Creating a nation of sports champions requires a fundamental shift in how India balances education and athletics. Former Indian football team captain Bhaichung Bhutia and Olympic gold medallist Neeraj Chopra have called for a more sports-integrated education system to nurture talent and elevate India’s global athletic standing.

Speaking at the Viksit Bharat Young Leaders Dialogue, Bhutia emphasised the urgent need for collaboration between the Ministry of Education and the Ministry of Youth Affairs and Sports. “Every child is trained to become a doctor or an engineer, but we need a more sports-friendly curriculum. Only then will India produce world champions,” Bhutia said. He suggested making sports a major subject in schools to build an ecosystem that values athletic achievement alongside academics.

Echoing similar sentiments, Neeraj Chopra highlighted the success of student-athletes in the United States, where schools and universities play a critical role in producing Olympic-level athletes. “If schools and universities in India adopt a similar approach, we will see a big rise in sports,” Chopra told Lallantop. He stressed that with proper management, balancing sports and education is achievable, citing American athletes as examples.

Both athletes pointed to the need for systemic changes in policy and mindset. Bhutia called for sports and education ministries to collaborate closely, while Chopra advocated for schools and universities to integrate competitive sports programs.

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The calls from Bhutia and Chopra align with India’s growing focus on youth development under initiatives like the Viksit Bharat Young Leaders Dialogue. For India to become a sporting powerhouse, the nation must prioritise infrastructure, policy reforms, and a cultural shift that places equal importance on athletic and academic excellence.

On 12 January each year, India celebrates National Youth Day, commemorating the birth anniversary of Swami Vivekananda—a visionary whose ideals continue to inspire generations. His emphasis on courage, self-discipline, and selflessness laid the foundation for building a nation of empowered youth. Yet, as we reflect on his teachings, a poignant question arises: if Swami Vivekananda were alive today, would he be proud of the state of India’s youth?

A Disturbing Landscape

Despite remarkable strides in education, technology, and global recognition, troubling statistics reveal a different narrative. Reports show a disheartening rise in suicides among young students, with academic pressure, bullying, and mental health struggles emerging as significant factors. According to the National Crime Records Bureau, India recorded over 13,000 student suicides in 2022—a grim reminder of the challenges our youth face.

Swami Vivekananda famously said, “Arise, awake, and stop not till the goal is reached.” But how do we encourage this awakening in an environment that often prioritises grades over mental well-being, competition over collaboration, and individual success over collective growth?

Polarisation and Division

In his landmark address at the Parliament of the World’s Religions in Chicago, Vivekananda envisioned a harmonious world, where mutual respect and inclusivity thrived. Yet, incidents of hate crimes in educational institutions paint a different picture. Instead of fostering understanding, many schools struggle to counter narratives of division and intolerance, which are seeping into the minds of impressionable young individuals.

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Another alarming trend is the increasing prevalence of substance abuse and vaping among teenagers. Easy accessibility and peer influence have made vapes and drugs a growing concern in schools and colleges. Vivekananda’s ideal of youth as paragons of strength and discipline seems to clash with a reality where momentary fun triumphs responsibility.

Are We Listening to the Youth?

One of Vivekananda’s core messages was to listen and understand the needs of the youth, not dictate them. Today’s students crave purpose and authenticity in their pursuits. Yet, our education system largely remains exam-centric, with limited focus on developing emotional resilience, moral values, and critical thinking skills.

The rise of mental health issues highlights the urgent need for robust counselling frameworks in schools. Bullying, academic stress, and societal expectations weigh heavily on students. Swamiji believed in holistic education that nourished the body, mind, and soul—a vision that modern-day institutions must strive to achieve.

The Path Forward

1. Mental Health Awareness: Schools must normalise conversations about mental health. Hiring trained counsellors and introducing life skills education can empower students to cope with stress and trauma.
2. Fostering Inclusivity: Combatting polarisation starts with creating safe spaces for dialogue. Schools can champion diversity and empathy through collaborative activities and community-driven projects.
3. Balanced Education: Beyond academic excellence, education must focus on creativity, moral values, and societal contributions—aligning with Vivekananda’s philosophy of balanced personal and communal growth.
4. Youth Empowerment: Engage students in decision-making processes within educational institutions, giving them a sense of ownership and responsibility.
5. Combatting Addictions: Early intervention and peer education programmes can deter substance abuse. Incorporating discussions on self-control and the consequences of addiction is crucial.

A Call to Action

If Swami Vivekananda were here today, he might be disheartened by some of these realities but would undoubtedly call upon educators, parents, and leaders to rise to the occasion. The Indian youth remain a powerful force capable of leading transformative change, provided they are equipped with the right guidance and support.

As educators and leaders, we must ask ourselves: Are we nurturing the kind of youth Swami Vivekananda dreamed of? Are we empowering them with the tools to think critically, act compassionately, and embrace diversity? Or are we just celebrating the day just for the sake of it? We need to ask real questions. The answers lie in our collective efforts to reshape the educational and societal systems influencing young minds.

Swami Vivekananda’s timeless words echo loudly: “The youth are the pillars of the nation.” It is upon us to ensure that these pillars stand strong, united, and unwavering, ready to lead India toward a brighter and more inclusive future.

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“India will grow only if India reads.” But is India truly reading? Recent statistics reveal a sobering reality: over the past two years, 1.72 crore children have dropped out of school. The Unified District Information System for Education (UDISE+) 2023-24 report highlights a worrying decline in school enrolments, dropping from 26.5 crore in 2021-22 to 24.8 crore in 2023-24. This marks the first major fall in six years, raising critical concerns about the robustness of India’s education system.

Inspired by a video report by The Quint, highlighting key insights into India’s education challenges.

A Declining Trend Across States

States like Bihar, Uttar Pradesh, and Maharashtra have witnessed significant drops in enrolments, with Bihar alone seeing a decline of 35.65 lakh students. At the primary level, enrolments have fallen by 46 lakh in the last year, while secondary-level dropout rates remain alarmingly high. Despite the National Education Policy (NEP) 2020’s ambitious vision of universal access and equity, the stark reality indicates otherwise.

The Gross Enrolment Ratio (GER), which measures the proportion of students enrolled in a particular level of education against the age-appropriate population, has seen minor dips at most levels. While retention rates are higher at the elementary level, the secondary level remains a challenge, with dropout rates spiking significantly.

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Reasons for the Decline

UDISE+ attributes the decline to several factors:

1. Improved Data Collection: Earlier, children were often dual-enrolled in government and private schools to access benefits. Aadhaar-linked verification has curtailed this practice, reflecting more accurate enrolment figures.
2. Reverse Migration: The COVID-19 pandemic saw families moving back to villages, enrolling their children in government schools. As migration reverses, many students are returning to private schools.

However, these reasons fail to explain why the overall enrolment rate has not stabilised or increased. This raises questions about the authenticity of data in previous years and the systemic gaps in ensuring universal education.

Infrastructure and Teacher Shortages

India’s education system faces significant infrastructural and human resource challenges.

Over 110,000 schools operate with only one teacher, making effective learning nearly impossible.

States like Bihar and Uttar Pradesh report dismal teacher-student ratios, with thousands of teaching positions lying vacant. In Assam, Odisha, and Karnataka, underutilised infrastructure due to low student-to-school ratios further underscores the inefficiency in resource allocation. While digital initiatives have gained traction, only 7% of schools across the country have digital libraries, and fewer have functional computers for educational use. These gaps highlight the urgent need for equitable distribution of resources and investments.

Vision 2025: A Lofty Goal

The NEP 2020 outlines a transformative roadmap for education by 2025, focusing on universal access, quality improvement, and innovation. It aims to:

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• Achieve a 100% Gross Enrolment Ratio in school education.
• Integrate vocational education into mainstream curricula.
• Promote multilingualism and mother-tongue instruction in early grades.
• Strengthen teacher training and professional development.

While the vision is commendable, the ground realities paint a different picture. Without addressing foundational challenges such as teacher shortages, inadequate infrastructure, and socio-economic disparities, these goals may remain aspirational rather than achievable.

The Path Forward

To realise its Vision 2025 and the broader aspiration of becoming a global superpower by 2047, India must prioritise education as a critical driver of progress. Key measures include:

1. Investing in Teachers: Teachers are the backbone of any education system. Comprehensive training, better salaries, and improved working conditions are essential to attract and retain talent.
2. Bridging the Infrastructure Gap: Adequate infrastructure, including classrooms, laboratories, and digital resources, must be a priority. States with underutilised resources should focus on optimising their infrastructure to ensure equitable access.
3. Addressing Dropout Rates: Targeted interventions, such as scholarships, counselling, and after-school support, can help retain students, particularly at the secondary level.
4. Fostering Public-Private Partnerships: Collaborations between the government, private sector, and non-profits can enhance resource allocation, innovation, and accountability.
5. Focusing on Data Transparency: Reliable data is critical for effective policymaking. Strengthening systems like UDISE+ to ensure accurate and timely reporting can help identify gaps and track progress.

A Nation’s Future Hinges on Education

As India marches towards its centenary of independence in 2047, its aspirations of becoming a superpower are intrinsically linked to the quality of education it provides. A nation’s strength lies in its people, and education is the cornerstone of human capital development. Bridging the divide between vision and reality requires collective effort, strong political will, and unwavering commitment from all stakeholders.

There has always been a debate about the imperative effects of schools and coaching centers. Schools traditionally focus on comprehensive education whereas coaching centres prioritize exam centric preparation and practical applications. Both have their strengths, and instead of competing, a collaborative approach could combine their expertise to help students learn more effectively.

Schools and coaching centre can align the curriculum for a seamless learning. By strategically aligning together the curriculum requirements. By jointly designing curricula, schools and coaching centres can bridge this gap. Schools can align their syllabus with entrance exam requirements, such as JEE, NEET, or CUET, ensuring that students receive a cohesive education. They can concentrate on building a robust conceptual foundation, while coaching centres can dive deeper into problem-solving techniques and practical applications. It would also create a more streamlined educational journey, creating confidence and reducing stress among students.

Leveraging expertise

Both the institutions have unique strengths in their own methods. A teacher exchange program could be game changing. Experienced instructors from coaching centres can conduct guest lectures or workshops in schools, exposing students to advanced problem-solving strategies and real-world applications. Simultaneously, schoolteachers can share their expertise with coaching centers to create engaging, developmentally apt lessons. This exchange of knowledge would not only enrich the learning experience but also create understanding between the two institutions.

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Sharing Infrastructure and Technology for Mutual Benefit

Infrastructure and technological resources can be major barriers for educational institutions. Collaboration between these two institutions offers a way to maximize existing resources. Schools could allow coaching centers to use their premises after hours, and coaching centers could share tech-enabled tools like smartboards, e-learning platforms, and performance analytics software. Access to such advanced resources not only prepares them better but also make studying more engaging and improving the learning experience.

Jointly developed online platforms could further revolutionize education. These platforms could host assignments, mock tests, and performance dashboards accessible to students 24/7, ensuring continuous learning. Schools and coaching centers could co-create a repository of study materials, video lectures, and practice questions, making quality resources available to all students, regardless of their economic background.

Comprehensive Career

Career guidance is another area where schools and coaching centers can pool their resources. Jointly organized sessions could expose students to a wide range of career opportunities, going beyond traditional streams. Schools can emphasize alignment with students’ developmental milestones, while coaching centers can bring in industry experts to discuss emerging trends and skill requirements. Such sessions can help students make informed decisions about their future, balancing their interests with practical considerations.

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Scholarships and Social Impact Initiatives

Educational equity remains a pressing issue, particularly in a country as diverse as India. Schools and coaching centers can jointly fund scholarships for underprivileged students, ensuring that financial constraints do not hinder access to quality education. These initiatives could include free or subsidized coaching for meritorious students, along with fee waivers for school education.

Beyond scholarships, regular awareness programs on study techniques, time management, and career planning could benefit school and coaching students. These initiatives would not only enhance academic performance but also equip students with essential life skills, laying the foundation for long-term success.

Parent Engagement

Parents play a crucial role in shaping a child’s educational journey, yet they often feel disconnected from the learning process. Schools and coaching centers can work together to keep parents informed and involved. Regular joint keeps parents informed through meetings could provide a comprehensive overview of students’ progress, encompassing academic and extracurricular achievements.

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Bridging Gaps Between Academics and Industry

As the world evolves, so do the skills required to succeed in it. Coaching centers, with their focus on competitive exams, often stay updated on industry trends and requirements. Schools, however, are better equipped to ensure that this knowledge is imparted in a developmentally appropriate manner.

By sharing insights, schools and coaching centers can help students bridge the gap between academic knowledge and practical application. By integrating industry-specific case studies into the curriculum or organizing internships can provide students with real-world exposure, preparing them for the challenges ahead.

While competition between schools and coaching centers is inevitable, collaboration holds the potential to transform the educational landscape. By aligning their strengths, these institutions can create a more cohesive, student-centered learning environment. Whether it’s through shared resources, joint initiatives, or innovative teaching methodologies, collaboration can help students achieve their full potential while reducing stress and inefficiencies. The collaborative effort is to reach the ultimate goal of encouraging students to succeed, not just in exams, but in life.

This article is authored by Mr. Anil Kapasi, Managing Director & Co-Founder, Arihant Academy

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Language evolves at a rapid pace, and the younger generation—Gen Z and the emerging Gen Alpha—are taking it to new heights. Social media platforms like TikTok and Instagram have become hotbeds for linguistic innovation, where abbreviations, slang, and newly minted words emerge faster than ever before. Words like “brb,” “slay,” “sus,” and even Oxford’s Word of the Year 2024, “brain rot,” are part of their everyday vocabulary. But amidst this linguistic whirlwind, one question arises: Are teachers catching up?

A Gap in Communication

Imagine a classroom where a student says, “brb! Wanna use the washroom,” and the teacher pauses, unsure of the abbreviation. Such scenarios highlight a communication gap. Research consistently shows that effective communication between students and teachers fosters trust, engagement, and better learning outcomes. According to a 2022 study by Education Week, students who feel understood by their teachers are 45% more likely to excel academically and 30% less likely to skip classes.

However, understanding Gen Z’s and Gen Alpha’s linguistic trends isn’t just about learning a dictionary of slang—it’s about bridging a generational divide and fostering mutual respect.

Tackling the Language Gap

1. Training Teachers on Evolving Language
   One way to address the gap is to provide teachers with targeted training sessions that focus on the language trends of younger generations. These sessions could include decoding popular abbreviations, slang, and even cultural references that dominate social media. This approach can help teachers stay relevant and avoid miscommunication. However, with mounting academic and emotional responsibilities, many educators might find such training an added burden.
2. Building Relationships Through Interaction
   A more organic solution lies in fostering better teacher-student relationships. By engaging in informal conversations with students, teachers can learn their language naturally. This approach not only helps teachers understand evolving slang but also humanises them in the eyes of their students, fostering trust and relatability. Interacting with students on their terms creates a classroom culture of mutual respect and understanding.

The Role of Language in Education

Language is more than just a tool for communication—it shapes relationships and builds cultural bridges. The words of the year like “manifest” and “brat” represent not only linguistic trends but also cultural shifts towards empowerment, individuality, and self-expression. Teachers who understand this language can better connect with their students, appreciating the unique values and pressures they face.

The Words of the Year 2024—‘brain rot’, ‘manifest’, ‘brat’, and ‘demure’—offer educators a glimpse into the psyche of today’s youth.

For example, ‘brain rot’ reflects Gen Z’s awareness of digital overconsumption, while ‘manifest’ underscores their optimism and drive for self-improvement. A teacher who grasps these nuances can integrate them into lessons and discussions, creating a more engaging learning experience.

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Ultimately, understanding the language of younger generations is a two-way street. While teachers can make an effort to decode Gen Z and Gen Alpha slang, students too can adapt to bridge the gap. The key lies in fostering dialogue and mutual respect, ensuring that language differences become a point of connection rather than a barrier.

As language continues to evolve at a breakneck pace, the classroom must remain a space where both students and teachers feel heard and understood. By embracing change and prioritising communication, education can keep up with the times while maintaining its core values.

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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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 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.

This article is authored by- 

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