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Effective teacher training makes all the difference to students’ learning outcomes

It is an acknowledged fact that no education system in the world has excelled without making a significant investment in building a cadre of quality teachers. Attention is shifting from quantity – ensuring all children are in school – to providing quality education.

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The long-neglected realm of teacher training is finally getting the attention it deserves, even if partially motivated by the threat of termination. Come August 2019, all teachers who lack the minimum qualifications mandated under the Right To Education Act, 2009, will be barred from continuing in service. That’s as far as certification goes. The real relevance of teacher training goes much deeper. It is an acknowledged fact that no education system in the world has excelled without making a significant investment in building a cadre of quality teachers. Attention is shifting from quantity – ensuring all children are in school – to providing quality education. And it is this weak link in the Indian education system that needs to be improved, sooner rather than later.

With teacher training often considered important only for procuring a job, quality invariably suffers. If teacher training is to be an ongoing process – to improve the quality of teachers, and thus of students – on whom does the onus lie for the effective training of our teachers? And what are the resources best recommended by educators to effectively train teachers? Read on for an assessment by industry leaders…

Need of the Hour

Nisha Rana, Principal, BRCM Public School, Bhiwani

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“Keeping in mind the modern pedagogy and responsibility of a teacher today, it is imperative that the teachers should have the requisite qualification to be a teacher,” says Nisha Rana, Principal, BRCM Public School, Bhiwani. “Teaching qualifications typically involve subject matter expertise, psychological awareness and classroom management. To provide teachers with the greatest chance of success, they need to have completed a teacher preparation program that provides them with knowledge, experience, and guidance. When this does not happen, we not only risk teachers leaving the profession quickly, but more importantly, we risk the education of entire classes of students. With the changing scenario, there is a lot of change in the curriculum and teaching techniques. The day-to-day innovation in technology has tremendously affected the teaching techniques and become the integral part of teaching. Students deserve the best we can offer them. We definitely want those with a natural aptitude to go into teaching, but that aptitude needs to be refined and developed through proper training. I feel the April 2019 deadline is a long-due corrective remedy and teacher training is finally getting its due.”

Shalini Nambiar, Vice President, GEMS Education

“The framing of the New Education Policy (NEP) provides us with an opportunity to review and redesign the current teacher education programmes,” affirms Shalini Nambiar, Vice President, GEMS Education. “Teachers need to be viewed as professionals who require multiple skills to do their job, and accordingly professional standards need to be built into all teacher education programmes. These programmes must focus both on building an essential knowledge base, as well as skill sets required for making a difference in the classroom. Importantly, they must locate the professional development of teachers within the larger socio-cultural, economic and political context of contemporary India. Teachers need to be made more accountable through enhanced involvement of the school management committees, recognizing the need for supportive supervision and incentives to ensure teacher performance and accountability.”

Seema Handa, Director, Eklavya School, Jalandhar

“Not just teacher training, most professions require on-going updation of knowledge and skill,” vouches Seema Handa, Director, Eklavya School, Jalandhar. “It is encouraging that finally attention is being focused on teacher training. Highly trained teachers with regular up-skilling will help the Indian education system to finally catch up with the rest of the world, somewhat like we have in the field of digital and internet technology.”

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Harpreet Randhawa, Director, VInspire Training & Consultancy Pvt Ltd

Harpreet Randhawa, Director, VInspire Training & Consultancy Pvt Ltd adds, “Teachers who do not fulfil the minimum qualifications mandated are given the appropriate opportunity to undergo upgradation of qualification along with training and skills development. With the right approach, appropriate need analysis, and fixing of timelines, teacher training will get its overdue recognition.”

Deeper Relevance

Fatema Agarkar, Co-founder, KA EduAssociates

Beyond the need for certification, teacher training has a deeper relevance. As Fatema Agarkar, Co-founder, KA EduAssociates, one of the most sought after teacher training institutes for its skill-based and customised training to cater to 21st century learning, explains it, “As a nation, we need to recognise that schools are responsible for shaping our future as these children eventually take their place in the world and will be leading decisions that may affect us economically or politically. So those shaping their world today, simply need to be highly capable of managing children and their individual needs – get them to create and ideate more so that they can think of solutions for problems that exist today. Qualifications alone do not define this – qualifications give you a base, but there is a lot of skilling required thereafter and in a sustained manner to ensure that teachers cope with a changing world and its competitive demands. So in a way, this corrective step (and I won’t get drawn into a debate of late or early because I have more pressing concerns) is one way of looking at addressing the current situation that warrants better teaching learning processes.”

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Fatema affirms that she has interacted with several teachers as part of various NGO volunteering programs, who are perhaps more inspiring than qualified and experienced teachers simply because their passion to make it simpler and decode the subject is far greater than the need to deliver facts or simply test children. “They are looking for that spark in the child and working towards it. So personally, I believe that skilling a teacher, sustained teacher training is what I am more excited about and this is with or without qualifications.”

Quality Improvement

“At the crux of the education system is the most important person – the ‘Teacher’, who is also the most neglected person in our system,” points out Shalini Nambiar. “People are spending crores to build a great school, with fancy building but the amount of funds allocated to teachers is peanuts. First and foremost to attract good quality teachers one needs to pay them well; after all, if we pay peanuts we will only get monkeys. The framing of the New Education Policy (NEP) provides us with an opportunity to review and redesign the current teacher education programmes. Teachers need to be viewed as professionals who require multiple skills to do their job, and accordingly professional standards need to be built into all teacher education programmes. These programmes must focus both on building an essential knowledge base, as well as skill sets required for making a difference in the classroom. Importantly, they must locate the professional development of teachers within the larger socio-cultural, economic and political context of contemporary India.” She believes teachers need to be made more accountable through enhanced involvement of the school management committees, recognizing the need for supportive supervision and incentives to ensure teacher performance and accountability.

Savita Venkat, Chief Development Officer, Bombay Cambridge International School

Savita Venkat, Chief Development Officer, Bombay Cambridge International School, Andheri (W), adds, “Teacher training, teacher upgradation programmes, and teacher credibility is to be tested and done periodically. We need to establish a clear cut recruitment policy with competency matrix, have an almanac for teacher training. The area of training is confirmed at the time of yearly appraisal where gap and growth can be identified and the institution organizes training and upgradation in these programmes. Having a monitoring and supervision plan in place will surely help in gathering quality teachers.”

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An Ongoing Process

R K Ranavat, Principal, Oxford International School, Rajkot

According to R K Ranavat, Principal, Oxford International School, Rajkot, the government’s NEP makes it critical to focus on teachers and teacher education to ensure quality education. “Teachers need to be made more accountable through enhanced involvement of the school management committees, recognising the need for supportive supervision and incentives to ensure teacher performance and accountability, as well as use of technology to monitor teacher attendance and curb absenteeism. New teachers have many challenges that they face each day. Teacher training helps prepare new teachers for these challenges. While teacher training and student teaching won't completely prepare new teachers for every issue they will face, it can help them feel more confident about many common problems that arise for teachers each day. Without this background, teachers might feel like failures and eventually give up,” he opines.

Anuradha Govind, Principal, J M International School, Dwarka

“It’s a teacher who builds the nation. It’s the cadre of transformational teachers who have the power to change the outlook, thought process and character of an entire generation of our young citizens and therefore it’s not just our responsibility but an inevitable necessity for us to invest in building innovative teachers, productive teaching, holistic curricula and child-centered schools,” avers Anuradha Govind, Principal, J M International School, Dwarka. “The education system of our country needs loads of accountability and tons of integrity with the vision for nurturing 21st century skills in our children. For that we need to break free of conventions and think afresh. No education system in the world has excelled without making a significant investment in building a cadre of quality teachers, is a fact. But before investing, we also need to first ensure what we understand by ‘Quality’. We must begin with understanding our aims for our children. What kind of citizens do we want to produce? To make this possible what kind of knowledge and skills should our children possess? For such 21st century knowledge and skills, what kind of curricula, learning resources and teaching-learning methods will be required? What kind of wisdom, proficiency, ability, skills, talents, personality, value-systems, and knowledge base do we need in a teacher who could be able to make all our children happily acquire all of that?  We need to keep in mind our goals and redesign our vision, education system, curricula, learning resources, learning environment, methods of teaching and assessment with a shift from ‘teaching’ to ‘learning’, from ‘marks’ to ‘excellence’, from ‘degree’ to ‘ability’, in order to ‘rectify’ this ‘weak link’ in education and develop some awesome teachers who would develop an amazingly skilled sensitive, responsible and dignified generation of 21st century global citizens.”

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Taking Onus

Anuradha Govind likens it to a bitter pill to swallow, when she maintains that most of the teacher training courses like and B.Ed, NTT and many of the institutions which offer them, are not being able to play a role bigger than offering a certification for a job. “Sadly, there is hardly any vision for anything other than some redundant text to be crammed and writing a set of stereotypical exam, which is nowhere about any kind of ‘productive’ learning, excellence or ability to be the teacher who will produce a generation of thinkers and problem solvers with all round personalities.” The truth, she says, is that most of the ‘eligible’ degree holders do not enter the education arena with an ability, intent and passion to make a difference. “Let’s admit the fact that the outlook mostly is towards ‘a job of convenience’; nowhere close to a ‘mission to transform lives’. The onus for this lies on our entire system and everyone who is a part of this machinery,” she avers. “We have been so far failing to attract the right kind of talent towards a career in teaching. We have not been able to give the teaching profession a sought after and desirable status in the minds of our people like that of engineering, medicine and many others. We, on an urgent basis, need to restructure our teacher training programmes and the constant learning, ongoing training, brain-storming, and motivation are as vital to the quality of education as is oxygen for living.” Now that is an indication of the passion needed to take onus and take it forward dynamically!

Dr Swati Popat Vats, President – Podar Education Network

Dr Swati Popat Vats, President – Podar Education Network believes it is the schools that should take on the responsibility for conducting refresher courses for teachers. “There is so much changing in global education trends that schools must ensure that their teachers are up to date with latest research and practices. In IB board accreditation process they check what trainings the staff has undergone in the last few years, similarly the other boards should make it a mandatory point in their accreditation process.”

Seema Handa avers that with the tech revolution already in place, cost and availability of tech is no longer the major issue. “India’s challenge remains its huge numbers! Pockets of excellence exist but to scale up in a vast country like India with its geographical and demographical diversity, requires both government and individual endeavor,” she points out. “Schools-Teachers-Parents are engaged in the same enterprise; that of educating young children. This triangle is duly supported by the government, non-government, public and private enterprises. So the onus lies on all of us – the government, society at large, the schools, and most importantly on the parents. As long as the parents remain focused on premium brands or infrastructure, the quality of teachers and the quality of education will continue to suffer. As soon as the focus shifts to the quality of education being imparted in a school, we shall see a major upswing in the quality of teachers and hence their teaching,” she states, adding, “At the same time, the government and policy makers need to give direction to the change being sought.”

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“As a decision maker in school, it is critical to take stock of the situation and know your strengths and challenges and create a road map ahead for what the priorities are,” maintains Fatema Agarkar. She believes that the responsibility cannot rest solely on the shoulders of the management. “Teachers must take responsibilities independently to upskill and upgrade themselves which shows commitment to your passion too. This partnership of organisation and self may get quicker results that a one sided approach and ultimately, whether you part of the management or a teacher, there is an unwritten rule in the education code of the conduct – and that is we owe it to that unassuming child to deliver content is the best and most effective way possible. Hence, it is everyone's responsibility.”

The Way Forward

Fatema Agarkar recommends “a combination of online and face to face sessions, hands-on case study discussions, exposure to an alternative industry or industries as grounds for learning how to manage time etc.” She adds, “Social media makes it so easy to partner other educators via closed and open books to get help in case you are stuck with a problem etc. Time spent in research and how to research effectively will be an important resource tool. Teachers need to be trained by experienced trainers who combine best practices and research, hands-on, implementable strategies and their own personal expertise of being in a classroom. The quality and flexibility of the trainer makes all the difference as teachers need to know how to apply the knowledge amassed in the context of their classrooms.”

As Dr Swati Popat Vats puts it, “Teachers require a minimum qualification that prepares them to teach their subject matter, prepares them about understanding children and also supports them to understand lesson and curriculum planning and implementation with different types of learners in the classroom. Also we do include special education but are our teachers really equipped to deal with all kinds of learning delays and difficulties and gifted and talented children in the class? It is time we really respected our teachers and it can be done with the following-

1.     Revamp the present B.Ed. program so that globally relevant practices like brain research, dealing with challenging behavior, life skills are all included.

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2.     Ensure that teachers undergo a refresher course every two years.

3.     Keep a minimum wage benchmark for both government and private schools.

4.     Teachers should not be allowed to take tuitions unless mandated for a child by a special educator. It is commercialization of teaching that has brought down the standards in the classroom and the respect value in parents and society for teachers.

5.     Teachers to be not used for other government related work like elections etc.

6.     Teachers to be given minimum facilities like free travel, free medical and access to computers and internet and library for their research and curriculum planning

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Harpreet Randhawa advocates a four-pronged approach – “Teachers active in the profession should undergo face to face soft skills and behavioural skills training as we do in other professions. B.Ed/ M.Ed also needs to be upgraded, and aptitude tests and assessments made mandatory. Teacher training institutes by the government should be instituted and the right people be selected to run and implement the courses. Finally, academicians should be involved to ensure the quality is maintained more than the promoters. I do understand it is the number game and a business model without doubt, but like health sector, education sector needs to be secured by the government for coming generation to produce teachers. Else we shall have robots programmed to teach and who knows an applied version of e-schooling would be developed wherein you need no school, no teacher and institutions are run remotely!”

“Access to technology can be a great equalizer,” believes Seema Handa. “With government support, linked with private enterprise, pedagogy and best practices from around the world can be adapted and implemented in the Indian context. Identifying the ground-breaking work already being done in certain pockets of India and bringing it mainstream will be another resource which can be tapped. We must tap into India’s huge reservoir of traditional wisdom and value-based education system, and reinvent the present education system, making it relevant in the 21st century.”

According to Shalini Nambiar, a “well-developed PD programme with internal and external resources is key. Each teacher must observe at least two of her co-workers classes per week. Internal trainings are most effective as the school knows its needs and can plan individualized programmes to effectively train the teachers.”

Key resources, according to Savita Venkat, would be the Cambridge teaching and learning diploma for teachers, HUB trainers for education, subject specific training by authors and subject experts, IBDP teacher training, teacher training conducted by NCERT and ICSE boards as well as enrichment programmes by the British Council.

Dr Ranavat recommends approaching the challenge of poor quality education and growing shortage of teachers by connecting qualified teachers to develop their own teaching practice to inspire and empower communities of teachers around the world. “Our teacher training should lead teachers through cycles of workshops, observations and coaching to enable them to become self-reflectors and continuously improve their own teaching and encourage colleagues to do the same.”

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Teaching and learning go hand in hand, which makes it necessary for the schools to have teacher training modules which are well knit in the curriculum and should cater to the demands of teaching fraternity which may arise during the teaching learning process, opines Nisha Rana. “A good teacher training program should be like a support for teachers to sharpen their tools as and when required. It is important that schools recognize the importance of well-structured teacher development programs which are in tandem with the teaching learning requirements of the schools. Teacher development programs should be given their due importance in the curriculum as they have a great role to play in the students’ performance and development. There is also great need to understand and research various models for the same and simultaneously let them voice out their requirements to enable better teaching learning practices.” Among the measures she recommends are web based resources, regular training sessions to hone computer skills, frequent in-house motivational workshops to be conducted by head and senior teachers, regular counselling sessions by motivational experts and subject experts, proper annual assessment of all teachers, and provision of opportunity given to teachers for their self-improvement.

Dr Swati also recommends that teachers invest in their own training. “Teachers should read books written by educators like Alfie Kohn, John Holt; become members of teacher discussion groups and forums; connect with educators on LinkedIn and Facebook; read essential blogs by educators; invest in magazines like ScooNews, Education World, and Brain feed etc. and stay updated; and attend workshops, seminars, and conferences both online and face to face.

As Rana summarises, “Remember; every teacher who is not learning and growing will result in students who are not learning and growing at some level. Poor and ineffective professional development hurts teachers. It hurts their students. It hurts their community and, since quality education is so highly correlated with economic growth, it hurts their nation.”

…Still think too much of a fuss is made of teacher training?

This was the cover story in our November 2017 issue.

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Edutainment

World Theatre Day: Let Theatre Arts Make Classroom’s Showtime Spectacular!

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As we roll out the red carpet for World Theatre Day, celebrated every year on March 27, let’s shine the spotlight on the dazzling world of theatre arts in education—a realm where creativity knows no bounds, and every student gets a backstage pass to explore the endless facets of their personality. Theatre arts isn’t just about taking a bow on stage; it’s a grand production that includes acting, scriptwriting, directing, set design, costume creation, and even the magic of lighting and sound effects. It’s where the shy kid in class becomes a roaring lion, and the daydreamer directs their first masterpiece.

Diving into the eclectic mix that is theatre arts, students embark on a thrilling adventure into storytelling, embodying characters from realms far and wide. But wait, there’s more! Ever fancied crafting a world from scratch? Set design and costume creation offer a canvas for the wildest imaginations, turning dreams into tangible realities. And for the tech-savvy, lighting and sound effects provide the perfect playground to amplify the drama or set the mood. It’s like being the wizard behind the curtain, where a flick of the switch can transport the audience to another dimension.

But theatre arts in schools is more than a ticket to the creative Olympics; it’s a masterclass in life itself. Through the laughter of improvisation and the discipline of rehearsals, students learn the art of expression and the power of voice. Theatre teaches us to walk in others’ shoes, sparking empathy and understanding in a performance that extends beyond the stage and into the corridors of daily life.

And let’s not forget the standup comedians, the jesters of the modern age, who wield humour like a sword, cutting through tension and bringing light to the darkest rooms. Standup comedy, an exhilarating facet of theatre arts, schools students in the art of storytelling and the bravery of vulnerability, proving that sometimes, laughter truly is the best medicine.

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Integrating theatre arts into the curriculum is like adding a pinch of magic to the mundane, transforming the classroom into a space where learning is an adventure, not a chore. It’s where students can be themselves (or someone else entirely) in a judgment-free zone, discovering their potential and pushing boundaries, one act at a time. Schools that embrace theatre arts offer students a safe space to explore their identities, confront societal issues, and express themselves authentically. Through theatre, students learn the importance of voice and agency, discovering their capacity to effect change in their communities and beyond.

So, as we celebrate World Theatre Day, let’s champion for theatre arts to take centre stage in schools. After all, in the grand theatre of life, we’re all players, and what better way to prepare for the world’s stage than by embracing the creativity, collaboration, and sheer joy of theatre arts? Here’s to the scriptwriters, the directors, the set designers, and the stars of tomorrow—may your light shine bright, both on and off the stage.

In the immortal words of Shakespeare, “All the world’s a stage,” and it’s high time we all play our part, ensuring that the wonders of theatre arts are not just an act, but a fundamental chapter in the story of education.

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Education

Post-pandemic: Embracing Well-being in India’s Schools with My Guide Inside

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My Guide Inside (MGI is a three-part, comprehensive, story-based well-being curriculum; it brings out the best in all learners. Students and adults who learn they operate from the inside-out report My Guide Inside principles change their lives. MGI Online classroom learning platform is created locally for Indian children and youth.

The History of MGI

The pandemic ended the trajectory of our education “world.” Full stop. We had completed My Guide Inside (MGI) classroom pilots but school abruptly pivoted to online and plans to implement MGI halted. 

Silver Linings for MGI

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Worldwide we became comfortable with Zoom and discovered that one’s humanity comes through. We met colleagues in the global community and confirmed MGI is a universal curriculum—beyond beliefs and culture. It became apparent that students were struggling to be isolated while learning online. In support of their well-being, we created Video on Demand (VoD) to enhance the MGI chapters. Now we see that VoD also supports English Language Learners. We had completed My Guide Inside face-face professional development series. Now we shifted the MGI series to be self-study online with opportunity for group discussions– accessible for free in any global community. Educators benefit from this professional learning and as a result are able live, learn and confidently share these profound MGI lessons.

3 Year Official Focus Group Report

MGI students from 2018 and 2021 were asked about MGI and a report was prepared. This report provides hope that there is a path to well-being even in challenging times.

Bonnie states, “The MGI principles are so universal and definitely ingrained just in a way that I live my life that, I almost don’t even need to go back and reflect specifically because it’s something that applies to every aspect of my reality.”

Lina states, “I think something I realized for myself during the pandemic is I gained focus… I think some other people I know and I care about deeply might not have had that same shift of focus … which I fully understand, and I have compassion for as they might not have had the same education as I had through My Guide Inside, so I’m very grateful…”

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Connection with India

It’s always an honor to connect with Sandeep Dutt, Founder of Learning Forward India Foundation and the Good Schools Alliance (GSA). (Sandeep, Sir, and I met through HundrED, a global education innovation organization.) There’s an understanding that well-being is a foundation for success in all life’s domains. MGI is a GSA learning partner. We conducted our first online MGI professional development series with GSA educators. 

Sukhpreet states, “I learned about consciousness. That is the biggest thing which I now am able to relate everything to when I’m teaching; I can help my students. This self-realization and again the discussions we had were wonderful … that’s the beauty of the MGI sessions.”

After meeting with local advisor, Jugjiv Singh, we determined to create MGI Online with Hindi vocabulary. MGI Online I, II, III for young kids, kids, and teens were expertly created by Jishnu Gupta and Supratim Kar at edTreeThe pilot for MGI Online Book III with GSA student interns proved to be a rich ground for learning and sharing the MGI principles. The youth determined to continue! They showed tremendous leadership and became MGI student mentors in their school’s Life Skills 4 and Life Skills 9 courses. 

Yashraj states, “I love these MGI sessions … What I have gathered from all of this is not dwelling in the past and that mind thought, and consciousness makes our reality, which we face now. His parents note, “Yashraj has been able to articulate his ideas in a more effective manner and proving to be a better orator with each passing day. His pressure handling skills have remarkably improved. We are seeing a paradigm shift in his approach towards day-to-day activities. This MGI program has been an excellent blend of cross-cultural learnings which are beyond local boundaries.”

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Globally, and significantly in India, we are seeing the focus on well-being is necessary for our children and youth to experience success, especially post-pandemic. MGI Online principles align with the National Curriculum Framework (NCF) 2023: Well-being of individuals remains crucial for success in all aspects of life. 

My Guide Inside principles benefit learners: mentally, behaviorally, academically, and socially. MGI is not prescriptive, it is descriptive, empowering youth “inside-out.” MGI principle-based “understanding” is a solid foundation for navigating our rather complex, beautiful world. 

Authored By- 
Christa Campsall, 
Co-Author, My Guide Inside

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Education

The Intersection of Happiness and Technology in Education

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In today’s fast-paced world, the quest for happiness has taken a front seat in discussions about education. The International Day of Happiness, celebrated on March 20th, offers a perfect moment to reflect on how technology, often seen as a double-edged sword, can actually foster happiness and well-being within educational settings. For educators and stakeholders in the Indian education system, understanding this intersection opens avenues to create more inclusive, engaging, and mentally stimulating environments for students.

The digital era has transformed traditional educational paradigms, introducing tools that not only facilitate learning but also enhance the mental and emotional well-being of students. The integration of technology in education, when done thoughtfully, can lead to a harmonious balance between academic achievement and happiness. This balance is crucial in the Indian educational context, where the pressure to perform academically often overshadows the importance of mental health.

One of the most significant ways technology contributes to happiness in education is through the personalisation of learning. Digital platforms enable learners to progress at their own pace, explore their interests, and engage with content that resonates with their individual learning styles. This personalisation fosters a sense of autonomy and competence, key components of intrinsic motivation and happiness. Apps and online platforms offer interactive and gamified learning experiences that make education not just a task, but a joyous journey of discovery. The result is a more engaged and satisfied student body, eager to learn and less prone to the stress and burnout associated with traditional rote learning methods prevalent in many Indian schools.

Moreover, technology bridges the gap between the educational needs of diverse learners, including those with special needs, by providing accessible learning tools and resources. Digital accessibility tools such as speech-to-text software, interactive eBooks, and customisable learning interfaces ensure that every student has the opportunity to learn in a way that best suits their needs, promoting inclusivity and thereby enhancing overall happiness.

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In addition to facilitating personalised and inclusive learning, technology plays a pivotal role in promoting positive mental health among students. Digital mindfulness and well-being apps have become increasingly popular in educational settings, offering guided meditations, breathing exercises, and stress management techniques. These resources are particularly valuable in the Indian educational landscape, where the stigma surrounding mental health often prevents students from seeking help. By integrating these tools into the daily routine, schools can cultivate a culture of mindfulness and emotional resilience, empowering students to manage stress and face challenges with a positive outlook.

Social-emotional learning (SEL) platforms leverage technology to teach empathy, emotional intelligence, and interpersonal skills, which are integral to students’ overall happiness and success. These platforms offer interactive scenarios and role-playing games that teach conflict resolution, empathy, and cooperation, skills as important as academic knowledge in today’s interconnected world. The emphasis on SEL reflects a broader understanding that education is not just about academic achievements but also about preparing students to lead fulfilling and happy lives.

The intersection of happiness and technology in education offers a promising path forward for the Indian education system. On this International Day of Happiness, let’s commit to integrating technology in ways that bring joy into learning and prepare students for a happy, resilient, and fulfilling future.

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Knowledge

Empowering the next generation: How mentorship shapes the future of young women’s professions

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Mentorship acts as a cornerstone in empowering women across diverse professional landscapes. Studies reveal a strong correlation between mentorship and positive career outcomes for women. Using studies and real-world examples, this article talks about how mentoring shapes women’s career prospects.

Bridging the Gender Gap: The Power of Role Models

According to a 2021 study by McKinsey & Company and Lean In, women who have mentors are more likely to advance in their careers than those who don’t. This emphasizes how important role models are. Through mentorship, mentees are encouraged to believe that “if they can do it, so can I” by seeing successful women in their area. They are thus motivated to go after big dreams and defy society norms that might have initially deterred them.

Breaking Down Barriers: Access to Networks and Resources

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Mentorship transcends mere guidance; it unlocks valuable networks and resources. Mentors, often established professionals, can connect their mentees to crucial individuals and opportunities. A 2023 study by the Harvard Business Review found that women with mentors are more likely to be connected to senior leaders and receive critical career advice. These connections open doors to job opportunities, training programs, and industry knowledge, propelling women forward in their careers.

Building Confidence and Skill Development

Mentorship fosters professional development by providing constructive feedback and valuable insights. A research published in the Journal of Career Development also found that mentorship programs significantly increase women’s self-efficacy and confidence in their abilities. Through personalized guidance, mentors equip their mentees with the skills needed to excel in their chosen field. This tailored approach empowers women to navigate challenges, develop critical thinking skills, and become well-rounded professionals.

Real-World Examples: Paving the Way for Success

Mentoring has an impact that goes beyond statistics. Consider the narrative of Meta Platforms’ COO, Sheryl Sandberg. Susan Wojcicki, the former CEO of YouTube, became Sandberg’s mentor. Sandberg acknowledges Wojcicki’s crucial assistance and direction throughout her career. In similar way, former PepsiCo CEO Indra Nooyi has talked about the important influence her mentor Jack Welch had on developing her leadership style and helping her succeed. These illustrations demonstrate how mentoring can significantly alter the career paths of women in leadership roles.

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Investing in the Future: A Collective Responsibility

Mentorship is not a one-sided endeavor. Moreover, It fosters a culture of learning and exchange, benefiting both mentors and mentees. Mentors gain valuable leadership experience, stay updated with industry trends through interactions with mentees, and contribute to building a more inclusive and diverse future within their organizations.

The future of various professions and the empowerment of women hinges on funding mentorship programs. While individuals can actively seek mentorship within their networks or through specialized channels, organizations can design structured programs that pair women with experienced mentors. Every effort, no matter how big or small, helps create a world in which women prosper and realize their full potential in all spheres of the workforce.

To conclude, mentoring serves as a spark for women’s professional empowerment. Through facilitating access to resources, networks, and positive role models as well as skill development, mentoring sets the stage for a day when women may successfully traverse a variety of professions and realize their full potential. Together, we can actively seek guidance and engage in mentorship programs to help establish a better future for women in the workforce.

Authored by:

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Dr. Kalpana Gangaramani
Founder & Managing Director,
Target Publications Pvt. Ltd.

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Inspiration

International Women’s Day 2024: Are We Not Special?

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The scene opens in a cozy study, where a mother Nishi, sits on a couch reading the newspaper. Her son, Neil approaches with a questioning look on his face.

Neil: Ma, what does it mean to be a woman?

Nishi: [Sits up with a start and puts the newspaper aside] Well, that’s quite a question for a 6-year-old, Neil, but let me try to explain it in a way that you will understand.

Neil: Okay ma! Please tell me.

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Nishi: Imagine you are a superhero and have this special power.

Neil: Like Spiderman and flying making webs all around?

Nishi: Well, something like that. Being a woman is like having the superpower of feeling. It means to be able to connect with people with the heart, without even touching.

Neil: Hmm, like when you know exactly what I want to eat when I return from school even though I do not ask you for it?

Nishi: Exactly so, my son. Together with that superpower, there is another added one. Do you want to know what that is?

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Neil: What’s that?

Nishi: It is the infinite power of love. No matter what you do, a mother’s love for her child is always there, strong and 100 bags full.

Neil: Even when I went and pinched my little sister’s cheeks thinking it would make her happy?

Nishi: Yes, even then. Though it was a little difficult then for I had to show you the difference between what makes you happy and what makes the little one sad. You did take some time to understand that, and that my son is also a super power that we have. Keeping a balance when there are so many little things to be looked after. 

Neil: [Grinning sheepishly] So, being my Ma is really like being a superhero twice over?

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Nishi: [Laughs] You could say that. What do you see I do not wear a cape, like spiderman does. I wear my heart on my sleeves?

Neil: Where is your heart? Which sleeve? Please can you show me that?

Nishi: [Pulling her son close to her in a tight hug] Can you hear the heart beat? Remember it beats for you and your sister and your father and all those whom you love.

Neil: That’s cool Ma. I can hear it loud and clear. Is Dad a superhero too?

Nishi: Absolutely! When he comes come ask him to hold you tight in his arms and you can hear his heart beat on his sleeves. Remember his heart too beats for you and all of us.

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Neil: You have taught me something very important today, Ma.

Nishi: [With a smile] What would that be, my son?

Neil: We learn from whatever we do, wherever we are and whoever we are with.

Nishi: Why did you ever doubt that?

Neil: I am seeing it through my Spiderman lenses now and let me tell you what happened today in school, superhero.

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Nishi: I am all ears.

Neil: I wore my costume and went on a rollercoaster ride. First, we went up and down with numbers, then I helped Rishi to take a wild turn with spellings and finally we all looped around with learning about earthworms and caterpillars!

Nishi: Sounds like a fantastic ride, spiderman. Did you overthrow any enemies today?

Neil: Oh yes Ma! I climbed the ‘Mount Fraction’ and spun the largest web around the ‘Spelling Summit’.

Nishi: That was amazing. Did you discover any treasures along the way, son?

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Neil: Oh, yes! As I was looping around the library, I discovered the hidden gems of knowledge there and collected quite a few in my big, red sack.

Nishi: What did you learn from this exploration, my superhero?

Neil: Learning is such an adventure, ma! Perhaps it is the greatest adventure of all. Now that we are all superheroes with our hearts on our sleeves, we can be fearless inquirers, brave thinkers and open-minded travellers.

Nishi: I have no doubt you will, my little Spiderman, be ready for every new challenge that life throws at you.

Neil: [hugging his mother] With my superhero ma with me, learning is going to be one great adventure.

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Nishi: Light out time! Off to bed, son.

When Nishi goes to her room a little later, she finds a little envelope tucked under her pillow. She opens it and finds some lines penned in a familiar handwriting, her husband’s. She looks around and finds him fast asleep, and does not disturb him. So quietly under the moonlit night she sits by herself and as the tears come welling up, she reads these heartfelt lines.

 

TO OUR SUPERHERO: MA

In the rich tapestry of time, she weaves her grace,

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A woman, in every hue, a divine presence.

Her worth, not measured in gild or gleam,

But in the strength of her being, God’s beautiful dream.

 

In her lap, the universe finds its peace,

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A reservoir of love for families.

With each role she pens and embraces,

A new story, a new character emerges.

 

A child is nurtured with utmost care,

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With hope and joy, beyond compare.

A mother, a wife, a sister, her roles unending,

She paints a new picture, a melody, unrelenting.

 

Her wisdom, a treasure trove, ageless and wise,

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A harbour for stormy seas, a rainbow in the skies.

She is the creator of dreams, a beacon of light,

Warm food for all, and a bedtime song for the night.

 

A woman transcends the bounds of time and space,

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For she is a marvel of creation, in God’s own image. 

 

This story and poem is Authored By: 


Sudeshna Sengupta
Director- Academics,
Vedanya International School, Gurugram 

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Education

Nurturing Future Leaders through Early Entrepreneurship Education

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As we navigate through complex economic, social, and technological landscapes, the importance of nurturing future leaders capable of innovation, adaptability, and resilience cannot be emphasized enough. Early entrepreneurship education emerges as the key pathway through which this goal can be achieved. By instilling entrepreneurial skills and mindsets in young individuals, we prepare them for future career success and cultivate the leaders of tomorrow who are equipped to tackle the challenges of the 21st century.

Early entrepreneurship education involves introducing entrepreneurial concepts, skills, and attitudes to children and young adults at an early stage of their academic journey. It goes beyond traditional classroom learning by encouraging creativity, problem-solving, risk-taking, and resourcefulness. Through hands-on experiences such as engaging in real-world projects, students develop a deeper understanding of entrepreneurship and its role in society. 

Source: Background Paper – Entrepreneurship in Education. Available on www.oecd.org

Entrepreneurship empowers individuals to take initiative, lead by example, and inspire others to action. Through entrepreneurship education, students learn to identify their strengths, set goals, and take ownership of their ideas and projects. By cultivating leadership skills such as communication, collaboration, and decision-making, entrepreneurship education prepares students to become effective leaders in their communities and beyond.

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By integrating entrepreneurship education into the curriculum from an early age, a strong foundation can be laid for building future leaders equipped with the skills, mindsets, and experiences needed to thrive in the 21st century. However, to maximize the impact of entrepreneurship education, it needs to be given equal weightage as academic subjects. In addition to having a dedicated weekly session on entrepreneurship, all stakeholders must come together to make an effort and add entrepreneurial concepts across various subjects. This interdisciplinary approach enables students to apply entrepreneurial concepts and skills in diverse contexts and fosters holistic learning. The table below shows how entrepreneurship in education can trigger much higher levels of motivation, experienced relevancy, engagement and deep learning than can other pedagogical approaches.

Source: Background Paper – Entrepreneurship in Education. Available on www.oecd.org

Kidspreneurship, an edtech player is paving the way for fearless and thriving kids in school and beyond and helping them develop into future leaders.

Kidspreneurship’s flagship program, the Entrepreneurial Mindset Programme (EMP) helps develop 21st-century skills, a problem-solving mindset, and the right knowledge using entrepreneurship education as a pedagogical approach that helps students understand the concept of value creation. 

Entrepreneurship isn’t just about making money – it’s about viewing problems as opportunities and creating value for others, which is an important skill irrespective of the career a child chooses. The program focuses on students between the age of 8-14 years and is aligned with the vision statement of the National Curriculum Framework (NCF) which states – “The aim of education will not only be cognitive development but also building character and creating holistic and well-rounded individuals equipped with the key 21st-century skills”.

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The holistic approach provides global exposure and industry challenges, ensuring the students become well-rounded individuals equipped for the future. The program with 40+ modules spanning across 3 levels (Thinkpreneur, Createpreneur, and Launchpreneur) covers important topics like design thinking, financial literacy, communication, collaboration, creative thinking, critical thinking, and much more. Additionally, Skillpreneur introduces students to a variety of skills. Schools’ world over are embracing Kidspreneurship to address common challenges in education.

Educating children about entrepreneurship poses its challenges, and integrating it into different subjects presents an even bigger challenge. That’s precisely why Kidspreneurship’s Special Program for Schools is developed to introduce entrepreneurship education to students in an engaging manner and also support educators in incorporating entrepreneurship into their classrooms.

The interactive platform and program not only guide students toward becoming the leaders of tomorrow but also foster optimism and enhance their preparedness for the future. Consequently, students feel more capable of creating job opportunities and are empowered to assume leadership roles.

Over 25,000 happy parents across Asia have helped their kids develop an entrepreneurial mindset with Kidspreneurship and they’ve been featured in BW Education, Times of India, India Today, and all leading publications.

Authored By:
Swati Gauba,
Thinker-in-chief,
Kidspreneurship

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Education

National Safety Day: The Importance of Teaching Good Touch and Bad Touch in Schools

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Teacher teaching good touch and bad touch to children using colourful graphs
The image is generated using AI

In the light of National Safety Day observed on the 4th of March each year, there’s a crucial aspect of safety that demands our attention—not just physical safety but the safety of our personal boundaries. This calls for an essential conversation about teaching children the concept of good touch and bad touch in schools, a topic that extends beyond the basics of traffic and environmental safety to the core of personal security and dignity.

Why, you might ask, is it vital to introduce this topic in the educational ecosystem? Simply put, knowledge is power. Educating children on the difference between a ‘good touch’ and a ‘bad touch’ empowers them to understand their rights, recognise inappropriate behaviour, and importantly, speak up. In an era where the safety of children should be paramount, this education acts as a shield, protecting their innocence and integrity.

But the conversation doesn’t stop with the children. It extends to the educators themselves. In the process of enlightening the young minds about safety, it’s equally critical for teachers to undergo training on the same subject. This dual approach serves a twofold purpose: a) it equips teachers to handle disclosures of inappropriate touch with sensitivity and the seriousness it demands, ensuring the right steps are taken to safeguard the child and b) it makes educators aware of their own actions, ensuring their interactions with students are always appropriate and beyond reproach.

The Protection of Children from Sexual Offences (POCSO) Act, implemented in India, underscores the importance of such education. The Act provides a legal framework to protect children against offences of sexual abuse, sexual harassment, and pornography while safeguarding the child at every stage of the judicial process. Incorporating awareness about the POCSO Act in school curriculums and teacher training programs reinforces the legal and moral responsibilities we hold towards our children.

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Integrating this education into schools demands sensitivity, age-appropriate language, and a nurturing environment where children feel safe to express their concerns. It’s about building trust, ensuring every child knows they have a voice and that voice will be heard and respected.

For educators, this training should be an integral part of their professional development. Understanding the nuances of child psychology, the impact of their actions, and the legalities of child protection are essential components of their role. This knowledge not only protects the children but also the educators, fostering a safe and respectful learning environment.

Now, over to you, dear readers. Engaging in this dialogue is the first step towards change. Schools must be sanctuaries of learning, not just academically but socially and personally. As parents, educators, and members of the community, it’s our collective responsibility to advocate for and implement this crucial education. Share your thoughts, experiences, and suggestions. How can we, as a society, better protect our children? Your voice matters in shaping a safer future for our youngest citizens.

This conversation is not just necessary; it’s urgent. Let’s not shy away from it. Together, we can create a culture of safety, respect, and understanding, making every day a step towards a safer tomorrow for our children.

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Education

Confronting the Crisis: Addressing Student Suicides in Kota and Beyond

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Addressing the student suicides in Kota and beyond
The image is generated using AI

In a deeply troubling trend that underscores a crisis in India’s educational system, recent statistics paint a harrowing picture of the mental health challenges faced by students across the country. With reported cases of suicide linked to academic pressure on the rise, the urgency to address this issue has never been more critical. In the early months of 2024 alone, there have been distressing reports from prestigious institutions like IIT Kanpur, IIT Delhi, IIT Roorkee, and IIT BHU, totaling 5 incidents of student suicides.

Kota, often dubbed as India’s coaching capital, has become synonymous with the immense pressure faced by students preparing for competitive exams. The town witnessed an all-time high of 26 student suicides last year, a stark indicator of the unbearable stress these young minds are subjected to. This year, six students in Kota have already succumbed to the pressure, including an 18-year-old JEE aspirant who deemed herself a “loser” for not being able to meet the expectations set by the highly competitive exam.

These incidents are not isolated to Kota or the IITs; they are symptomatic of a larger, systemic issue plaguing educational institutions across India. A 17-year-old intermediate student in Telangana’s Adilabad district, for example, took his own life after being denied entry to an exam for arriving late, a decision that pushed him towards a tragic end.

The narrative emerging from these incidents is clear: the educational system, coupled with societal expectations, is creating an environment where failure is not seen as a part of learning but as an insurmountable setback. This mindset is contributing to a dangerous escalation in the student suicide rate, particularly in coaching hubs like Kota, where the pressure to succeed in exams such as NEET, UPSC, and JEE is immense.

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It is high time that schools, universities, and parents across India recognize the gravity of this issue. The relentless pursuit of academic excellence at the cost of students’ mental health is an unsustainable and harmful practice. Educators and caregivers must foster an environment where failure is acknowledged as a step towards growth and where students are encouraged to explore their passions without the fear of judgment.

Moreover, the implementation of comprehensive mental health programs and the promotion of open conversations about failure and resilience can significantly mitigate the risks associated with academic pressure. It is crucial for educational institutions to partner with mental health professionals to provide students with the support they need to navigate the challenges of their academic journeys.

So what is eventually required of the education sector? the alarming rate of student suicides in India is a call to action for all stakeholders in the educational sector. The tragic losses experienced in places like Kota serve as a stark reminder of the need to reevaluate our approach to education and student well-being. By cultivating an environment that values individuality, encourages exploration, and provides robust support systems, we can work towards a future where the pursuit of knowledge is not marred by the fear of failure but is celebrated as a path to personal and intellectual growth.

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Education

Overcoming Board Exam Stress: A Guide for Students and Parents

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As board exams loom on the horizon, a palpable tension grips students and parents alike across India. It’s a time when the pressure to perform peaks, often overshadowing the true essence of learning. However, it’s crucial to remember that board exam scores, while important, are not the sole determinants of a student’s potential or future success.

  • Firstly, students must acknowledge that their worth is not defined by their marks. Education is a journey of personal and intellectual growth, not a race to the highest score. Embracing this mindset alleviates much of the undue stress and shifts the focus to understanding and engaging with the material.

    One effective strategy for dealing with exam pressure is establishing a balanced study routine. This means setting realistic goals, creating a structured timetable, and including short, regular breaks to prevent burnout. Breaks are not a diversion but a necessity; they rejuvenate the mind and enhance productivity.

  • For parents, it’s vital to support their children’s well-being during this period. Encourage a healthy study environment that allows for leisure and relaxation. Pressuring children to study incessantly is counterproductive; it stifles creativity and critical thinking—skills that exams, ironically, aim to assess.
  • Students should prioritize clarity of concepts over rote memorization. Understanding the fundamentals of a subject not only aids in retaining information but also in applying knowledge in various contexts— a skill far more valuable in the long run than the ability to regurgitate facts.
  • Moreover, adopting healthy coping mechanisms can significantly reduce stress. Regular physical activity, mindfulness practices, and pursuing hobbies can provide much-needed relief from the rigors of exam preparation. Engaging in discussions with peers or mentors can also offer new perspectives and solutions to academic challenges.
  • Finally, it’s essential for both students and parents to maintain open communication. Discussing concerns, expectations, and aspirations can foster a supportive atmosphere, making the exam preparation journey less daunting.

What we can derive out of all this is that navigating the pressure of board exams requires a balanced approach that values learning over scores, well-being over relentless studying, and understanding over memorization. By cultivating a supportive environment and adopting healthy study habits, students can emerge from this challenging period not just with satisfactory results but with invaluable life skills and a deeper appreciation for the joy of learning

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Knowledge

National Science Day: Achieving the Dream of Viksit Bharat Through Education

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National Science Day is celebrated on February 28th each year to commemorate the groundbreaking discovery of the Raman Effect by Indian physicist Sir C.V. Raman in 1928. This day marks a pivotal moment in the history of Indian science, highlighting the nation’s contributions to scientific research and innovation. This celebration is not just about honoring a singular achievement but inspiring a future where science and education propel India towards greater heights.

Prime Minister Narendra Modi’s message underscores the government’s commitment to fostering research and innovation among the youth, pivotal for achieving this vision.

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The National Education Policy (NEP) 2020 marks a significant shift towards holistic development, ensuring education transcends traditional boundaries to embrace a broader, more integrated approach. This policy aims to prepare students not just academically but also as global citizens ready to tackle the challenges of a rapidly evolving world.

India’s strides in science and technology, exemplified by ISRO’s successful Chandrayaan 3 mission, highlight the country’s growing prowess as a global epicentre of scientific innovation. This achievement is not just a milestone in space exploration but a testament to the potential unleashed when education aligns with national aspirations.

The focus now extends beyond conventional education to encompass skills and knowledge relevant in an AI-driven post-pandemic world. The jobs of tomorrow will require a blend of technical proficiency and creative problem-solving, skills that the current educational reforms aim to nurture.

As we celebrate National Science Day, let us commit to an educational paradigm that equips our youth with the tools to build a Viksit Bharat. Through continuous encouragement of research and innovation, we pave the way for a future where education is the cornerstone of development and prosperity. Let the spirit of National Science Day inspire us to invest in our greatest asset – our youth – and together, march towards the dream of a Viksit Bharat through the biggest catalyst of change that is education.

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