Education

Dr. Vasudha Prakash, Founder V-Excel, Demystifies Inclusive Education

Inclusive Education in India deciphered by Dr. Vasudha Prakash, the founder of V-Excel Educational Trust.

Published

3 years ago

March 27, 2020

Inclusion works! This fact can be corroborated as soon as you step into the iconic Hotel Savera of Chennai and walk up to the reception. Arun Bhatia (name changed) who had been diagnosed with intellectual challenges at the age of 5, who struggled through the early years of school, whose education was attained in a special school, who was on medication for seizures for several years, and who according to everyone around him had no conceivable career possibilities ahead of him, will be the one to politely enquire how he can assist you.

Walk into one of the well-known schools of Chennai and you will find the easy camaraderie between two 12-year old friends, one neurotypical and the other with cerebral palsy, as the former pushes the latter’s wheelchair, chatting away all through quite naturally. A heart-warming and absolutely joyful sight to behold!

Inclusion is the natural organic state of life. Everyone, every life form is different and there is room for every creation in this world. And there is no such thing as equality – only equal opportunities. Why then is inclusion considered such a lofty concept? India of yore, rural India and the India which is still quite its free-flowing self, is inclusive by default. In large families, if there was a child lagging behind or quite different in his abilities, he would naturally be included, as best as his capabilities allowed, in everything that went on around him. There was no room for stigma or shame. He would have been looked after by the extended family. Schools had their own version of inclusion where the teacher would customize education for the child from whom there were minimum expectations.

Over-analysis and overthinking have become the bane of the modern world. The world of education, while it should ideally be reflecting life in its magnificence and preparing children for enhancing life’s gifts, goes about creating a parallel universe where realities have to be rediscovered as problems to be dealt with. No wonder children with special needs have to constantly prove themselves worthy of even their basic rights in this lopsided world.

Fast forward to the present times, and one finds that the whole idea of inclusion has become a scientific concept and a favourite subject of educational research. The practice of it, however, has not quite kept abreast with the academic and scientific furore.

INCLUSION AND OTHER RELATED NOMENCLATURES

With modern education going about its business with blinkers, homogeneity in the classroom was all that management, teachers and parents could process and fathom. Any heterogeneity of the student population was being treated as a novelty which required strategies instead of good old common sense.

University professors and research scholars came up with various gradations of inclusion and a separate terminology of the degree of inclusion. Below is a list of the terms:

Mainstreaming: Mainstreaming, in the context of education, is the practice of placing students with special education services in a general education classroom during specific time periods based on their skills. To clarify, this means students who are a part of the special education classroom will join the regular education classroom at certain times which are fitting for the special education student. These students may attend art or physical education in regular education classrooms.
Integration: Integration refers to exceptional students being partially taught in a mainstream classroom. Activities are adapted so the student can “fit in” with his mainstream peers while learning skills that may be better practised in a room with more age-appropriate peers. Integration supports student outcomes that include: improved social skills, exposure to typical classroom structure and curriculum, eased the transition to a mainstream class placement and exposure to educational content that is appropriately curated for interest and skill level. Integration is placing persons with disabilities in existing mainstream education without changing the system of education delivery. Many people mistakenly call this “inclusion” but unless the student receives the support needed, it is not.
Segregation: Segregation occurs when students with disabilities are educated in separate environments (classes or schools) designed for students with impairments or with a particular impairment. It is most blatant when students with disabilities are forced to go to a school only for students with disabilities, but it also happens when students are educated in separate classes in a regular school. These are sometimes called resource classes.
Exclusion: Exclusion occurs when students are denied access to education. Exclusion happens when students with disabilities are not permitted to register to attend a school, or when they register but are told not to come to school or when there are conditions placed on their attendance. Sometimes, students are registered but told they will receive their education from a teacher who will visit them at home – so effectively they are still excluded from school.
Inclusion: Inclusion involves a transformation of the education system with changes and modifications in content, teaching methods, approaches, structures, strategies, and review mechanisms in place.

INCLUSION IN INDIA

The Indian education system is quite a complicated one with various boards enforcing their edicts on their subscribers. Each board has a different philosophy and practice as far children with disabilities are concerned. It does not help that the ministry governing education is different from the one administering disabilities. This misalignment in systems becomes a natural outcome of the ambiguity.

The other dissuading factor for inclusion of children with special needs is the difficulty level of the curriculum and the academic focus of the education system to the exclusion of anything organically developmental.

It is no wonder that the management, teachers and parents of regular children feel ill-equipped to admit children with varying abilities into the regular schooling system

So, the mindset is in complete contradiction with the laws of the land. Enactments such as the RTE, PwD, and the list of offerings for the disabled population do not find any resonance in the real practical world. Schools diplomatically turn away students with cognitive disabilities while colleges and workplaces have their own set of excuses.

However, there is still a silver lining in this. The country has seen a certain shift in the mindset of schools along with the teachers, thanks to the persistent and passionate efforts of professionals in the field of special education. There are wide recognition and intelligent acknowledgement of the fact that abilities and disabilities must be viewed in a spectrum paradigm. Every classroom will be a representation of the bell curve, with varying ranges of abilities and some severe cases. The philosophy of every school and every teacher should necessarily be to reach every student and leave no one behind.

Our organization, V-Excel Educational Trust, has been instrumental in facilitating inclusiveness in at least 100 schools in Tamil Nadu, through activity and practice-based workshops. We also keep a helpline open to the schools whose teachers trained with us, to support them through inclusion.

A PRACTICAL APPROACH TO INCLUSION

Inclusion as a school Policy decision: The management team and board should convene and create a policy on inclusion which will address the following points:
1. Total number of students to be included – minimum and maximum
2. Number in each class
3. Additional resources – special educators, therapists, counsellors
4. Training programs for teachers and staff in preparation of inclusion
Administrative and infrastructure readiness: Making sure that the building and classrooms have all the accommodations needed for educating PwDs in the building and to ensure that they have all the documentation, permissions, forms and formats.
Parental communication: it is very important that the policy decision about inclusion should be communicated very lucidly and firmly to parents of regular children straight from the horse’s mouth. The message should be communicated clearly to the parents that this is not a negotiable decision. Workshops should be held for parents to enlighten them about the deep positive impact of inclusion on their neurotypical children. Values of empathy, helpfulness, humaneness are automatically imbibed in students when they interact with their differently-abled classmates.
Preparing the regular students: The starting date of the academic year should be a week earlier for neurotypical students than for their inclusive counterparts. This week should be used to orient the students in welcoming their differently-abled classmates. The teacher’s activities should actually succeed in getting the students excited about inclusion, and making them feel privileged and special. Most of the activities should be aimed at activating a deeper value system of empathy, kindness and generosity of spirit. They should also be orienting students about how differences are a natural part of life and should not be shunned or feared. Examples of such activities are:
1. Welcome letters for the special child
2. “Say Hello to someone who…”
3. “Getting to know you” (Name-tag)
4. “Picture this” – A gallery of ideas (bookmarks, wall, directories)
5. People Packages – Nice vs. Ordinary
6. “Ready, set, go!” – Preparation for inclusion
7. Name through movements
8. Walk your own shoes
9. (descriptions can be found online)
Preparing the students with special needs: It is very important to prepare the inclusion student for this major transition no matter where he will be coming from. Children can handle anything if they are given a heads-up and are given proper directives and support. Children with special needs react strongly and with a great deal of stress and anxiety to new situations and unpredictable environmental conditions. They feel out of control of their lives and that creates negative associations. To provide appropriate counselling services, to help them become comfortable in their new environment would go a long way in sustaining inclusion. It would be a good idea to make several trips to the school before the school year commences so that the student becomes familiar and comfortable with the feel of the school. He can meet the non-teaching and custodial staff as well and start some interactions with the teachers. It might be a good idea to keep shorter timings during the first few weeks so that the routine and rhythm can be gradually set.
Giving it time: Inclusion can take even two years for it to become aligned to the regular school’s program. But until the teachers and schools get a hang of it, the student may not get comfortable. Some schools may include co-teaching as a part of their inclusion methodology. In such cases, training the co-teachers, defining their roles and boundaries will have to be done with systematic precision. Otherwise, the confusion is bound to unsettle students.
Supporting Special parents: Parents of children with special needs are the most vulnerable of all the stakeholders. Their emotions range from guilt and hopelessness to hope and expectations. They may be extremely anxious and ask incessant questions about the well-being of their child. They also may have questions about the academic parity for their children and want the teachers to challenge them more. The teachers will have to develop deep empathy and patience towards the parents and act as counsellors as well. The parents can be referred for professional counselling too.
Orienting all teachers: All the teachers of the school, subject teachers and class teachers should be given the case files of the inclusion students so that there are no discrepancies or differences in the way the student is educated. There must be periodic reviews and workshops so that teachers’ challenges can be addressed and they continue to remain motivated participants in the inclusion paradigm.
Non-teaching staff of the school: Interactions between students and teachers will be quite frequent with all the members of the school. Sensitivity and kindness must be instilled in all the staff members as a matter of living and working.
Tone setting in the first week of school
1. Building anticipation
2. Building awe and reverence
Special education strategies benefit everyone: There is a number of procedures and rules that have to be put in place in an inclusive classroom. A multimodal, multisensory method needs to be instated in as a part of the instructional process. A lot of consciousness must be brought into the pace of instruction, thoroughness and repetition of teaching. Attention to detail and clarity in communication is a must too. Movement, music, and cultural activities must become part of everyday activities. Sensory inputs and sensory integration activities must be interwoven into the program.

CURRICULAR ADAPTATION

An enormous amount of planning goes into working teaching work and the effort becomes even more imperative when there are children with special needs in the class. Adaptation of the curriculum is an integral part of the inclusive exercise. In an inclusive system, teachers should be trained to respond to different learning styles and present lessons in different ways so that all students can learn.

Curricular Adaptations are “changes permissible in educational environments which allow the student equal opportunity to obtain access, results, benefits, and levels of achievement.” Simply put, curricular adaptations allow students with disabilities to participate in inclusive environments by compensating for learners’ weaknesses.

There are two kinds of adaptations –

Accommodations are used when the student is expected to learn the same curricular content. But the student may be taught in a different way or need changes in the environment. Accommodations are changes in teaching methods. It can include changes in; where you teach, who teaches, how you teach, how the student can respond, materials you use.
Modifications are used when the student is expected to learn less or different curricular content. This could require the modification of assignments, tests, worksheets and other materials in the classroom.

LEAST RESTRICTIVE ENVIRONMENT (LRE)

The concept of LRE must necessarily prevail over all other considerations for inclusion to be successful. The terms least restrictive environment, inclusion, and mainstreaming are often used interchangeably. They are not, however, synonymous concepts. Least restrictive environment refers to the idea that while students with disabilities should be educated to the maximum extent appropriate with peers without disabilities, they still have the freedom to choose an educational setting that is least restrictive to them – whether in a special school or home-schooling. The LRE concept ensures that students with disabilities get access to a setting most comfortable and appropriate to them and one which ensures that they meet their potential in the most humane and positive manner.

(Dr Vasudha Prakash holds a doctorate in Special Education from Rutgers University, USA. She is the Founder-Trustee of V-Excel Educational Trust)

http://www.v-excel.org/about-us/who-we-are.php

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Education

UOW Australia & NSE Academy unveil book on Corporate Finance; Adam Gilchrist rings the ceremonial bell

Published

6 hours ago

September 22, 2023

Team ScooNews

The University of Wollongong (UOW) Australia, in collaboration with the NSE Academy launched their new book titled “Introduction to Corporate Finance (sixth edition)” at the National Stock Exchange (NSE) in Mumbai. The book, authored by first year lecturers at UOW campuses in Hong Kong and Dubai, is poised to become a seminal work in understanding the complexities and nuances of the corporate finance landscape.

The book was launched by MD & CEO, NSE Ashishkumar Chauhan, UOW’s Vice-Chancellor and President Professor Patricia M. Davidson, Senior Deputy Vice-Chancellor Alex Frino, and Global Brand Ambassador Adam Gilchrist. The book includes a chapter which details how shares are traded on the National Stock Exchange.

The book launch took place on the heels of UOW unveiling its India identity at GIFT City, Gujarat, on September 18 (Monday). The University is on track to being one of the first foreign universities to have a teaching base in India, and to hand out Australian degrees to Indian students.

The event at NSE featured a discussion by Chauhan and Frino on the intriguing subject of the ‘Future of Equities Markets in India’. The highly anticipated talk provided a comprehensive overview of the evolving trends, the formidable challenges, and the abundant opportunities that shape India’s dynamic equities markets landscape.

“India has made significant strides in maintaining a regulatory environment that is investor-friendly, a key factor in attracting more foreign investment into our vibrant markets. The ongoing reforms and initiatives, including the establishment of the GIFT City as a financial hub and IFSCA (GIFT City regulator), exemplify our commitment to nurturing global partnerships and welcoming foreign institutions, such as the University of Wollongong, to have a physical presence in India. It is an exciting time for India, and we are dedicated to embracing innovation, facilitating market integration with the global arena, and ensuring a prosperous future for both our domestic and international stakeholders,” said Ashishkumar Chauhan, MD & CEO, NSE.

“India’s remarkable rise in fintech and technological advancements in recent years, coupled with the surge in digital consumption, presents an ideal environment for international businesses to thrive. UOW’s physical presence in India signifies more than just a strategic move; it represents our commitment to fostering deeper research engagements with our Indian partners, resulting in impactful global outcomes. Our presence in India allows us to provide world-class education, nurturing India’s young population and contributing to their holistic development. It also aligns with our vision to expand our international footprint, strengthening our global network and creating a bridge for knowledge exchange,” added Professor Frino from UOW.

On the occasion of the book launch, UOW Global Brand Ambassador and cricketing legend Adam Gilchrist interacted with the delegation from NSE and key Australian government officials and rang the ceremonial bell, signifying stronger Australia – India relations in trade, research and education partnerships.

The University, which has a strong global presence, has been successfully operating campuses in Australia, Dubai, Malaysia and Hong Kong. It will commence its India operations in 2024 with a Graduate Certificate in Computing and a Masters in Computing (Data Analytics), followed by other undergraduate programs. UOW already has close ties with over 30 Indian universities for research and educational collaborations in the areas of software development, advanced medicine solutions, molecular and life sciences, advanced manufacturing, cybersecurity and mining technologies.

Education

CLAT To Be Conducted In Regional Languages- NTA To Delhi High Court

Published

23 hours ago

September 21, 2023

Team ScooNews

New Delhi, September 21, 2023 – The National Testing Agency (NTA) has made a significant announcement, stating its readiness to conduct the Common Law Admission Test (CLAT) in a variety of regional languages, potentially as early as 2024. This move aims to make CLAT, a crucial examination for law aspirants, more accessible to students across India. However, the final decision rests with the Consortium of National Law Universities (NLUs), the current organizers of CLAT.

In response to a petition presented before the Delhi High Court, NTA revealed its willingness to conduct CLAT in languages such as Assamese, Bengali, Gujarati, Hindi, Kannada, Malayalam, Marathi, Odia, Punjabi, Tamil, Telugu, and Urdu. This initiative could revolutionize the accessibility of legal education by breaking down language barriers.

The NTA further stated its readiness to administer CLAT in Computer Based Test (CBT) mode, similar to other major entrance exams such as JEE and CUET. If approved, the CLAT (UG)-2024 could potentially be held in the third or fourth week of January 2024, taking into consideration the necessary preparations.

This move has garnered widespread support from students and educationists who believe it will foster inclusivity and democratize access to legal education. Advocates argue that conducting CLAT in regional languages aligns with India’s emphasis on mother tongue-based education, as recommended by the 2020 Education Policy and the 2009 Right to Education Act.

Despite the enthusiasm surrounding this decision, there are valid concerns regarding the feasibility and cost implications. Ensuring accurate translation and equal access to exam materials for all students will be paramount. Additionally, coordinating the logistics of conducting CLAT in multiple languages will be a complex endeavor.

CLAT, which is presently conducted solely in English, has faced criticism for allegedly discriminating against students with regional language backgrounds, potentially violating constitutional articles 14 and 29(2). This development holds the potential to bring about a transformative change in the way aspiring lawyers across India prepare for their legal careers.

As the legal fraternity awaits the final decision by the Consortium of National Law Universities, the prospect of CLAT being conducted in regional languages has ignited hope for a more inclusive legal education landscape while also presenting a set of logistical and financial challenges that must be thoughtfully addressed.

Education

UK-Gujarat Higher Education Conference: Gujarat’s education system to be strengthened

Published

1 day ago

September 21, 2023

Team ScooNews

A high-level academic consultation was held in Gujarat on Wednesday to explore the potential of Transnational Education (TNE) partnerships between the UK and Gujarat higher education institutions (HEIs). The event was organised by the Department of Higher and Technical Education Government of Gujarat and UK in India, which hosted a senior-level higher education delegation from September 18-22. The delegation visited Ahmedabad and met with Gujarat’s Higher and Technical Education Minister Rushikesh Patel.

The consultation aimed to promote internationalisation and support institutions on both sides to develop shared understanding and collaboration opportunities. The delegation included vice chancellors of various UK universities and bodies, who discussed the latest trends and opportunities in the field of education, such as the implementation of the National Education Policy (NEP) and the scope of joint venture with new technology.

Minister Rushikesh Patel welcomed the delegation and briefed them about the research and innovation opportunities in Gujarat, the work being done in Gujarat in terms of Student Startup Innovation Policy (SSIP) and start-ups, and the recent Gujarat Public Universities Act passed by the Gujarat Legislative Assembly. He also congratulated Alison Barrett MBE, Director of British Council India, for the trust and collaboration that exists between the UK and Gujarat higher education systems.

Barrett said, “We are delighted to be in Gujarat with a large delegation of UK universities and bodies to discuss partnership opportunities institutions in the State and those in the UK, showcasing the trust and collaboration that exists between our higher education systems. Institutions from the state and the UK are already working together, and we are confident that our discussions will pave the way for even more mutually beneficial initiatives. This is a moment to celebrate the deep and extensive links that exist between our universities and the numerous opportunities for collaboration and internationalisation.”

The meeting also focused on how to make Gujarat’s universities world class with the implementation of the Gujarat Public Universities Act, to strengthen the education system of Gujarat in the field of National Institutional Ranking Framework (NIRF) and Indian Council for Cultural Relations (ICCR) through SSIP, and to mark Gujarat on the international stage through various provisions of NEP. The Minister said that Indo-UK relations will continue to be important in capacity building of the state’s higher education system. (ANI)

Education

Maharashtra Launches ‘Adopt a School’ Scheme to Boost Education Quality

Published

2 days ago

September 20, 2023

Team ScooNews

The Maharashtra government has announced a new scheme on September 19 that will allow private entities with a SEBI registered CSR certificate to adopt government schools in the state. The scheme, called Adopt a School, aims to improve the quality of education and infrastructure in these schools, irrespective of their medium of instruction.

The scheme will be implemented in phases across the state and the period of adoption will be either five or ten years. The private entities can also choose to add their name to the existing name of the school for the duration of the adoption.

The government has fixed the adoption fee at Rs 2 crore for five years and Rs 3 crore for ten years for schools located in A and B category municipal corporations, such as Mumbai and Pune. The fee will be used for enhancing the facilities, curriculum, teaching methods, and learning outcomes of the students. The private entities will also have to provide regular feedback and reports to the government on the progress of the schools.

The scheme is part of the government’s efforts to achieve the goals set by the National Education Policy 2020, which envisages a holistic and multidisciplinary education system in India. The scheme will also create a platform for collaboration and innovation between the public and private sectors in the field of education.

Education

Gurukul The School Addresses New Education Policy and Curriculum Framework-2020

Published

3 days ago

September 19, 2023

Team ScooNews

Gurukul The School of Ghaziabad hosted a thought-provoking event, the inaugural session of the ‘Think Series,’ on September 18th, 2023. The event aimed to delve into the intricacies of the New Education Policy and National Curriculum Framework 2020 and explore their relevance in contemporary times. Distinguished guests, education experts, students, and educators gathered to engage in insightful discussions.

Among the esteemed guests were Ms. Anita Karwal, former Secretary of the Department of School Education and Literacy at the Ministry of Education, Government of India; Mr. Rajneesh Kumar, Director of Capacity Building and Finance at the National e-Governance Division, Digital India Corporation; Ms. Rashi Sharma, Director of Samagra Shiksha, Nipun Bharat, Department of School Education and Literacy, Ministry of Education, Government of India; Shri Ratnesh Kumar Jha, CEO – Asia Pacific, The Burlington Group of Companies; Sachin Vats, Director of Gurukul The School; and Principal Gaurav Bedi. Over 50 students from various reputed schools and more than 100 principals, parents, teachers, and students also participated.

The primary objective of the ‘Think Series’ was to provide a common platform for policymakers, principals, teachers, parents, and students to engage in a comprehensive dialogue about how the new education policy can contribute to the holistic development of the younger generation.

During the event, a noteworthy book titled ‘Power of Curiosity’ was unveiled. This book, a collaborative effort by eminent educationists Anita Karwal, Rajneesh Kumar, and Rashi Sharma, delves into innovative and non-traditional methods to make the learning process engaging and effective. It emphasizes that education should extend beyond the confines of the classroom.

The panel discussion addressed queries and concerns from parents, teachers, and students, with education experts providing valuable insights. Ms. Anita Karwal, a keynote speaker, underscored the significance of the New Education Policy and National Curriculum Framework-2020, commending the enthusiasm of Gurukul The School’s Director and Principal for organizing the ‘Think Series.’

The event at Gurukul The School served as a crucial platform for fostering meaningful conversations about the future of education, with a focus on the holistic growth of the next generation in India.

Education

CBSE Director Academics, Joseph Emmanuel, delivers a national session on NEP implementation and way forward

Published

3 days ago

September 19, 2023

Team ScooNews

Dr. Joseph Emmanuel, Director Academics of Central Board of Secondary Education (CBSE), delivered an insightful online session on the National Education Policy 2020, its impact, its implementation and the way forward on Friday, September 15, 2023.

A strong proponent of NEP and competency-focused education, Dr. Emmanuel addressed over a thousand educators from schools across India in a highly informative session facilitated by Saamarthya Teachers Training Academy of Research (STTAR).

Laying out the vision of NEP at the outset, he said, “Basically, the NEP focusses on four major areas: Equity, Excellence, Inclusivity and Access. After the launch of NEP, the Indian education system has seen two NCFs – the National Curriculum Framework for Foundational Stage and the National Curriculum Framework for School Education. These two curricula are aimed at taking ahead the implementation of NEP in a synchronized manner and it should be the aim of all institutions to provide quality education to all children.”

Dr. Emmanuel highlighted the major areas of focus for NEP and emphasized the need for a shift to competency-focused teaching and learning, transforming assessments, tracking student progress across school years, holistic development of each child, and standard setting and accreditation.

“Competency focused education is a major area in which CBSE has been working. It involves curricular interventions, pedagogical interventions, assessment reforms, student enrichment activities and development of resource material and capacity building of teachers,” Dr. Emmanuel said.

As teachers were the predominant audience of the session, Dr. Emmanuel shared a good number of references to resource material for teachers of all grades and domains to empower their teaching skills. These included samples of pedagogical processes, blueprints and assessment items and rubrics. He strongly advocated the implementation of experiential learning pedagogies like art and sports integrated learning, storytelling, toy-based learning. “Education has to be child-centric and inclusive to ensure individual development. An enabling environment for competency-focussed education can be created through transformation in content, pedagogy, assessments and capacity building,” he said. He spoke of SAFAL as an upcoming platform to assess key competencies in students. He stressed upon need to strengthen School Quality Assessment and Assurance (SQAA), as envisioned in NEP, through a framework comprising seven key domains.

Dr. Emmanuel has an experience of 30 years in the field of education. He is leading the implementation of NEP in CBSE schools across India.

The session was managed by STTAR which is a premier teachers training academy with expertise in professional development of educators, curriculum development, research, and school enrichment.

Sushma Raturi, member secretary of STTAR, who hosted the session, said the address by Dr. Joseph Emmanuel is an attempt to educate and create widespread awareness about the implementation of NEP 2020. In fact, some of STTAR’s upcoming programmes are deeply aligned with the vision of NEP, including a three-day programme on ‘Early Childhood Education As Envisioned in NEP’ in September and a National Teachers’ Olympiad to provide teachers a country-wide platform to test their competence and have a roadmap for professional development. The Olympiad will be held in December, 2023.

Education

France to Host Education Fairs Across India to Attract Students

Published

3 days ago

September 19, 2023

Team ScooNews

New Delhi, India– In a bid to entice Indian students to pursue higher education opportunities in France, the French Institute in India, in collaboration with Campus France India, is set to organize the ‘Choose France Tour 2023’ education fairs. The fairs are scheduled to take place from October 8 to 15, 2023, in four prominent Indian cities: Chennai, Kolkata, New Delhi, and Mumbai.

These events will offer a unique chance for Indian students to interact directly with top French institutes and universities. Campus France India’s website highlighted the significance of these individual meetings, where attendees can present their CVs and receive valuable guidance on the application process for the upcoming academic year.

‘Choose France Tour 2023’ Schedule:

October 8: Hyatt Regency, Chennai, from 2 PM to 6 PM
October 11: ITC Royal Bengal, Kolkata, from 2 PM to 7 PM
October 13: Hyatt Regency, New Delhi, from 2 PM to 6 PM
October 15: Taj Mahal Palace, Mumbai, from 11 AM to 4 PM

More than 40 leading universities are expected to participate in these fairs, providing students with insights into various prospects, including scholarships and beyond. The participating institutions encompass a diverse range, including management and engineering schools, public universities, and specialized institutions focusing on hospitality and the arts.

The French Embassy expressed enthusiasm about the upcoming fairs, stating, “It will provide an excellent opportunity for Indian students and their parents to interact with the representatives of more than 40 French higher education institutions present at the fair, and explore a wide range of study options,” as reported by PTI.

Notably, France has set a target to welcome 30,000 Indian students by 2030, an announcement made by President Emmanuel Macron shortly after Prime Minister Narendra Modi’s visit to Paris as the chief guest of France’s National Day. This endeavor aims to bolster academic excellence, strengthen cultural ties, and enhance the enduring friendship between the two nations.

Additionally, France will introduce “international classes,” a specialized program offering comprehensive training in the French language and other academic disciplines for the benefit of students.

During PM Modi’s visit to France in July, it was also revealed that Indian alumni with a French Master’s degree will be eligible for a five-year Schengen circulation visa, providing opportunities for work and professional exploration in France during their two-year post-study work visa period, according to a press release from the French Embassy.

Education

AICTE Accredits Bhartiya Shiksha Board as Pan-India Education Authority

Published

3 days ago

September 19, 2023

Team ScooNews

New Delhi, India – In a groundbreaking move, the All India Council for Technical Education (AICTE) has officially granted accreditation to the Bhartiya Shiksha Board (BSB) as a nationwide school education authority. This accreditation, endorsed by the Union Education Ministry’s higher education department, signifies a significant milestone for the BSB, which was founded in 2019.

The Bhartiya Shiksha Board’s primary mission is to provide students with a well-rounded education that blends traditional Indian knowledge systems with contemporary science and technology. AICTE has issued a directive to all engineering and technical colleges under its purview to recognize BSB as equivalent to other national school boards, such as the Central Board of Secondary Education (CBSE) and the Indian Council of Secondary Education (ICSE).

It’s been said in a notice that the Association of Indian Universities (AIU) has given the same value to Bhartiya Shiksha Board (BSB) as other school boards in India. They’ve confirmed this in a letter dated August 3, 2022, which means BSB’s Grade 10 and Grade 12 exams are equal to those of other Indian school boards. So, people should think of Bhartiya Shiksha Board as a national school board in India.

Reviving Traditional Indian Knowledge Systems

The Bhartiya Shiksha Board (BSB), co-founded by yoga teacher Ramdev and Patanjali’s Balkrishna, has a lofty goal of reviving India’s traditional knowledge systems by replacing the education policy developed by Thomas Babington Macaulay. The BSB seeks to instill the Bhartiya Gyan Parampara (Indian knowledge tradition) and the Gurukul system, believing that the Macaulay education system, introduced during British colonial rule in the 19th century, is incongruent with Indian culture and values.

BSB’s Innovative Curriculum

The curriculum offered by the Bhartiya Shiksha Board is an innovative fusion of ancient Indian wisdom and contemporary scientific knowledge and technology. Highlights of the curriculum include:

Promoting respect for India’s diverse multicultural identity through pan-Indian textbooks that integrate regional literature from all states of the nation.
A strong emphasis on developing STEAM (Science, Technology, English, Arts, and Mathematics) competencies in students.
Inclusion of subjects such as Computer Programming, Vocational Education and Training, Yoga, Sports, and Fine and Performing Arts Training.
A focus on skill development in all subjects through the Four-Block learning approach, which includes shared, guided, and independent practice.
Creation of hybrid textbooks that incorporate integrated digital content accessible via QR codes.

The accreditation of Bhartiya Shiksha Board by AICTE marks a significant step toward reshaping India’s education landscape and reaffirms the commitment to preserving and promoting traditional Indian knowledge systems alongside modern education.

Education

PM Modi to Inaugurate Atal Residential Schools on September 23rd

Published

4 days ago

September 18, 2023

Team ScooNews

New Delhi- Prime Minister Narendra Modi is all set to inaugurate all 18 Atal Residential Schools on September 23, 2023, marking a significant milestone in the Yogi Adityanath government’s pro-rural and pro-poor educational initiative.

The official inauguration ceremony will commence from Varanasi, where Prime Minister Modi will formally open the Atal Residential Schools located in all 18 divisional headquarters across the state. This auspicious occasion will include interactive sessions between Prime Minister Modi and students, beginning in Varanasi and extending to other regional headquarters through online connections.

In a statement from the Chief Minister’s Office (CMO), it was revealed, “As part of the Yogi government’s initiative, children embarking on their educational journey in the free government boarding schools, known as Atal Residential Schools, will have the opportunity to interact with Prime Minister Narendra Modi.” The event will also feature a virtual interaction with students from Atal Residential School in Gorakhpur.

Purpose Behind Atal Residential Schools

The establishment of Atal Residential Schools in all the divisional headquarters of the state is a pioneering initiative by the Yogi government. It aims to provide high-quality residential facilities and free, top-tier education to the children of laborers and destitute families who were adversely affected by the COVID-19 pandemic in the state.

“The establishment of Atal Residential Schools in all the divisional headquarters of the state by the Yogi government is an innovative initiative to provide excellent residential facilities and quality education free of cost to the children of laborers and destitute children due to COVID-19 in the state,” the statement explained.

The schools offer students not only outstanding accommodations and meals but also a plethora of educational opportunities and extracurricular activities. The wholehearted and dedicated participation of students in these activities has been noteworthy.

Ajit Kumar Singh, the Principal of Atal Residential School, emphasized the creation of a welcoming atmosphere for students, extending from the hostel facilities to the school premises.

The inauguration of the Atal Residential Schools is a significant step towards promoting education in rural areas and empowering underprivileged students with access to quality education and holistic development.

Education

Defence Minister To Establish 23 New Sainik Schools In India

Published

4 days ago

September 18, 2023

Team ScooNews

New Delhi– India’s Defence Minister, Rajnath Singh, has given his nod for the establishment of 23 new Sainik Schools in partnership with NGOs, private schools, and state governments. These schools will operate under the aegis of the Sainik Schools Society, adhering to the rules and regulations prescribed by the society.

This significant initiative aligns with Prime Minister Narendra Modi’s vision of enhancing the quality of education and providing better career prospects for students, particularly those aspiring to serve in the armed forces.

The Defence Ministry issued a statement confirming the approval, stating, “The new schools, besides their affiliation to respective education boards, will function under the aegis of the Sainik Schools Society and will follow the rules and regulations for new Sainik Schools in partnership mode prescribed by the Society.”

The government has greenlit the plan to establish 100 new Sainik schools in collaboration with NGOs, private educational institutions, and state governments, implementing it progressively from Class VI onwards. As part of this endeavor, the Sainik Schools Society has entered into a Memorandum of Agreement with 19 new Sainik Schools spread across the country.

The statement further elaborated, “Following further evaluation of applications for opening new Sainik Schools under the partnership mode, Raksha Mantri Rajnath Singh has approved setting up of 23 new Sainik Schools in partnership mode.” This decision takes the tally of new Sainik Schools under the partnership mode, operating under the purview of the Sainik Schools Society, to 42, in addition to the existing 33 Sainik Schools following the previous pattern.

The overarching objectives of Prime Minister Narendra Modi’s vision for establishing 100 new Sainik Schools are to provide students with quality education aligned with the National Education Policy while offering them enhanced career opportunities, including the option to serve in the armed forces. It also fosters collaboration between the private sector and the government, empowering the nation’s youth to become responsible citizens who contribute to the country’s growth.

In addition to their regular affiliated board curriculum, these Sainik Schools will offer an “Academic Plus” curriculum to students, aligning with the Sainik School pattern.

This initiative represents a significant stride towards nurturing future leaders and empowering the youth of India with holistic education and diverse career prospects.