.
The repayment loan will be credited to the first interest.
The loan can be repaid even before the time taken by the lender.
CLICK HERE FOR FULL DETAIL OF STUDY LOAN
APPLY ONLINE FOR STUDY LOAN FROM HERE
Name of the scheme: Foreign education loan GUEEDC



Scheme form / loan assistance standards:

For standard MBBS, MBA for MBBS only, for degree after diploma, postgraduate postgraduate, and any type of technical, paramedical, professional etc. such as research abroad, for non-resident students abroad, a total of Rs.5.5 lakh foreign education loan corporation Will be given.
Eligibility standards: 60% or more in standard 12

Rate of interest: simple interest of 4% annually.

Income Limit: The family annual income limit is Rs.6.00 lakhs or less then
Loan / Loan for Documents:

If the total amount of loan is Rs.7.50 lakh or less in the entire loan, then the bail bond of two sureties, which can be filled up, is to be presented.
If the total amount of loan is more than Rs.7.50 lakh, then it will have to be mortgaged in favor of the real estate corporation's real estate corporation itself or any other relative.
Each lender has to pay a BLANK check signed in favor of Corporation.

Loan repayment:

In case of total loan upto Rs.5.00 lakh, one year after the completion of the study, one has to pay the same monthly installment in 5 (five) years.
In case of a loan of more than Rs.5.00 lakh, one year after the completion of the study, one has to pay the same monthly installment in 6 (six) years.
The amount of repayment loan will be credited to the first interest.
The loan can be repaid even before the time taken by the lender.
CLICK HERE FOR FULL DETAIL OF FOREIGHN EDUCATION SCHEME
APPLY ONLINE FOR FOREIGHN EDUCATION SCHEME FROM HERE
Name of the scheme: Meal Bills Help GUEEDC


Scheme form / standards of assistance:

Students receiving unemployment classes are not available in the medical, dental, technical, para-medical and academic systems in their respective talukas and students who are studying outside the taluka, who are studying outside of the government / grant-in-school hostel, monthly income of Rs.1200 / - per month will be received for 10 months. Will be
The girls hostels run by any society / trust / organization The girls studying in the 9th to 12th will also be entitled to the above mentioned food aid.

Income Limit: The annual family income limit will be Rs.4.50 lakh or less.
CLICK HERE FOR FULL DETAIL OF Meal bills Help Scheme
APPLY ONLINE FOR Meal bills Help Scheme
Name of Scheme: Tuition Assistance GUEEDC


Scheme form / standards of assistance:

In the scheme of tuition assistance, school / college education or tuition fees are not available. Apart from the school, additional amount of tuition is taken as a part of the assistance
Students of non-reserved students have received 70% marks in standard 10 and tuition encouragement assistance of Rs.15,000 / - per annum will be given to scholars who are studying in the science stream in standard 1112.
Students with qualifications studied in any tuition / coaching classes administered by any society / trust / non-profit organization will be eligible for assistance as above.
Qualification Standards: 70% or more in Std-10
Only once a year, assistance will be available.
Income Limit: Family annual income limit is Rs.4.50 lakh or less.

CLICK HERE FOR FULL DETAIL OF Tution Help Scheme

APPLY ONLINE FOR Tution Help Scheme
Name of the scheme: Coaching Assistance for JEE, GUJCET, NET (NEET) Examination. GUEEDC


Scheme form / standards of assistance:

For students of standard science stream 12th standard, after 12th standard, for the coaching of preparatory examination of entrance examination in engineering, such as JEE, GUJCET, NIT, 70% students in standard 10 have three years or more experience. The Coaching Assistance will be provided to the students for coaching in the amount of Rs.20,000 per annum or actual fee, whichever is less.

Eligibility standards: Must be 70% marks or more in standard 10.

Limitation: The annual family income limit is Rs.4.50 lakh or less.
CLICK HERE FOR FULL DETAIL OF Coaching Help Scheme

APPLY ONLINE FOR coaching Help Scheme

Name of the Scheme: Training for Competitive Examination GUEEDC


Scheme form / standards of assistance:

UPSC, GPSC Class-1, Class-2 and Class-3, Secondary Services Selection Board, Panchayat Service Selection Board, Government of India Railway, Recognition for recruitment examinations in banks / trainees in the selected institutions / trainees who are studying in the selected institutions will be payable as per assistance of Rs.20,000 per trainee or the actual fee payable, whichever is less.

Eligibility standards: 60% or more in standard 12

Limitation: The annual family income limit is Rs.4.50 lakh or less.
CLICK HERE FOR FULL DETAIL OF Competitive Exam help

APPLY ONLINE FOR competitive Exam help

Name of the scheme: Self-employment schemes. GUEEDC
Scheme form / loan support standards:

Owned unit cost for self-employment vehicles, rickshaws, loading rickshaws, marutiices, jeep-taxis.
For loans of Rs.10.00 lakhs for any self-employment profession, or for lesser than the actual cost of the business or commerce store, medical store, readymade garment store, bookstore etc., the loan will be given from the corporation.
For the above order 1 and 2, the loan will be available at the simple interest rate of 5% of the loan. Women will be eligible to get a simple interest loan of 4%.
Transport, Logistics, Travelers, Food Court etc. For the business, including the required structure of the vehicle, Rs. 6.00 lakh loan will be eligible for 5% interest subsidy.

Credit Criteria for self-employment schemes

In the scheme of loan for the vehicle, the applicant must have a limited license.
Mortgage should be done for the vehicle acquired
After three months of receiving the vehicle, the loan will be payable in the same monthly installment of five years.
The small business will have to start in three months of getting the loan and after three months of the loan, the loan will be recovered in the same monthly installment of five years.
The total amount of the loan is Rs. If the amount is less than 7.50 lakh or less, then the bail bond of two sureties which can be filled up, will be presented.
The total amount of the loan is Rs. If it exceeds 7.50 lakh, then it will have to be mortgaged in favor of the real estate corporation's own or any other relative's real estate corporation.
Every lender has to give five blank checks signed in favor of corporation.

All the self-employment projects will also have the following eligibility.

Applicant should be a resident of Gujarat and be non-resident.
Applicant should be 18 years to 50 years of age.
The interest rate of interest will be 5% per annum and 4% for women. Lending will be given per year. Accordingly, the simple interest will be counted.
Interest Rate: 5% per annum for general terms 1 and 2 and 4% for women.
Income Limit: Family annual income limit is Rs.6.00 lakh or less.

CLICK HERE FOR FULL DETAIL OF Self Employment Scheme

APPLY ONLINE FOR Self Employment Scheme

Name of the scheme: Interest Assistance for a Graduate Doctor, Lawyer, Technical Graduate. GUEEDC


Scheme form / standards of assistance:

If you want to open your own clinic, laboratory, radiology clinic or office by a doctor, a lawyer, a technical graduate, non-resident class, then a loan of up to Rs 10 lakh will be given to 5 per cent interest on loan.
Accuracy:.

There must be a necessary registration according to the rules for the business.
The applicant must be a resident of Gujarat. And should be non-reserved.
Applicant's age must be 18 years to 50 years.
Proof of loan taken from the bank must be submitted.
Income Limit: Family annual income limit of Rs.6.00 lakhs below that below

CLICK HERE FOR FULL DETAIL OF Interest Help Scheme

Saturday, May 25, 2019

GSEB HSC Result 2019, Gujarat Board 12 Results 2019. by @ www.gseb.org

GSEB HSC Result 2019, Gujarat Board 12 Results 2019. by @ www.gseb.org


Name wise Result GSEB HSC Common stream (samany pravah) General strem Result 2019
Name wise Result Here
Name wise Result GSEB HSC Common stream (samany pravah) General strem Result 2019
Gujarat Secondary and Higher Secondary Education Board States that, Higher Secondary Certificate Examination taken in March 2019. Std 12 General Stream / Vocational Stream / A BU The Result of Stream and Sanskrit middle school result :- 25-05-2019 Saturday 8:00am on board website of the board gseb.org will be put online. Whose parents / Students / Principals should take note. In addition, it is to be stated that std-12 General

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GSEB HSC Result 2019, Gujarat Board 12 Results 2019,@ www.gseb.org

Gujarat HSC Result 2019: Gujarat 12th General stream result 2019 is scheduled to be declared tomorrow, i.e. 25th May, 2019 at 8 AM as per the official notification. Students will be able to check their Gujarat HSC result 2019 for General stream on gseb.org. The Gujarat Secondary and Higher Secondary Education Board will declare the Gujarat 12th General stream result 2019 in the online mode only. Declaration of Gujarat HSC result 2019 online allows the anxious students to check their result with ease.
Gujarat Board HSC Result 2019:Gujarat Board HSC result 2019 for the Science stream has been declared. Students can visit gseb.org to check their GSEB Science result 2019. Gujarat Secondary and Higher Secondary Education Board (GSEB) is responsible for declaring Gujarat Board 12th Result 2019. GSEB is also the conducting body of the Gujarat board exams for class 12 as well as for class 10th exams. The GSEB 12th Result 2019 is made available for those who appeared for the Gujarat Board HSC exams 2019. After the formal declaration, the GSEB Result 2019 was released on the board’s official website. Additionally, avakarnews will also embed live result link on this page for students to check their GSEB 12th Result 2019. The article below covers every aspect of the Gujarat Board HSC Result 2019 from steps to check the GSEB 12th Result to what next after the result.

Std 12 Result Date Declare Official Notification 23/05/2019

Result will be Declared On 25th May 2019
Click here: Check your Results

Thursday, May 23, 2019

Loksabha election 2019 result by official website

Counting of votes for the Lok Sabha elections, in which over 8,000 candidates were in the fray for 542 seats, will begin at 8.00 am on May 23 and results are expected only by late evening due to tallying of voter verified paper audit trail slips with EVM count for the first time. 67.11 percent of the 90.99 crore electors had cast their vote in the seven phase elections.This is the highest ever-voter turnout in Indian parliamentarian elections.

With just a day left for the final decision on the new government, the Election Commission has set up a 24-hour EVM Control Room at Nirvachan Sadan to monitor complaints relating to polled EVMs. Complaints regarding EVMs during counting can be registered with the control room on 011-23052123.
This is for the first time in a Lok Sabha election that results of voting machines will be matched with slips generated by paper trail machines.
The exercise will take place in five polling stations per assembly segment which effectively means that out of nearly 10.3 lakh polling stations, the EVM-VVPAT matching will take place in 20600 such stations.
Additionally, the EC has said that there are around 1,600 counting servers to monitor the counting of 22.3 lakh ballot units, 16.3 lakh control units and 17.3 lakh VVPATs. Moreover, reports suggest that there might be a delay in the final outcome. Trends are likely to trickle in from 8am tomorrow.

Click here to view result

Wednesday, May 22, 2019

Rajyni binsarkari anudanit madhyamik Ane Uchchatar madhaymik Shalama Principal Ni Bharti prakriya Babatno LETEST CIRCULAR


Rajyni binsarkari anudanit madhyamik Ane Uchchatar madhaymik Shalama Principal Ni Bharti prakriya Babatno LETEST CIRCULAR
Teachers working with Key Stage pupils might, for instance, focus on the subject content of science and develop science skills from these areas of experience. This product centred approach could, for example, give rise to oral explanations and demonstrations of scientific knowledge, and, from time to time, practical activities designed to provide direct experience of phenomena with opportunities to explore and investigate these phenomena. In providing a conceptual structure to help the learner build a functional mental representation, the teacher highlights what is relevant and the nature of the relationships between the elements. For example, the teacher might explain the compressibility of air in a bicycle pump by describing it as dispersed particles which may be brought closer or else by comparing it with the behaviour of a spring.


In contrast, teachers might focus on the processes of science and develop scientific conceptual understanding from it. This process-centred approach could, for instance, offer the children experiments and investigations as starting points for acquiring conceptual knowledge with little or no direct teaching of concepts. In this case a conceptual structure is withheld. The onus is on the children to recall or construct a functional mental representation without reference to a teachers' description of one. Pupils might infer relationships in the topic under study and may be given an opportunity to test and revise their ideas.


Of course, other teachers might focus on a combination of these two approaches and develop scientific skills and conceptual understanding from in this combination. This mixed approach could be a balance or, perhaps, a compromise, between a product-centred and a process-centred approach, in which the teacher provides a partial conceptual structure and leaves the remainder for children to construct by inferring, hypothesising, or testing their ideas. It could encourage lessons where children do investigations with some features already identified by the teacher, and with some conceptual knowledge about the subject that enables them to appreciate the purpose of the activity. In contrast, it could encourage lessons without a clear purpose which mixed different types of activity, but did not develop either conceptual or procedure understanding exclusively.
Science Activities and Experiments
Science activities help little learners of all ages understand important concepts, and these science activities for kids give them the opportunity to discover something completely new. What's more, science activities are fun! Some, like Oobleck, are messy. Others are impressive, like the classic erupting volcano project.
Click Here To Download Circular

PRIMARY SCHOOL MONOTARING UPDATE LATEST EDUCATIONAL NEWS REPORT


PRIMARY SCHOOL MONOTARING UPDATE LATEST EDUCATIONAL NEWS REPORT


A teacher (also called a school teacher or, in some contexts, an educator) is a person who helps others to acquire knowledge, competences or values.Informally the role of teacher may be taken on by anyone (e.g. when showing a colleague how to perform a specific task). In some countries, teaching young people of school age may be carried out in an informal setting, such as within the family (homeschooling), rather than in a formal setting such as a school or college. Some other professions may involve a significant amount of teaching.


Teachers working with Key Stage pupils might, for instance, focus on the subject content of science and develop science skills from these areas of experience. This product centred approach could, for example, give rise to oral explanations and demonstrations of scientific knowledge, and, from time to time, practical activities designed to provide direct experience of phenomena with opportunities to explore and investigate these phenomena. In providing a conceptual structure to help the learner build a functional mental representation, the teacher highlights what is relevant and the nature of the relationships between the elements. For example, the teacher might explain the compressibility of air in a bicycle pump by describing it as dispersed particles which may be brought closer or else by comparing it with the behaviour of a spring.

Click Here To View

Tuesday, May 21, 2019

Unala Vacation Ma Aavti JAHER Raja Na Badalama Any Raja JAHER Karva Babatno PARIPATRA- MAHESANA-


Unala Vacation Ma Aavti JAHER Raja Na Badalama Any Raja JAHER Karva Babatno PARIPATRA- MAHESANA
Teachers working with Key Stage pupils might, for instance, focus on the subject content of science and develop science skills from these areas of experience. This product centred approach could, for example, give rise to oral explanations and demonstrations of scientific knowledge, and, from time to time, practical activities designed to provide direct experience of phenomena with opportunities to explore and investigate these phenomena. In providing a conceptual structure to help the learner build a functional mental representation, the teacher highlights what is relevant and the nature of the relationships between the elements. For example, the teacher might explain the compressibility of air in a bicycle pump by describing it as dispersed particles which may be brought closer or else by comparing it with the behaviour of a spring.


In contrast, teachers might focus on the processes of science and develop scientific conceptual understanding from it. This process-centred approach could, for instance, offer the children experiments and investigations as starting points for acquiring conceptual knowledge with little or no direct teaching of concepts. In this case a conceptual structure is withheld. The onus is on the children to recall or construct a functional mental representation without reference to a teachers' description of one. Pupils might infer relationships in the topic under study and may be given an opportunity to test and revise their ideas.


Of course, other teachers might focus on a combination of these two approaches and develop scientific skills and conceptual understanding from in this combination. This mixed approach could be a balance or, perhaps, a compromise, between a product-centred and a process-centred approach, in which the teacher provides a partial conceptual structure and leaves the remainder for children to construct by inferring, hypothesising, or testing their ideas. It could encourage lessons where children do investigations with some features already identified by the teacher, and with some conceptual knowledge about the subject that enables them to appreciate the purpose of the activity. In contrast, it could encourage lessons without a clear purpose which mixed different types of activity, but did not develop either conceptual or procedure understanding exclusively.


Click Here To View Circular

1.9 Lakh School Na Shikshako Par Gujarat Sarkarnu Call Centre Najar Rakhashe


1.9 Lakh School Na Shikshako Par Gujarat Sarkarnu Call Centre Najar Rakhashe.
Teachers working with Key Stage pupils might, for instance, focus on the subject content of science and develop science skills from these areas of experience. This product centred approach could, for example, give rise to oral explanations and demonstrations of scientific knowledge, and, from time to time, practical activities designed to provide direct experience of phenomena with opportunities to explore and investigate these phenomena. In providing a conceptual structure to help the learner build a functional mental representation, the teacher highlights what is relevant and the nature of the relationships between the elements. For example, the teacher might explain the compressibility of air in a bicycle pump by describing it as dispersed particles which may be brought closer or else by comparing it with the behaviour of a spring.


In contrast, teachers might focus on the processes of science and develop scientific conceptual understanding from it. This process-centred approach could, for instance, offer the children experiments and investigations as starting points for acquiring conceptual knowledge with little or no direct teaching of concepts. In this case a conceptual structure is withheld. The onus is on the children to recall or construct a functional mental representation without reference to a teachers' description of one. Pupils might infer relationships in the topic under study and may be given an opportunity to test and revise their ideas.


Of course, other teachers might focus on a combination of these two approaches and develop scientific skills and conceptual understanding from in this combination. This mixed approach could be a balance or, perhaps, a compromise, between a product-centred and a process-centred approach, in which the teacher provides a partial conceptual structure and leaves the remainder for children to construct by inferring, hypothesising, or testing their ideas. It could encourage lessons where children do investigations with some features already identified by the teacher, and with some conceptual knowledge about the subject that enables them to appreciate the purpose of the activity. In contrast, it could encourage lessons without a clear purpose which mixed different types of activity, but did not develop either conceptual or procedure understanding exclusively.


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