CLIL or Content and Language Integrated Learning is a relatively new and underutilised pedagogical approach to language learning. It is a generic term referring to the teaching of a curricular subject through a foreign language. The basis of CLIL is that the teaching-learning is carried out in a language that is not the mother tongue of the students. The end objective remains to learn the second language while the content is extracted through other subjects which the students already study as part of their curriculum. It is a dual-focused approach in which both the content and the language are learnt simultaneously.

The CLIL Methodology

The successful implementation of a CLIL programme relies on the collaboration between language teachers and content teachers. Each is an expert in his or her field, so they need to share both their respective ideologies and materials.

A content teacher is someone who teaches a subject — for example, biology, history, or art. This does not mean just teaching the subject in the English medium. These content teachers are not experts in language acquisition or pedagogy as they are experts only in their respective subjects. Content teachers also depend on the support of the language teacher to diffuse the elements of the language into their subject matter. Thus, both types of teachers have to work in close conjunction with one another to make CLIL successful.

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A language teacher is principally responsible for teaching English (or another language), but in the CLIL programme, he or she also supports the content teacher by introducing relevant vocabulary and functional language related to a given subject. This is a more powerful approach to learning a new language as it focuses on the authentic use of language rather than learning it through decontextualized content fragments, memorising grammar rules, or the cramming of curricular subjects.

Let us take the example of a history lesson. The content teacher explains the Civil Disobedience Movement through pictures, demonstrations, and using the textbook in English, and if necessary, the students’ first language. In parallel, the English language teacher might teach students the grammatical structures used for explaining the past tense (simple past, past progressive, and past perfect), the language to describe cause and effect (because of, due to, results in), and word forms (empire, emperor). In summation, the student has learnt both the concept of the Civil Disobedience Movement and can articulate or explain it using appropriate grammar and terminology.

The CLIL Framework

The framework of CLIL is based on the 4Cs i.e., Content (or the subject matter), Cognition (the process of learning and thinking), Communication (the process of interacting and using the language), and Culture (developing an understanding of the language). So, CLIL teaching is not only a matter of learning how to teach both content and language, but also how to integrate them. In this aspect, it is very different from immersion or content-based instruction techniques of language acquisition as it emphasises the need to harmonise language and content-based learning rather than prioritising one over the other.

According to Marsh et al. (2001), students cannot improve their content knowledge and skills without learning the language, because the subjects are discussed, constructed, evaluated and embedded in the language. The basic aspect of learning any language or developing fluency in it is to acquire as much vocabulary as you can. Vocabulary can be divided into three parts: Basic vocabulary, academic vocabulary, and discipline-specific vocabulary. CLIL involves learning to use language appropriately while using language to learn the subject adequately.

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In every CLIL lesson plan given by the University of Cambridge, ESOL examinations it is repeatedly insisted that “Every subject has its content obligatory language which means a subject-specific vocabulary, grammatical structures, and functional expressions”. For instance, a chapter on ‘Plants’ in Grade 3 Science would have vocabulary such as ‘photosynthesis’, ‘stomata’, ‘sunlight’, etc which are domain-specific for science for that level. Therefore, each chunk of content associated with CLIL has a specific vocabulary and the teacher has to relate his/her teaching with the newly learnt vocabulary with the old one, which is also the preliminary step in the CLIL approach.

The Final Word

The objectives of CLIL are varied, but among the most relevant ones are to improve the educational system, to establish the necessary conditions that will allow students to achieve the appropriate level of academic performance in curricular subjects, to develop intercultural understanding and to hone their social and thinking skills. Moreover, CLIL prepares students for the globalized world by increasing their motivation to learn foreign languages and cementing their intercultural competence.

As an approach, CLIL has been very successful in countries such as China, Malaysia and Thailand in promoting content learning and language acquisition. In India too, CLIL is gaining currency slowly and steadily but needs some more research, the willingness to adopt, and flexible implementation. Some initiatives have been taken in this direction. For instance, CLIL@India a 3-year project co-funded by the European Union was a consortium of 7 Universities from India and Europe dedicated to developing a new model of bilingual education by introducing Content and Language Integrated Learning (CLIL) as an innovative pedagogical practice in the Indian education system to preserve the nation’s multilingualism.

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References:

• https://bridge.edu/tefl/blog/what-is-clil/
• https://www.onestopenglish.com/clil/what-is-clil/501038.article
• https://www.teachingenglish.org.uk/article/clil-lesson-framework

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Authored By- Sanjhee Gianchandani 

Sanjhee Gianchandani is an English language curriculum designer and editor with a Master’s from LSR, University of Delhi, and a CELTA from Cambridge. She has authored grammar books, edited over 100 academic and literary works, and specialises in English language teaching (ELT) pedagogy.

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In a collaborative effort between Aditya Birla World Academy (ABWA) and Mpower, an initiative of Aditya Birla Education Trust the Happy Place Interschool Festival was successfully held to raise awareness about mental health, with this year’s theme being The Mindful Megabyte – Digital Wellness. The event saw participation from over 200 students across various schools in Mumbai across boards, engaging in a variety of creative and expressive competitions, including Solo/Duet Singing, Art, Photography, AD-Film Making, Drama, Slam Poetry, and Dance. Each event centered around the theme of digital wellness, focusing on the impact of technology on mental health and well-being.

The Happy Place Interschool Festival, introduced by Aditya Birla World Academy (ABWA), is built on the belief that mental health awareness is a crucial aspect of a child’s holistic development. At ABWA, students benefit from a robust mental health and emotional well-being curriculum that supports resilience alongside academic excellence. Under the leadership of Mrs. Neerja Birla, Founder and Chairperson of Aditya Birla World Academy and the Aditya Birla Education Trust, this vision has flourished. A passionate mental health advocate, Mrs. Birla firmly believes that mental health awareness and support should be accessible to all students, empowering them with the tools they need to thrive.

As an extension of this vision, the Mindsmatter program has reached 25 schools and over 40,000 students across India in the past year, with 318 teachers trained and 67 mentoring sessions conducted. The program has positively impacted behavior, self-esteem, and academic performance, with 83% of participants reporting improved communication skills and 61% noting reduced stigma around mental health.

For the last 6 years, The Happy Place Interschool Festival has expanded beyond ABWA, engaging students from schools across Mumbai to raise awareness on mental health through creative activities. This festival sustains the conversation on mental health, offering students a thoughtfully curated platform to explore these critical themes, express themselves creatively, and build empathy. Through themes like Digital Wellness, participants reflect on their emotional health, fostering a balanced and mindful approach to life.

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Mrs. Radhika Sinha, Principal of Aditya Birla World Academy (ABWA), “highlighted the importance of such initiatives, stating, “The Happy Place interschool festival is not just a competition, but a mindful space for students to engage in conversations about mental health while expressing their creativity. The focus here is not only on winning but also on creating an environment where students can explore topics like Digital Wellness that are highly relevant to the challenges the youth face today. These activities help drive awareness, fostering a sense of empathy and mindfulness amongst our students.”

The competition’s theme, Digital Wellness, reflects the growing influence of technology in the lives of young people. While digital platforms provide numerous opportunities for connection, learning, and creativity, they also come with risks such as overuse, social media addiction, cyberbullying, and sleep deprivation. Striking a balance between the positive and negative impacts of digital media is crucial for the well-being of today’s youth.

Parveen Shaikh, VP Operations at Mpower, highlighted the urgent need for digital wellbeing support amidst the growing mental health crisis: “In today’s digital age, the constant use of technology is significantly impacting mental health, particularly among young people. Studies reveal that 1 in 5 individuals experience symptoms of mental health conditions, with excessive screen time and online pressures contributing to this rise. Alarmingly, 50% of mental health issues begin by the age of 14, and 75% by age 24. By focusing on digital wellbeing and creating awareness around healthy tech habits, we aim to provide timely interventions that encourage young people to seek help and maintain a balanced, mentally healthy lifestyle. 

Research on digital wellness suggests that excessive use of digital devices can negatively affect mental health, particularly among students. Studies show that prolonged exposure to screens can lead to anxiety, depression, and social isolation. Initiatives like The Happy Place Interschool Festival play a significant role in bringing these critical discussions to the forefront, encouraging students to reflect on their digital habits and make informed choices.

As this year’s competition concludes, the collaboration between ABWA and Mpower continues to raise awareness on crucial mental health issues, ensuring that students are empowered to lead balanced, mindful lives.

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In observance of the International Day of Older Persons, celebrated annually on 1st October, the Department of Social Justice and Empowerment, in collaboration with the Department of School Education & Literacy, has proposed a series of activities throughout October 2024. These initiatives aim to instil values of respect, care, and empathy towards senior citizens among students, fostering intergenerational bonding.

This month-long celebration focuses on connecting students with the elderly, emphasising the invaluable contributions, wisdom, and dignity of older generations. With life expectancy rising globally, and older persons expected to outnumber youth by 2030, the importance of fostering respect for senior citizens is more relevant than ever.

Educational institutions have been encouraged to observe Grandparents’ Day, featuring activities like storytelling and interactive games. Schools may also host pledge-taking ceremonies, where students and staff commit to respecting and supporting the elderly.

Morning assemblies or language classes will offer opportunities for students to recite poems and shlokas that emphasise respect for elders, drawing from India’s cultural heritage. Schools will also facilitate interactions between students and senior citizens, allowing for the sharing of stories, historical discussions, and the exploration of traditional crafts.

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Students will be encouraged to engage in community service projects with senior citizens, strengthening intergenerational solidarity. Mentorship programs, where seniors share their expertise in arts, culture, and vocational skills, are also proposed, benefiting both generations.

These initiatives, rolled out across States/UTs and educational institutions, are designed to promote care and concern for senior citizens, creating a society built on mutual respect and understanding.

The Ministry of Education’s Department of School Education and Literacy (DoSE&L) organised a two-day knowledge-sharing workshop under the Strengthening Teaching-Learning and Results for States (STARS) project in Bhopal, Madhya Pradesh, from 30th September to 1st October 2024. The workshop aimed to foster a robust educational ecosystem that prepares students for the challenges of the future workforce, focusing on the school-to-work transition and strengthening assessment systems.

The workshop was inaugurated by Uday Pratap Singh, State Minister of Transport and School Education, who highlighted the importance of the National Education Policy (NEP) 2020 in shaping the overall development of children. He stressed the role of the STARS project in transforming the education system.

Day 1 featured key discussions led by Sanjay Kumar, Secretary of DoSE&L, who underscored the need to bridge the gap between education and employment. This was followed by panel discussions moderated by Vipin Kumar, Additional Secretary of DoSE&L, where speakers explored the integration of skill education into school curricula and the promotion of multidisciplinary learning, internships, and apprenticeships under NEP and the National Credit Framework (NCrF).

Further, Dinesh Prasad Saklani, Director of NCERT, emphasised the importance of collaboration between departments and aligning the curriculum with industry demands. Usha Titus, Managing Director of the Additional Skill Acquisition Programme in Kerala, led a session on the role of psychometric assessments and career counselling in preparing students for the workforce.

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On Day 2, Vipin Kumar discussed the need to improve current assessment models, followed by presentations on psychometric analysis and innovative assessment practices by educational leaders, including Smt. Idzes Angmo Kundan and Jonas Bertling.

The workshop concluded with key takeaways from Vipin Kumar, who highlighted strategies for enhancing assessment systems and improving school-to-work transitions to ensure a better future for students.

(With inputs from ANI)

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As an educator, I embarked on a fascinating journey with my students to explore the unit “How We Organize Ourselves.” Our approach was rooted in Project-Based Learning (PBL) principles, designed to foster a deeper understanding of complex concepts through hands-on experiences. This article will delve into our collaborative learning process, highlighting the integration of technology, critical thinking, and creativity.

Provocation and Inquiry 

Our journey began with a thought-provoking exercise in the “messy library,” where students were tasked with rearranging books using various systems, such as genre, color code, language, or alphabetical order. This activity sparked critical thinking, encouraging students to think creatively and develop problem-solving skills As they shared their experiences, they naturally incorporated vocabulary related to systems, voting, disagreements, rules, and strategies, laying the groundwork for future connections.

Gallery Walk and Comic Strips 

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The next step was a gallery walk, where students engaged with comic strips depicting different forms of government. By analyzing the images and dialogues, they began to grasp the underlying concepts and connect them to their previous library experience. This visual approach facilitated a deeper understanding of how governments function as systems

Tech Integration and Infographics 

To further explore the democratic form of government, students conducted research and created infographics using Canva. This tech integration enabled them to effectively communicate their thoughts and analyze the features of democracy in various countries Their presentations not only showcased their understanding but also encouraged critical thinking about the differences in governance across nations.

Language Curriculum Integration 

As we transitioned from democracy to monarchy, the language curriculum was seamlessly integrated. Students received case studies of 10 different monarchs and, through reading analysis and evidence-based claims, developed a deeper understanding of these systems. By presenting their findings through mini lessons, they gained confidence in their comprehension and re-examined the diverse approaches of monarchs in handling their countries’ situations.

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Independent Research and Comparison 

To solidify their understanding, students conducted independent research on another form of government using the 5-step research process. This exercise allowed them to dive deeper into the concept of various governance systems and create personalized notes to reinforce their knowledge. As an assessment task, they compared and contrasted different forms of government using a comparison chart, leveraging their previous experience with infographics and graphic organizers to organize their thoughts systematically.

Strategic Planning and Critical Thinking 

Throughout this journey, strategic planning and clarity of critical thinking skills enabled students to organize their understanding in a more effective manner. By analyzing and evaluating information, they developed a deeper comprehension of the various forms of government

Taking Action: Creating a New Government System 

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With a solid foundation of knowledge, students took the next step by forming their own government system. They crafted their own constitution, preamble, and even experimented with combining two forms of government to create a new one. This hands-on experience empowered them to think critically and creatively, applying their understanding to real-world scenarios.

Therefore, this integrated and project-based learning journey not only deepened students’ understanding of governance systems but also cultivated essential skills in critical thinking, collaboration, and creativity. By embracing a student-centered approach, we can empower young minds to become active participants in shaping their own learning experiences.

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This article is authored by- Arushi Sikri, IB PYP Educator, Prometheus School, Noida

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Let’s focus on the importance of quality in education and the significance of learning to give.

The best way to deliver quality education and bring about the personal and social development of an individual is by empowering young people to follow their passions. The education process today is built on the 4S approach – Service, Skill, Sport, and Study. The CBSE, CISCE, and most of the national boards are now incorporating skills and activities beyond the classroom into their curriculum.

Each of these four dimensions of learning is equally essential for helping young people find themselves and become the leaders they aspire to be.

Service is the numero uno of the 4S

Mahatma Gandhi said, “The best way to find yourself is to lose yourself in the service of others.”

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Service, also referred to as Community Service or Social Service, has been an integral part of The Doon School since its inception. The first Headmaster, Mr Arthur Foot, believed that “the boys should leave The Doon School as members of an aristocracy, but it must be an aristocracy of service inspired by ideas of unselfishness, not one of privilege, wealth or position.” This principle has remained a foundational aspect of the school for decades. Over the years, The Doon School has amassed an impressive record of service. The students have consistently extended a helping hand across India during major earthquakes, tsunamis, landslides, and floods. For instance, during the 1991 Uttarkashi earthquake, when all communication lines were down, the school’s HAM radio club collaborated with the state administration and aid providers to establish channels of communication with the base station.

All boys at The Doon School must complete mandatory hours of social service. The school runs a Panchayat Ghar where students teach underprivileged children. Over the years, the school has adopted villages, working with villagers to construct houses, community centres, school buildings, sanitation systems, energy efficiency systems, and self-employment projects, including small-scale irrigation systems. Apart from village development, the school is actively involved with the Raphael Ryder Cheshire International Centre and the Cheshire Home.

Socially Useful Productive Work (SUPW) was introduced as a subject in Indian schools, where students could choose from various vocational education activities—embroidery and knitting, gardening, cooking, painting, carpentry, and other crafts and hobbies, as well as community service for senior students (Class IX onwards). This subject was introduced in 1978 by the Ministry of Education to promote Gandhian values and the educational ideas of Mahatma Gandhi. While many private schools have discontinued the subject, it remains an ancillary but mandatory part of the curriculum in schools affiliated with the Council for the Indian School Certificate Examinations (CISCE), which conducts the ICSE and ISC examinations. It is also taught in some Central Board of Secondary Education (CBSE) schools, including all Kendriya Vidyalaya and Jawahar Navodaya Vidyalaya schools.

Skill

Skill development aims to encourage the growth of personal interests and practical skills. Music, crafts, arts, nature, communication, hobbies, indoor games, vocational skills, and performance skills are examples of such activities. These interests are typically non-physically demanding and may be hobbies, vocational, or job-related.

“Skill is the learned ability to carry out a task with pre-determined results often within a given amount of time, energy, or both. In other words, the abilities that one possesses. Skills can often be divided into domain-general and domain-specific skills. For example, in the domain of work, some general skills would include time management, teamwork and leadership, self-motivation and others, whereas domain-specific skills would be useful only for a certain job. Skill usually requires certain environmental stimuli and situations to assess the level of skill being shown and used.” ~ Wikipedia

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Various forms of skills that schools should help deliver include labour skills, life skills, people skills, social skills, soft skills, and hard skills.

Sport

Sport is not only important for children’s health but also enhances learning achievement, resilience, and psychosocial and motor development. Children who engage in sports from a young age are more likely to continue doing so as they grow older. School-based sports programmes can lead to noticeable positive changes in teens’ behaviour and outlook. When students participate in sports, they can benefit not only physically but also socially and mentally!

Sport should encourage young people to improve their personal physical performance through training and perseverance in activities they enjoy. Physical activity is vital to young people’s holistic development, fostering their physical, social, and emotional health. The benefits of sport extend beyond physical well-being, and the educational value of sport should not be underestimated.

Round Square and International Baccalaureate (IB)

Round Square is a worldwide association of schools across five continents sharing unique and ambitious goals. Students attending Round Square schools make a strong commitment to personal development and responsibility, beyond academic excellence. The Round Square approach promotes six ideals of learning: Internationalism, Democracy, Environment, Adventure, Leadership, and Service. These are incorporated into the curriculum across all member schools, providing opportunities for student and teacher exchanges, community service projects, and conferences.

The International Baccalaureate (IB) offers four programmes for students aged 3 to 19, helping develop the intellectual, personal, emotional, and social skills necessary for living, learning, and working in a rapidly globalising world. The IB aims to develop inquiring, knowledgeable, and caring young people who contribute to creating a more peaceful world through intercultural understanding and respect.

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Study

Study is the process of applying the mind to learning and understanding a subject, especially through reading. According to the dictionary definition, study refers to ‘the application of the mind to the acquisition of knowledge, as by reading, investigation, or reflection.’ This is just one aspect of a young person’s growth at school.

A good school must provide the best ecosystem for the personal and social development of an individual. This can only be achieved when we focus beyond studies, giving equal emphasis to Study, Skill, Service, and Sport.

This article is also published in the Good Schools India Journal.

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Authored By- Sandeep Dutt, Founder, The Good School Alliance

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In order to embed Indian Knowledge Systems (IKS) into the higher education landscape, the University Grants Commission (UGC) has announced plans to train over 10,000 faculty members from universities and colleges across the country in different phases between November 2024 and March 2025. This initiative aligns with the National Education Policy (NEP) 2020, which envisions an education system deeply rooted in Indian ethos and values.

The IKS, or Bharatiya Jnana Parampara, is increasingly being introduced as a subject in various academic disciplines, including engineering and management institutes. The UGC, the regulatory authority for higher education, has called on universities and colleges to apply for the six-day basic training programme by October 2, which will be organised in 75 institutions nationwide. Alongside faculty, around 1,000 registered research scholars will also participate in the training.

In a recent letter, the UGC emphasised the NEP’s focus on incorporating IKS into Indian education, stating, “The training programme equips faculty members with the tools to seamlessly integrate Indian Knowledge Systems into their teaching practices.” This initiative will ensure that the educational ecosystem in India reflects and promotes the rich heritage of the nation.

What the Training Programme Entails

The IKS training module offers a comprehensive introduction to fundamental concepts such as the Panch Maha Bhutas (five elements), the concept of a Sutra, and non-translatable terms like Dharma, Punya, Aatma, Karna, Yagna, Shakti, Varn, Jati, Moksha, and Puraana. Faculty members will be equipped to understand the importance of using accurate terminology in teaching IKS.

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Participants will also be introduced to the philosophical foundations of IKS, including key concepts from Samkhya, Vaisheshika, and Nyaya philosophies. The module includes case studies on topics like the mathematics of Madhava, Aryabhata’s astronomical models, Ayurveda’s foundational aspects, Ashtanga Yoga, and insights from the Sangeet and Natya Shastra.

An official involved in the course design highlighted, “The courses are broad-based and not limited to a faculty member’s specific discipline. They include introductory material on all aspects, enabling exploration of fundamental IKS principles.” Discipline-specific courses will delve deeper into subjects such as chemistry, metallurgy, mathematics, and literature, allowing participants to engage with ancient texts and concepts within their areas of expertise. For instance, mathematics in the Vedas and Sulva Sutras will be studied, as well as the life and contributions of scholars like Aryabhata, Pingala, and Panini.

The Journey So Far

The first phase of this faculty training initiative began in July 2023, with the establishment of an IKS cell under the Union Ministry of Education (MoE). The cell was created to foster interdisciplinary research, preserve the vast knowledge of IKS, and ensure its dissemination for societal applications. The training sessions are conducted through various agencies, including the Human Resource Development Centres (HRDCs) and the Pandit Madan Mohan Malviya National Mission on Teachers Training (PMMMNMTT).

The NEP 2020’s emphasis on the Indian Knowledge System underscores the need for an education system that is not only globally competitive but also rooted in India’s rich intellectual traditions. By integrating IKS into higher education, the initiative aims to provide students with an opportunity to connect with their heritage and draw insights from centuries of accumulated wisdom.

(With inputs from News 18)

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India has announced a major initiative to provide 50 Quad scholarships, worth Rs. 4.17 crore ($500,000), to students from the Indo-Pacific region. This scholarship programme will enable selected students to pursue a four-year undergraduate engineering degree at a Government of India-funded technical institution, emphasising the country’s commitment to strengthening ties with the Indo-Pacific region. The announcement was made as part of the Wilmington Declaration Joint Statement by the leaders of Australia, India, Japan, and the United States.

In the joint statement, the leaders of the Quad highlighted their dedication to building a network of future science, technology, and policy leaders, stating, “The Quad is committed to strengthening the deep and enduring ties between our people, and among our partners. Through the Quad Fellowship, we are building a network of the next generation of science, technology, and policy leaders.” The implementation of the Quad Fellowship will be overseen by the Institute of International Education (IIE) with support from private sector partners such as Google, the Pratt Foundation, and Western Digital.

Prime Minister Narendra Modi, who participated in the Quad Summit in Wilmington, Delaware, alongside US President Joe Biden, Australian Prime Minister Anthony Albanese, and Japanese Prime Minister Fumio Kishida, emphasised India’s role in the initiative: “India is pleased to announce a new initiative to award fifty Quad scholarships, worth $500,000, to students from the Indo-Pacific to pursue a 4-year undergraduate engineering programme at a Government of India-funded technical institution.”

About the Quad Fellowship

Commencing in 2024, the Quad Fellowship extends to master’s and doctoral students in science, technology, engineering, and mathematics (STEM) fields across the United States. Administered by the IIE, the programme aims to cultivate collaboration and innovation in private, public, and academic sectors among the Quad countries. As stated on the official website, “The fellowship develops a network of science and technology experts committed to advancing innovation and collaboration in the private, public, and academic sectors, in their own nations and among Quad countries.”

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Eligibility Criteria and Application Process

The Quad Fellowship is open to candidates from the four Quad nations—Australia, India, Japan, and the United States—as well as 10 Southeast Asian countries, including Indonesia, Malaysia, and Vietnam. Selected candidates must demonstrate academic excellence and a commitment to using their skills for the greater good. Each fellow receives a financial grant of $40,000 (Rs. 33.39 lakh) to cover academic expenses.

The eligibility criteria for the 50 undergraduate engineering scholarships in India will be announced soon. However, for the graduate fellowship, candidates must:

• Be at least 18 years old at the time of application.
• Be citizens or legal permanent residents of one of the Quad countries or the 10 Southeast Asian countries (Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, Philippines, Singapore, Thailand, or Vietnam).
• Hold a bachelor’s degree or equivalent in a STEM field by August 2024.
• Have a record of superior academic achievement at the undergraduate level.

For prospective graduate students, they must have applied to an eligible STEM graduate programme at a US-based university for the 2024-2025 academic year. Current graduate students enrolled in a Master’s or PhD programme in the US must be enrolled full-time in an eligible STEM course for the full 2024-2025 academic year. Programmes in clinical healthcare, such as medicine or nursing, are not eligible.

Though applications for this year are closed, prospective candidates can stay updated by visiting the official Quad Fellowship website: Quad Fellowship.

(Source- PTI)

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In recent years, microlearning has become an accepted teaching and learning methodology due to the  effectiveness of bringing knowledge quick and timely to the learner. Learners have also regarded this  paradigm as transformational in nature because it aids in information acquisition and retention by  breaking complex matters down into simpler, smaller modules. Microlearning permits the learner to  focus on one topic at a time because the information is given in a summarized fashion, enabling them  to learn better and remember for a longer period. Also, through the modular approach of microlearning,  updates and changes are easily integrated, helping them to keep up with changing situations. In today’s  fast-moving world, wherein the need is to adapt and absorb newer information at a quicker pace than  ever before, microlearning ideally meets this demand. Key Features of Microlearning are below, 

Short and Focused Content 

The microlearning modules are brief, typically around 3 to 10 minutes long. It is this brevity that enables  learners to concentrate on one subject matter, step, or piece of information at a time, without cognitive  overload, thus, making the learning process more manageable. By limiting the scope of a lesson to one  single objective, learners are able to comprehend the material better and thus, they can retain it for a  longer period of time. 

Multimedia-Rich Formats 

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This applies the use of different multimedia formats for easier facilitation of learning. These include  videos, infographics, animation, podcasts, quizzes, and even simulations that are interactive. The use  of all these kinds of media means that microlearning caters to all kinds of learners: visual, auditory, or  kinesthetic. The use of multimedia therefore adds variety to the learning process and maintains the  interest of the learner in the materials. 

Also, through multimedia usage, boredom is avoided and the learners remain interested in the content  as it seems to be information-based but also entertainment-based. While the interactive elements  include quizzes and simulations, which reinforce learning by providing context for the application of  what has been learned. 

On-Demand and Flexible 

The most impactful benefit of microlearning is its flexibility. A learner can access the modules as they  want, and from any location, whether at work, home, or during their commute. This on-demand access  means that learning can be easily integrated into daily routines, making it possible to learn at a time and  place that suits the individual. Moreover, students can select the modules that correspond to their  existing problems or knowledge gaps, thus, driving a more personalized learning experience. 

Mobile-Friendly 

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The mobile correspondence of microlearning content is a highly influential aspect in a world where  mobile device usage is so widespread. Microlearning modules are mostly built with a mobile-first  approach, so they can be easily navigated and accessed by smartphones and tablets.

This mobility provides learners with the ability to participate in learning activities on the go, be it during  break times, when on the road, or in between tasks. The capability to acquire knowledge in pieces  through a mobile device fits the current lifestyle and thus, education becomes more available than ever. 

Just-in-Time Learning 

Microlearning is superb in implementing this type of learning called “just-in-place” learning which refers  to offering the information that students require precisely at the moment they require it. The method is  of particular importance in professional environments where workers often need quick access to  particular knowledge or skills they may need to finish a task or solve a problem. As an instance, a sales  team officer can access a microlearning module that discusses the latest product features just a few  minutes before a client meeting. This immediacy strengthens the content’s relevance and applicability,  which in turn leads to better performance and outcomes. 

Benefits of Microlearning 

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The most important feature of microlearning is’ its flexibility and adaptability. Learners can choose  when and where they want to study the material since they can access it at their own pace and  convenience. Be it at work during a lunch break or on a bus ride, microlearning gives the learners the  liberty to choose the learning path. And it is precisely this flexibility that allows the learners to get the  most out of the content and apply what they have learned in practice, as they can take an approach to  the material that best works for them. 

Improved Retention 

Research proves that separating the information into smaller, simple and more manageable pieces  enhances memory retention. The theory is based on the idea of “chunking,” which is a psychological  principle that states that information is grouped into smaller units making it easier to process and  recall. Microlearning strengthens this perspective since it provides content in small chunks, which in  turn decreases cognitive load and helps the information to be transferred into long-term memory. The  mindset of learners is positively influenced by the fact that chunked information is easily remembered.  Because the learners can focus their full attention on one piece of information, they are not  overwhelmed by other pieces of information. 

Increased Engagement 

The entertaining aspect of microlearning is one more key advantage. The fact that the content is sent in  different multimedia formats, microlearning to capture the learners’ interest and not lose their  motivation. Each module’s short duration also aids in keeping attention since learners are less likely to  get tired or bored, as is the case with longer, more traditional learning sessions. Additionally, the  interactive features normally found in microlearning like quizzes and simulations, are so engaging that  learners get involved in the learning process and the whole process becomes more dynamic and  attractive. 

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Greater Flexibility 

Microlearning has a dominant feature of flexibility in learning by providing options to learners on how  and when learning can take place. The learners can decide the speed of their own learning, and thus  they can move at a pace that is suitable for their individual learning styles and schedules. This method  of learning in self-pace makes the whole process of learning less stressful as in traditional methods 

learners are required to keep up with a fixed schedule. On the other hand, students are permitted to  review the applets as frequently as necessary, thus they do not move on to the next topic until they  comprehend the material. It is this provision that makes the adult learners who have to divide their time  between learning and other obligations, such as family and work, very satisfied. 

Microlearning works well and is flexible and convenient, especially in a fast-changing environment  where lifelong learning has become inevitable. It allows for a better understanding and longer retention,  as the contents are presented in granular and focused modules. Thus, it is ideal for students and  professionals alike. It is flexible, can be updated without any problem, and also integrated with other  learning modes to enable customization and quality learning. In a world of growing remote work and  virtual classrooms, microlearning meets the need for an era of just-in-time learning through micro contents about topics, which will enable continuous skills development, ensuring that learners stay  up-to-date and current.

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Vishal Aditya Sahoo, Director, New Age Learning, SAI International Education Group