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Dy CM Manish Sisodia’s initiative of Parents-Teachers-Meeting (PTM)gets massive response from Parents

Welcoming parents of government schools students as “stakeholders” in their child’s education, deputy chief minister Manish Sisodia’s initiative of Parents-Teachers-Meeting (PTM) in in full swing and getting a massive response from parents in Delhi.

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Welcoming parents of government schools students as “stakeholders” in their child’s education, deputy chief minister Manish Sisodia’s initiative of Parents-Teachers-Meeting (PTM) in in full swing and getting a massive response from parents in Delhi.

The deputy chief minister who is also the Education minister had announced this initiative on Thursday and asked the parents of 16 lakh students studying in government schools to celebrate the mega PTM as a festival and said that similar to private schools, PTM will now be held at government schools.


Sisodia said PTMs will be held twice a year to make parents feel proud that they are also part of the several initiatives being taken by the government.

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Delhi Education department has constituted welcoming teams in schools for the parents so that they feel proud and for this, government has set aside funds. The timing of PTM will be different in morning and evening shift schools.

“It is important to communicate the initiatives of Delhi government in education, so that parents utilize these schemes properly,” he said while addressing a press conference.

“We want to make PTMs a regular affair to keep parents in loop. At this meet, parents can seek details of performance of their children and get updated with all activities and initiatives taken by the government,” he further said.

The Dy CM and Education minister said Delhi government was working to improve quality of education in its schools everyday through policies, new infrastructure including CCTVs, classrooms and furniture.

He also updated on the fact that government has directed all senior officials of the education department including directors, deputy directors, and assistant director to hold a meeting with parents of government schools’ students from 12 to 1 PM on Friday every week to address their issues and concerns.

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Images courtesy: Twitter 

Education

World NGO Day: Including Social Service and Philanthropy in Curriculum

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On World NGO Day, celebrated each 27th of February, we’re reminded of the pivotal role NGOs play in fostering social change and development. It’s an opportune moment to reflect on a critical gap in our education system—integrating social service into school curriculums. While Indian schools commendably cover moral science and discuss the multifaceted challenges of poverty, they often skirt around a crucial lesson: the importance of giving back to society, a principle that acknowledges our inherent privileges.

The privilege of accessing education and enjoying life’s luxuries is not a universal given; it’s a blessing. Recognizing this privilege entails acknowledging our responsibility to contribute positively to society, underscoring the necessity of philanthropy in our educational ethos. However, mere acknowledgment isn’t enough; action is imperative. This is where the collaboration with NGOs becomes invaluable.

Consider the transformative potential of inviting NGOs working in education into our schools. These organizations, such as Pratham, Akshaya Patra, and Teach For India, are not just entities; they are repositories of real-world experiences and agents of change. By partnering with these NGOs, schools can offer students more than theoretical knowledge; they can provide them with hands-on experiences in social service, embedding the value of giving back into the fabric of their education.

Imagine the impact of integrating assignments that require active participation in social causes—organizing donation drives, participating in animal welfare activities, or contributing to environmental conservation efforts. Such initiatives do more than inculcate a sense of responsibility; they foster empathy, cultivate a sense of community, and prepare students to be conscientious citizens.

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The benefits of integrating social service into school curriculums extend beyond moral and ethical development. They equip students with critical life skills—teamwork, leadership, problem-solving, and empathy—preparing them for the challenges of the real world. Moreover, these engagements offer tangible experiences of impact, teaching students that their actions can indeed make a difference. For example, organising donation drives and animal welfare camps where students can be the volunteers for a better, bigger cause is a great way to include social services into our curriculum.

The partnership between schools and NGOs can take various forms, from guest lectures and workshops to long-term projects and internships. These collaborations provide a platform for NGOs to raise awareness about their causes and for students to engage with these issues deeply and meaningfully.

By making social service an integral part of the curriculum, we can ensure that education transcends academic achievements to include the development of well-rounded individuals who are aware of their social responsibilities. It’s about creating a culture of giving back, fostering a generation that is not only educated but also empathetic and engaged with the world’s pressing challenges.

So, let’s commit to enriching our educational systems with the values of social service and philanthropy. Let’s embrace the opportunity to partner with NGOs and transform our students into not just scholars but also compassionate contributors to society. In doing so, we pay forward our blessings and take meaningful steps towards building a more equitable and caring world.

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India Sets 6-Year Minimum Age for Class 1 Admissions Nationwide

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The Ministry of Education has officially established a minimum age requirement of 6 years for admissions into Class 1, aligning with the National Education Policy (NEP) 2020’s emphasis on developmental readiness and ensuring a uniform standard across the nation. This landmark decision underscores the government’s commitment to the foundational principles laid out in the NEP 2020, prioritising early childhood care and education and recognising the distinct developmental needs of children aged 3–6 years.

In official communications disseminated through the Ministry’s X (formerly Twitter) account, the Ministry of Education (MoE) highlighted its directives to all states and Union Territories (UTs) to conform to this guideline starting from the academic session 2024-25. The move is aimed at ensuring that children are adequately mature, both emotionally and cognitively, to navigate the demands of primary education.

The Ministry’s letters to the states and UTs, issued on 15 February 2024, reiterate requests made in previous correspondences (D.O. letter No. 9-2/20- IS-3 dated 31 March 2021 and 9 February 2023), urging alignment with the NEP 2020 and the Right of Children to Free and Compulsory Education (RTE) Act, 2009. These communications highlight the importance of a standardised age of entry into Grade 1 as a critical step towards realising the vision of an education system that fosters equitable and inclusive learning opportunities for every child in India.

By mandating a minimum entry age for Class 1, the Ministry aims not only to ensure that children possess the necessary readiness for the academic and social aspects of schooling but also to promote consistency and coherence in the implementation of educational reforms across the country. This initiative reflects a holistic approach to education, acknowledging the critical role of developmental readiness in the overall learning journey of a child.

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The Ministry of Education’s directive serves as a reminder of the transformative potential of the NEP 2020, aiming to adapt India’s education system to the evolving needs of its children and laying the groundwork for a future where every child can thrive and reach their full potential. With the academic session 2024-25 on the horizon, this policy sets a new standard for educational excellence and equity, marking a significant milestone in India’s journey towards an inclusive and empowering education system for all.

The move has been met with widespread approval, highlighting the government’s dedication to not just educational reform but to nurturing well-rounded individuals equipped for the challenges and opportunities of the 21st century. As states and UTs work towards implementing this directive, the education landscape in India stands at the cusp of a new era, one where the focus on holistic development promises to redefine the foundations of learning and teaching for generations to come.

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Education or Profit? Bombay High Court Calls for Accessible Learning for All

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In a recent statement that hits home for many, the Bombay High Court pointed out a harsh truth: education, once considered sacred in our culture, has now become something many can hardly afford. The court stressed that it’s the government’s duty to make sure everyone in the country has access to good quality education, highlighting the importance of education in the growth and development of society.

Judges AS Chandurkar and Jitendra Jain shared their thoughts during a case involving a request to open a new college. They mentioned a concern that only letting groups with previous experience in education open new colleges could unfairly keep new players out of the game. This could lead to a few big names controlling the education sector, which isn’t fair to everyone else. Yet, they also acknowledged that experience is important to make sure these new institutions can actually provide good education. While acknowledging the importance of experience in managing educational institutions, the justices called for a more balanced approach. They suggested the establishment of clear, quantifiable parameters for evaluating applications for new colleges, thereby ensuring a fair and competitive educational landscape.

This judicial intervention is a stark reminder of the ongoing transformation of the education sector into an ‘education industry,’ where the pursuit of profit often overshadows the noble mission of disseminating knowledge.

With tuition fees skyrocketing and private coaching centers popping up everywhere, education is becoming more about money and less about learning and growth. It’s a wake-up call for those running educational institutions to remember the real reason they’re in this field – not to make a profit, but to educate and shape future generations.

This scenario demands a reevaluation of our priorities. Education should not be a luxury only a few can afford. It’s a fundamental right that paves the way for a better future for individuals and society as a whole. It’s time for educational institutions to reflect on their purpose and for the government to take action to ensure that quality education is accessible to everyone, regardless of their financial status. This entails not only regulating fees and ensuring transparency in the functioning of educational institutions but also investing in public education to enhance its quality and reach.

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“Although ‘education’ is a pious in our culture but with change in time it has taken a different colour and has become unaffordable. It is the State’s Constitutional responsibility to ensure quality education reaches all the citizens of this country to achieve the growth and development of humanity”, the court said. 

The Bombay High Court’s remarks are a crucial reminder for us all. It’s a call to action to prevent the commercialization of education from overshadowing its true value and to work towards a system where education is seen not as an industry, but as a vital service that nurtures humanity’s growth and development.

(With inputs from Livelaw.in)

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CBSE considering Open Book Exams for classes 9-12, to do a pilot run in November

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In an innovative step towards modernising education, the Central Board of Secondary Education (CBSE) is exploring the introduction of Open Book Examinations (OBE) for students in Classes 9 to 12. This initiative aligns with the latest recommendations from the new National Curriculum Framework, according to reports from The Indian Express.

The CBSE plans to conduct a pilot run of this progressive examination format in select schools later this year. The subjects chosen for this pilot include English, Mathematics, and Science for Classes 9 and 10, and English, Mathematics, and Biology for Classes 11 and 12. This preliminary phase aims to gauge the duration students require to complete the tests and gather feedback from all stakeholders involved.

Open Book Examinations allow students to refer to their notes, textbooks, and other study materials during the exam. Contrary to perceptions that this makes exams easier, OBEs often present a more significant challenge. They are designed to assess students’ comprehension of the material, analytical abilities, and their capacity to apply concepts in various contexts, rather than mere rote memorisation.

Scheduled for November-December this year, the pilot’s outcomes will be instrumental in determining whether CBSE will implement this assessment method across all affiliated schools for the specified classes. The focus of these exams will be on evaluating students’ higher-order thinking skills, including analysis, critical and creative thinking, and problem-solving capabilities.

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In preparation for the pilot, CBSE is set to finalise the design and development of the OBE model by June. The board seeks to collaborate with Delhi University (DU), which had previously adopted open book tests in August 2020 amidst the Covid-19 pandemic, despite facing opposition. This move disrupted the traditional academic calendar and paved the way for alternative assessment methods.

During discussions in the curriculum committee meeting, it was suggested that teachers should initially undertake open book exams themselves. This approach will help them grasp the concept more thoroughly and aid in the creation of quality OBE materials, potentially mirroring the standard of the Advanced Placement exams used for college entrance in the United States.

This step by CBSE, as reported by The Indian Express, marks a significant shift towards enhancing educational assessments and is poised to transform the way students learn and are evaluated, promoting a deeper understanding and application of knowledge.

(With inputs from The Indian Express)

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Kerala Introduces ‘Water-Bell’ Initiative in Schools to Boost Hydration

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In a pioneering move to promote adequate hydration among students, Kerala schools have commenced the ‘water-bell’ system from Monday. This innovative initiative, inaugurated by the State General Education Minister V Sivankutty, is set to ring in a new era of health consciousness in the state’s education system.

Under this system, a bell will specifically ring twice during the school day – at 10:30 am and again at 2:30 pm – across all educational institutions in Kerala to remind students to drink water. This measure comes as a response to the increasing temperatures in the region, which heighten the risk of dehydration.

Minister Sivankutty highlighted the significance of regular water intake, noting that it’s essential even when students do not feel thirsty. He pointed out the risks associated with heat, including dehydration, which can cause discomfort and affect students’ well-being and academic performance. Furthermore, he underlined the importance of providing accessible clean drinking water for all students, particularly for those who may not bring water from home.

The General Education Department has proudly noted that Kerala was the first state in India to introduce this system back in 2019, in areas that were notably affected by high temperatures. The initiative proved to be influential, with other states like Karnataka and Telangana following suit with similar programmes.

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Each hydration interval, lasting five minutes, is a strategic pause in the school day, designed to ensure students maintain good hydration habits. This is part of a broader effort to combat the negative health effects associated with India’s soaring summer temperatures.

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From 2025-26, Indian Students to Get Two Opportunities to Sit for Board Exams

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In a significant overhaul aimed at alleviating academic pressure, Union Education Minister Dharmendra Pradhan announced that students will soon have the opportunity to sit for their 10th and 12th board examinations twice within the same academic year. This groundbreaking initiative is set to commence in the 2025-26 session, aligning with the broader objectives of the new National Education Policy (NEP).

The announcement was made in Chhattisgarh during the inauguration of the PM SHRI (Prime Minister Schools for Rising India) scheme, which promises the modernisation of 211 state schools. Speaking at the Pandit Deendayal Upadhyay Auditorium in Raipur, Pradhan highlighted the NEP’s focus on reducing student stress and fostering a holistic educational environment.

Central to the NEP’s vision, introduced by the government in 2020, is the introduction of “10 bag-less days” annually, encouraging students to engage in arts, culture, sports, and other extracurricular activities. Furthermore, Pradhan detailed the Centre’s plan under the NEP 2020 to offer dual exam opportunities for board students starting from the academic year 2025-26. This approach, following the New Curriculum Framework (NCF) unveiled last August, aims to provide ample preparation time and enhance student performance.

Under this new system, students can choose their best score from the two exam sittings, a strategy aimed at maximising their academic outcomes. The minister queried the attending students on their views regarding this revision, urging them to seize the advantage of selecting their optimal results.

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Pradhan reinforced that this innovation in examination policy reflects Prime Minister Narendra Modi’s vision encapsulated in the NEP: to cultivate a stress-free learning environment enriched with quality education. This initiative also seeks to keep students connected with their cultural roots while equipping them for future challenges, all contributing towards India’s goal of becoming a developed nation by 2047.

News source- PTI

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ISRO Launches Young Scientist Programme 2024 for Budding Space Enthusiasts

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Image Source- Shiksha Gagan (https://jigyasa.iirs.gov.in/)

The Indian Space Research Organisation (ISRO) has unveiled its Young Scientist Programme (YUVIKA) for the year 2024, a pioneering initiative aimed at nurturing young minds in the realms of space science and technology. Scheduled for May 13-24, this two-week residential programme targets students in Standard 9, offering them a unique opportunity to delve into the basics of space technology, science, and its myriad applications.

Registration for YUVIKA 2024 kicks off on February 20 and concludes on March 20, 2024. ISRO has crafted a meticulous selection criterion for participants, emphasizing academic excellence, quiz performance, science fair participation, Olympiad achievements, sports victories, and involvement in activities like Scouts and Guides, NCC, or NSS. Additionally, a special consideration is given to students studying in rural schools, ensuring a diverse and inclusive cohort.

The registration process is straightforward: candidates are required to sign up on the ISRO Antariksha Jigyasa Platform, confirm their email, participate in SpaceQuiz, and submit relevant personal details along with attested certificates for verification.

Through YUVIKA 2024, ISRO aims not only to educate the youth about space science but also to inspire them to explore careers in Science, Technology, Engineering, and Mathematics (STEM). This endeavour reflects ISRO’s commitment to fostering a new generation of scientists and engineers equipped to further India’s space exploration missions.

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For more details on the programme and registration process, interested candidates are encouraged to visit the official website. This initiative represents a significant step towards empowering India’s youth with the knowledge and skills required to navigate the future of space science and technology.

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Lexicon Schools Spark Innovation with STEAM Fest

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The Lexicon Schools recently hosted STEAM Fest, a vibrant celebration of creativity, innovation, and interdisciplinary learning. The event showcased numerous projects and activities, embodying the school’s commitment to providing a holistic education integrating Science, Technology, Engineering, Arts, and Mathematics (STEAM).

STEAM education nurtures critical thinking and problem-solving skills essential for the 21st-century workforce. It promotes transparent evaluation and cultivates self-discovery, empowering children to create tangible solutions and become lifelong learners.

Reflecting on the success of the fest, Mr. Pankaj Sharma, President, The Lexicon Group of Institutes, Chairman & MD, Pune Times Mirror, Civic Mirror, and MultiFit, remarked, “STEAM education is essential for preparing students for the challenges of the future. With focus on not only the ‘how’ and ‘what’, but also the ‘who’ and ‘why’, the STEAM Fest is specifically designed to develop future innovators. At The Lexicon Schools, integrating STEAM into the curriculum fosters well-rounded individuals equipped to tackle the dynamic, multifaceted challenges of the modern world, ensuring their education remains relevant and future-proof.”

Participants engaged in different projects, exemplifying the fusion of art, science, technology, and engineering. The young minds delved into math-related activities and presented projects focused on cleanliness and hygiene. Primary students delved into robotics, and environmental sustainability at the fest. Their projects on mechanical water pumps and balloon cars displayed their grasp of engineering principles, while the exploration of the water cycle and projects on thermal conductivity delved into scientific concepts. Moreover, an anatomical display of the human body provided valuable insights into biology, and the air quality monitoring project raised awareness about the pressing issue of air pollution.

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Senior students engaged with advanced concepts, such as IoT and road safety. They also created kaleidoscopic displays, developed rainwater detection systems, and presented anatomical models.

STEAM education, with its integrated and holistic approach, aids students in perceiving challenging subjects from different perspectives. Through hands-on projects, students explored creative processes and utilized various methods of inquiry and investigation, cultivating a diverse set of hard and soft skills.

Mr. Nasir Shaikh, Group Chief Executive Officer, The Lexicon Group of Institutes, EduCrack, & EasyRecruit+, added, “STEAM taps into children’s natural curiosity. If you’ve ever tried to find answers to a long series of questions asked by a child, you know how inquisitive they are about the world around them. STEAM lessons focus on deep questioning and finding novel solutions rather than memorizing standard facts and figures that can easily be ‘Googled’.”

Education is not just about academic achievement; it’s about cultivating a mindset of inquisitiveness, innovation, and collaboration. The Lexicon Schools exemplified this by providing a platform for students to showcase their talents, exchange ideas, and inspire one another. By integrating STEAM-based learning, The Lexicon Schools are shaping the leaders, innovators, and problem-solvers of tomorrow.

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NCTE organizes 1-Day National Conference on Teacher Eligibility Test (TET) in partnership with CBSE

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In a landmark move to align with the National Education Policy (NEP) 2020, the National Council for Teacher Education (NCTE) in collaboration with the Central Board of Secondary Education (CBSE) convened a 1-Day National Conference on Teacher Eligibility Test (TET) on 12 February 2024. This pivotal gathering was aimed at discussing and implementing transformative changes to TET, particularly extending it to secondary education levels (Classes 9 to 12).

Ms. Kesang Y. Sherpa IRS, Member Secretary of NCTE, underscored the NEP 2020’s recommendation for the implementation of TET across various levels of education. She announced NCTE’s initiative to propose and implement TET for secondary education, marking a significant step towards ensuring the quality and capability of teachers across all school levels.

Echoing the importance of TET, Smt. Nidhi Chhibber IAS, Chairperson of CBSE, emphasized the role of teacher capability in creating effective classroom environments. With CBSE’s extensive experience in conducting TET, she assured the conference of CBSE’s commitment to collaborate closely with NCTE in sharing data and jointly implementing future plans.

Shri Vikram Sahay IRS, Principal Commissioner, Income Tax, discussed the necessity of standardizing TET to meet the varying challenges at different educational levels. Prof. Yogesh Singh, Chairperson of NCTE, highlighted the NEP 2020’s vision of focusing on developing Indian ethos and values in students, beyond mere academic marks.

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Shri. Abhimanyu Yadav, Convener TET from NCTE, presented a comprehensive overview of TET’s journey since its inception, emphasizing its role in enhancing the quality and capability of school teachers nationwide. The conference also featured a panel discussion with Prof. H.C.S. Rathore, Former Vice Chancellor, Central University of South Bihar, and Prof. R.C. Patel, Retd. Professor MS University Baroda, addressing participants’ queries.

Representatives from various states and UTs shared their experiences and best practices related to TET, contributing to a collective effort to revamp TET in line with NEP 2020.

As the conference concluded, Convener TET extended heartfelt thanks to all academic dignitaries, education administrators, and participants for their valuable contributions towards shaping the future of education in India. This initiative by NCTE and CBSE is a significant step towards ensuring quality education through the empowerment of teachers, in alignment with the goals of NEP 2020.

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The Rising Leaders’ Summit 2024: A Timeless Learning for Future Educational Leaders

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Gandhinagar, February 2024 – The Rising Leaders’ Summit 2024, an inspiring event hosted by ScooNews in collaboration with the Centre for Creative Learning – IIT Gandhinagar, has successfully marked its conclusion. This pioneering summit, aimed at nurturing the leaders of tomorrow, saw participation from 77 dynamic leaders from across India’s elite schools.

Curated by Aditi Misra, Director DPS Sec-45, Gurgaon | DPS International Edge, Gurgaon | DPS Jaipur| Dharav High Schools, and Amrita Burman, Deputy Director of Sunbeam Group of Educational Institutions, the summit provided a comprehensive platform for personal and professional growth. The event focused on essential leadership facets, including leadership skills, effective communication, strategic thinking, and emotional intelligence, offering attendees a unique opportunity to learn from distinguished experts in the educational field.

The masterclasses, led by esteemed educators like Anand Krishnaswamy, Anju Chazot & Pascal Chazot, Dr. Arunabh Singh, Lt Col A Sekhar, Dr. Gunmeet Bindra, Prof Manish Jain, Lt Gen Surendra Kulkarni, and Vishnu Karthik, covered a diverse range of topics. These included Crucial Confrontations by Middle Leaders, Human-Centered Organisational Alignment, Building Trust Through Culture and Communication, Effective Accountability Structures, Stakeholder Management, The Relevance of Education in the Digital Age, Comprehensive Crisis Management, and Leadership Levers to Enhance Student Learning.

Ravi Santlani, Founder & CEO, ScooNews, said, “I’ve just concluded what can only be described as the pinnacle event of my career – the Rising Leaders’ Summit at IIT Gandhinagar. At ScooNews, we are dedicated to enriching the education sector, a realm that urgently requires revitalisation. There’s no better method to begin this transformation than by equipping the educational leaders of tomorrow. I’m immensely thankful to our eight master trainers and our summit curators, for their priceless contributions. My awe extends to my team, whose unwavering commitment has made this event a landmark in my life. Moving forward, I pledge to devote my life to making a significant impact on our nation’s educators, our teachers. Here’s to jointly elevating the essence of teaching and learning.”

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The insightful discussions and interactive sessions provided practical knowledge, spurred meaningful dialogue, and fostered valuable connections among the participants. The summit not only enhanced the understanding of leadership principles but also honed the skills and expertise essential for creating a positive impact within educational institutions and beyond.

The Rising Leaders’ Summit 2024 stands as a testament to ScooNews’ unwavering dedication to fostering educational leadership. We extend our heartfelt thanks to all the curators, master trainers, and participants for their role in making this event a resounding success. ScooNews remains committed to empowering the educational leaders of tomorrow and looks forward to continuing its mission of enhancing the quality of education across India.

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