Knowledge

KidZania adopts the model of direct learning by “doing”.

We spoke to Global Director of Education at KidZania, Dr Ger Graus, and member of the KidZania global think tank, Dr Swati Popat Vats, about the global edutainment brand’s role in inspiring and empowering children.

Published

6 years ago

October 16, 2018

Team ScooNews

Several years ago, when Shah Rukh was at a Dubai shopping mall with his family, his kids apparently couldn’t get enough of one particular indoor theme park – the KidZania centre. It wasn’t long before their curious daddy, who self-admittedly loves cherishing his inner child, was hooked as well. Cut to 2013, and India’s first KidZania was launched, backed partly by Bollywood’s King Khan. The KidZania chain, combining fun with learning and reality with entertainment, was growing…

For those still in the dark about KidZania, it provides an authentic and powerful developmental experience, preparing kids to understand and manage their world. Through adult professions and hands-on exposure to the working world, children learn the fundamentals of financial literacy and how society functions. The KidZania philosophy – ‘Get ready for a better world’ summarises its commitment to promoting change, inspiring global citizenship and building strong community awareness among children through an experience that is hands-on, engaging, educational, and most importantly, fun.

Providing an authentic and powerful developmental experience, it prepares kids to understand and manage their world. The KidZania edutainment perspective revolves around: Fun: make visitors enjoy their leisure time, Education: encourage kids to learn, and Socialisation: contribute to social improvement through the activities and make kids feel part of a community that can make the world a better place. By offering a powerful developmental experience in which reality and entertainment intersect, KidZania empowers children with life skills that help them understand and manage the world they are growing into.

Operating at 24 locations worldwide, KidZania adopts the model of direct learning by "doing". Knowledge results from the combinations of taking and transforming the experience. Every KidZania is themed as a child-sized replica of a real city, including buildings, shops and theatres, as well as vehicles and pedestrians moving along its streets. In this city, children aged 4 through 14, work in branded activities, earn kidZos (KidZania's currency) while performing the tasks, and bank the money at the KidZania bank for children to spend at the gift shop and on KidZania's activities. So much more than children could ever learn in a standard classroom!

ScooNews turned the focus on Dr Ger Graus, OBE and Global Director of Education, KidZania, and Dr Swati Popat Vats, member of the KidZania global think tank for deeper insights into the role of KidZania in inspiring and empowering all children…

“We have become educationally very credible”
Dr Ger Graus

As the first Global Director of Education at KidZania since 2017, what has been the focus of work and growth?

The focus of my work since 2017 has been quite straightforward really; it’s been on quality, on changing perception – that it’s a meaningless playground but it’s really educational and learning, and it has been moving people away from thinking that content and education are the same thing or that indeed schooling and education are the same thing. One of the key things has been to raise the profile, to increase the credibility and to actually work with the profession, work with the schools, to make provisions better and to allow children of a younger age to join the dots.

How would you explain the success story of KidZania?
The method KidZania provides, if that is the right word, in terms of inspiring and empowering children, has been immensely powerful. If we look at the education world we occupy now, it is predominantly about schooling, prescribed curricula, testing and inspections. Whilst that might be suitable from a schooling perspective and accountability in terms of the learning and wider education agenda, it means it’s narrowed. So, where can you find and leave children independently learning in a city about the world of work, the economy, about inspiration and aspiration, about applying the science, so to speak, of what’s been taught in school in practice… of turning theory into practice, of making up their own minds, of forming opinions and expressing those and feeling rewarded, and experiencing a sense of achievement rather than a sense of attainment? That has been a global success and that kind of linked with the mantra of Reggio Emilia, that the environment is the third teacher, and that in KidZania, grown-ups are there to be seen and not heard, makes this very powerful and very successful. And we need to strive to become even better at this.

Since its inception in 1999 in Mexico City, KidZania now has a presence in 24 cities on 5 continents with plans for further developments in some 20 locations including the USA, Canada and South Africa. What would you attribute its graph to?
The success graph since 1999 and growth, in a sense, has to do with the fact that success breeds success. That we have become educationally very credible, that we are doing our own research, we have our own publications, I speak at conferences all over the world, we have a global think tank which of course includes the eminent Dr Swati Popat Vats, and in that sense, you could attribute all of that to it. But also, and perhaps slightly perversely, is that the more education systems, schooling systems become prescriptive and removed from reality, the more the true educators and the good teachers begin to see that learning environments matter and that independent, experience-based learning needs to be put at the forefront and we have become a very significant part of that. I’m very proud to be associated with that and work with organisations all over the world to make this happen and to strive for a better future’s awareness amongst children.

At KidZania, children aged 4 to 14 experience the world of work through role-play. How effective has this method been in inspiring and empowering children?
Our plans to further promote inspiration/ aspiration in children around the world are manifold. There is the obvious growth but there is also the issue of working in partnership with industry partners, with other learning partners, with NGOs, with governments, of course with schools and universities, to in a socially responsible way so that we move away from the notion of sponsorship in some shape or form to notions in terms of social and corporate responsibility in a meaningful, long-term way, for the benefit of the children. One of the biggest challenges Kidzania faces, is it says very clearly in our intentions, values and principles that we are there for all children. We have to strive, with all of our partners, to make that real. So, when for example Archbishop Desmond Tutu said to me in 2017, “Promise me that children from Soweto will be able to go to Kidzania Johannesberg, I of course, said yes. And we are working very hard at making that happen. And when I look at the work done in Mumbai, for instance, where we had tens of thousands of the poorest children being able to attend Kidzania Mumbai because of a partnership with the Municipality and other partners, we are getting there. We’ll never give up, we’ll never be quite there – but we’ll get close. That is our biggest challenge.

What plans does KidZania have to further promote inspiration and aspiration in children around the world?
Quality education for underprivileged children is a cause that will always be close to my heart. And actually it has, in essence, less to do with identifying segments of young people – it has much more to do with fairness. Our world is grossly unfair and educationally it is unfair – you either can afford things or you can’t, you can afford to send children to a private school where they learn English or they have to go to a state school where they are not taught English. That’s the scenario in a number of countries. My question then is, how can we strive to create a better level playing field? KidZania could, by running English summer camps or English days in those countries and contribute to that. It is about creating a fairer society and all children have the right not just to an education but have the right to a quality education, quality teaching, quality resources, and quality experiences. Perhaps we should collectively – and I would very happily do that with your excellent magazine – come up with a campaign that says, what do we think are the entitlements of an 11-year-old? What are the experiences every 11-year-old in the world should have? Going into a theatre, going out for a meal, in the broadest possible sense as well as of course of being schooled and experience that outside. It is singularly the most important thing we can do educationally is to create more of a level playing field. I will always be part of that, I’m very proud to say that KidZania is trying very hard to play its part too and I would welcome anybody else to join us in that, because I think nobody can do that on their own; everybody is a piece of a jigsaw, but the more pieces of the jigsaw we have, the better we can view the bigger picture.

Given your extensive experience in education, could you share a few key learnings when it comes to children’s education.
I think my first advice is: keep it simple. We as grown-ups have a habit of over-complicating things. Put the individual child in the middle and work the education provision from there. The schooling provision that we have had is based on a time, in a sense, that is no longer relevant. It goes back to the Industrial Revolution – we have six weeks’ summer holidays because all children needed to help their parents harvest in the fields. So we need to begin to think about an individualised provision that suits the needs of today and tomorrow. And clearly if you look at the number of young entrepreneurs that exist, that number is greater than ever before, whereas the mass education for certain professions and industries is less relevant. So, we need to put the child in the middle and we need to focus on the needs of that child to function in the society of now and in the society to be.

I would also say that we need to be very careful that we don’t continue in the same mode as we have done. We need to ask ourselves the question who the teachers are, we have to ask ourselves the question in the educational provision rather than schooling, what role teachers play. Teachers can’t be the founts of all knowledge. Teachers need to be able to encourage children to research their own work, to judge which ones are the correct answers, and facilitate the expertise of others. Don’t talk to children about becoming a doctor or a brick-layer – invite the brick-layer and the doctor into the school so that it all makes more sense to the children. So, the teachers, to a significant degree, become the facilitators of experiences that lead to children’s learning and get children to see why it all makes sense, and actually answers the ‘why’ questions. Clearly we need to look at a skills-based education – that doesn’t mean, incidentally, that we drop standards – but a sense of purpose, the sense of the inter-personal, of being able to adapt, to be resilient and all those things will matter more as we go on and our schooling system is further and further removed from the reality that is and the reality that will be required.

“Play is how all species learn about life and living”

Dr Swati Popat Vats

As a member of KidZania global think tank could you share more details about your new role?
Well, as the name suggests, my role is to be involved in and support KidZania’s ongoing research on how play helps children and supports all round development. As a part of the think tank I can involve KidZania in various initiatives to ensure that their work reaches maximum children and parents and to also advise them about their activities as an educationist. My role is also to ensure that parents understand the importance of play in the cognitive and socio-emotional development of children. And being an educationist, my role is also to ensure that all activities are developmentally appropriate.

You have always been a proponent of play-based learning. Can you explain how KidZania makes this a reality?
Play is how all species learn about life and living. In humans too play plays an important role in stimulating brain development and keeping the brain interested. The ultimate goal of all humans is to have a career, be it in fashion, engineering, production or design and KidZania combines both these goals beautifully to help children of all ages explore, play, design, deliberate, create interests and solve problems. Social development, creative development, language, and logic are all involved in all the activities at KidZania and there can be no better example of learning for life through play. I feel all teachers and parents should look at KidZania not just as a place where children play but also as a place that helps children learn while playing. Every school should have the concept of KidZania as it is ageless and works as the perfect stimulation for brain development.

How does KidZania enhance learning for children of various age groups?
That is one of the best parts of KidZania; there is something for every age group in every activity. Children also learn peer or shared play that is an important aspect of all educational approaches. When learning is presented as ‘academic rigor’ all the time in classrooms then children go through something called ‘play deprivation’. Some experts argue that ‘play deprivation’ can lead to depression and hostility in children. After all, if you never had a break, you might get depressed, too! But the most important aspect for all age groups is ‘self-learning’. At KidZania children are leading their play and when children lead their play they are more responsible, more involved and focused. This is actually a fun place for life skill development for all ages.

Scott Eberle, historian of play New York feels that most people go through a six-step process as they play

— Anticipation, This leads to…

— Surprise, This produces …

— Pleasure, Next we have…

— Understanding, the acquisition of new knowledge, leading to …

— Strength, the mastery that comes from constructive experience and understanding, this results in…

— Poise, grace, contentment, composure, memory, understanding, and a sense of balance in life.

And all these steps are what children of all age groups experience when they are involved in the various activities at KidZania.

And the last and most important is the aspect of ‘choice’ and ‘freedom’ that children experience, its importance is across all age groups as the brain thrives on choice and here children can select which activity they want to try out first and they are free to explore on their own as adult intervention is only when asked for.

Your experience in education is vast. What important pointers could you share on children’s education?

1. The eye and the hand need each other! So, whenever children play, tinker, explore, experiment, this union of eye and hand is achieved and this stimulates the brain and learning with enjoyment. In our school education, we need to move from writing and copying from the blackboard to more activities that are hands-on and interactive.

2. Children don’t like to be ‘led’ all the time, that is why it is important that schools focus 70% on child-led activities and have only 30% of adult led activities.

3. Discipline has become a major concern in schools and even for parents at home because there is always a ‘power struggle’ between the children and adults, we need to give back some freedom to the children because with freedom will come responsibility. This will also make discipline intrinsic rather than extrinsic.

4. Parents and teachers complain about children not being focused or not completing tasks, well, I would say scrap such activities because if children were actively involved (like they are in video games!) then focus and completion of tasks is not difficult. So, look at the problem in the activity or task and not always in the child.

5. Inquiry-based learning, play way, hands-on learning, project-based learning, flipped classroom, multiple intelligences, STEM, AI etc. all have one thing common, they understand how the brain functions and are geared towards keeping the eye, hand, and brain involved in a fun way. Schools must focus on keeping the trinity involved all the time and then there will be no behaviour issues, no lazy student, no attention issues and every child will be ‘intelligent’…this trinity that needs to be there in all activities is of the – brain, the muscles, and the senses. Senseless writing, copying, and other academic rigor activities lack this trinity and that is why the problems in school education.

Someone rightly said that when enough people raise play to the status it deserves in our lives, we would find the world a smarter place for kids.

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Climate Change Erodes Education Outcomes: World Bank Report

Published

3 days ago

May 16, 2024

Team ScooNews

A new World Bank policy note reveals alarming evidence on how climate change is severely impacting education outcomes worldwide. The report highlights the increasing frequency of school closures due to extreme weather events and other climate-related factors, outlining the urgent need for adaptation measures within the education sector.

Over the past two decades, schools were closed during approximately 75 percent of extreme weather events affecting over 5 million people. It has become common for countries to close their schools multiple times a year due to heatwaves, flooding, and high pollution levels. The duration of these closures is often prolonged when school infrastructure is vulnerable or used as evacuation centres.

Climate change is also indirectly affecting students through increased diseases, stress, and conflict. The report notes that a one standard deviation change in temperature and rainfall has been linked to a 14 percent increase in the risk of intergroup conflict and interpersonal violence. These factors have severe consequences on children’s educational attainment and achievement.

The erosion of learning due to climate change translates into lower future earnings and productivity, especially for the poor. Research indicates that each additional year of schooling is associated with a 10 percent increase in earnings. As climate shocks reduce educational attainment, future earnings are likely to suffer, perpetuating cycles of poverty and limiting social mobility across generations.

Despite these growing negative impacts, the report indicates that policymakers do not fully appreciate the urgency of climate adaptation within the education sector. A novel survey covering 94 education policymakers across 28 low- and middle-income countries reveals that nearly 61 percent ranked the protection of learning from climate change among the bottom three priorities in their country. This low prioritisation is troubling because the benefits of education are under threat.

To build resilience in education systems, policymakers must act on four fronts: education management, school infrastructure, students and teachers as change agents, and ensuring learning continuity. The report underscores the need for immediate action to adapt education systems to cope with extreme weather events.

For instance, global estimates indicate that the education sector experiences financial losses of $4 billion annually due to tropical cyclones alone. In the Philippines, over 10,000 classrooms are damaged per year due to typhoons and floods.

The World Bank’s findings stress that for millions of children who will need to attend school over the next 50 years, the results of climate mitigation will come too late. Governments must act now to increase the capacity of education systems to adapt and cope with these increasingly prevalent extreme weather events.

As climate change continues to pose severe risks to educational outcomes, it is imperative that policymakers recognise and address these challenges urgently. The future of education depends on our ability to adapt and build resilience against the adverse effects of climate change.

Source- ANI

Education

Teaching Sensitivity to Kids in School: A Necessity for Today’s World

Published

4 days ago

May 15, 2024

Dhruv Chhabra

The image is generated using AI

In recent years, instances of bullying, violence, and other harmful behaviours have alarmingly increased among young children. Various factors contribute to this troubling trend. The omnipresence of social media, exposure to violent content, familial discord, and the high-pressure environment of academic and extracurricular achievements are significant reasons. These influences create an environment where children may not develop the necessary empathy and understanding to coexist harmoniously with their peers.

Given this backdrop, it is crucial to emphasise the teaching of sensitivity to children in schools. Sensitising kids towards each other, society, animals, nature, and humans in general is not just beneficial—it is imperative for fostering a more compassionate and cohesive community.

The Importance of Sensitivity

Firstly, teaching sensitivity is essential to combat bullying and violence. When children are taught to understand and appreciate the feelings and perspectives of others, they are less likely to engage in harmful behaviours. Empathy and kindness can act as powerful deterrents against bullying. Moreover, children who are sensitive to the emotions of their peers can contribute to a supportive and inclusive school environment, where everyone feels valued and respected.

Furthermore, sensitivity towards society and the environment is crucial for nurturing responsible future citizens. Teaching children to care for animals, respect nature, and understand social issues instils a sense of responsibility and stewardship. This not only benefits the immediate community but also contributes to the broader goal of sustainable living and environmental conservation.

Implementing Sensitivity Education at the Grassroots Level in India

To effectively implement sensitivity education, a multifaceted approach is necessary, starting at the grassroots level. Here are several strategies that can be employed:

Incorporate Sensitivity into the Curriculum: Schools should integrate lessons on empathy, kindness, and respect into the existing curriculum. Subjects like Social Studies and Environmental Science can include modules that teach children about the importance of sensitivity towards others and the environment. Stories, role-playing activities, and discussions can be powerful tools in this regard.
Teacher Training and Development: Educators play a pivotal role in shaping the attitudes and behaviours of students. Providing teachers with training on how to foster empathy and sensitivity in the classroom is essential. Workshops and seminars can equip teachers with the skills and knowledge to create an inclusive and supportive learning environment.
Extracurricular Activities and Clubs: Schools can organise clubs and activities that promote sensitivity. For instance, eco-clubs can engage students in activities like tree planting, waste management, and animal care, fostering a sense of responsibility towards nature. Similarly, social service clubs can involve students in community service projects, teaching them the importance of giving back to society.
Parental Involvement: Sensitivity education should not be confined to the school environment. Encouraging parents to reinforce these values at home is crucial. Schools can organise workshops and provide resources to help parents understand their role in teaching empathy and kindness to their children.
Creating a Safe and Inclusive School Environment: Schools should strive to create an environment where every student feels safe and valued. Anti-bullying policies, counselling services, and peer support programs can help achieve this. Additionally, celebrating diversity and promoting inclusivity through cultural events and awareness campaigns can enhance students’ understanding and appreciation of different perspectives.

Teaching sensitivity to children in school is not merely an optional add-on to education; it is a fundamental aspect of nurturing well-rounded individuals who can contribute positively to society. By addressing the rise in bullying and violence through empathy and understanding, we can create a more compassionate and harmonious community. Implementing sensitivity education at the grassroots level in India requires a collaborative effort from educators, parents, and the community. Together, we can ensure that our children grow up to be empathetic, responsible, and sensitive citizens, ready to make a positive impact on the world.

Education

UNESCO’s Happy Schools Initiative: Placing Happiness at the Heart of Education

Published

1 week ago

May 10, 2024

Dhruv Chhabra

Image Source- Envato Elements

In a progressive move to reshape global education, UNESCO has developed the ‘Happy Schools’ initiative to place happiness at the forefront of educational transformation. By positioning happiness as both a means and an end to quality learning, this initiative encourages education systems worldwide to recognise happiness as a critical driver of learning and well-being.

Why Happiness Matters in Education

The Happy Schools initiative stems from an ever-growing body of evidence linking happiness with improved learning, teaching, and overall well-being. Academic excellence and happiness are not competing priorities; instead, they work hand in hand. Joyful learning environments enhance creativity, motivation, and the overall learning experience, thus improving educational outcomes.

Education systems face mounting pressure to provide quality learning in the face of widespread global challenges. Currently, 250 million children and youth are out of school worldwide, and over 44 million teachers are required to meet the global teacher shortage. Alarmingly, more than half of the world’s children and adolescents aren’t learning effectively, and one in three students experiences bullying at school every month. Given this backdrop, prioritising happiness is no longer a luxury but a necessity for fostering resilient and collaborative societies.

The Framework of the Happy Schools Initiative

UNESCO has developed a comprehensive Happy Schools framework that consists of four pillars: people, process, place, and principles. These pillars, combined with 12 high-level criteria, aim to provide a flexible and adaptable guide for transforming education systems.

1. People: Promoting relationships, inclusion, and respect among students and staff to foster social cohesion and well-being.

2. Process: Encouraging dynamic and participatory learning processes that inspire engagement, creativity, and motivation.

3. Place: Creating safe, welcoming, and inclusive learning environments that support both physical and social-emotional well-being.

4. Principles: Upholding values of empathy, integrity, and respect while ensuring academic excellence.

Global Impact and Implementation

Several countries have already implemented the Happy Schools initiative, including Portugal, Viet Nam, Yemen, Japan, Lao People’s Democratic Republic, and Thailand. These nations have utilised the framework to improve teacher training, strengthen socio-emotional learning, and foster healthier school relationships. By approaching happiness from various entry points, the initiative has proven to be versatile and adaptable to different education systems, even in crisis situations.

Joining the Happy Schools Movement

UNESCO invites educators, policymakers, and individuals to become Happy Schools champions, advocating for happiness in education through these main approaches:

– National Projects: UNESCO provides technical support to help Member States adapt the framework to their educational systems.

– Self-initiated Projects: Schools and organisations can access the available public resources to lead their own Happy Schools projects.

– Advocacy: Advocate for incorporating happiness into education policies to raise awareness of the importance of well-being in education.

– Evidence-Based Studies: Contribute to the growing body of research on happiness and learning.

For those interested in joining the Happy Schools mission, contact UNESCO at [email protected] or join the LinkedIn community for regular updates and connections. By embracing this holistic approach, we can empower children to flourish, thrive, and build resilient, happy societies.

Education

Ideology Over Individuality: Encouraging Open Dialogues

Published

2 weeks ago

May 6, 2024

Team ScooNews

Image Source- Pexels

In the corridors of Heights of Prestige School, nestled within the heart of a bustling metropolis, two stories unfolded, separated by time but linked by the indelible marks left by words unkind and ideologies unchallenged.

First was the tale of Siya, a bright-eyed girl with dreams as vast as the sky. Her world, however, shrunk within the confines of a classroom where her attire became the subject of scrutiny, her skirt a centimetre too short, her friendship with boys a topic of disdain. “Ladies must maintain decorum,” they said, echoing through the halls like a decree. These words, though seemingly innocuous, were chains that bound her, moulding her into a silhouette of propriety, erasing the lines of her individuality. As Siya grew, the shadow of those admonishments lingered, shaping her into an adult whose confidence was tempered by the fear of stepping out of line, her personality a mosaic of others’ expectations.

Parallel to Siya’s narrative was Aarav’s journey, a boy whose heart held questions about his identity, about feelings that didn’t fit the moulds prescribed by society. In a world where he sought answers and acceptance, what he found were walls built of rigid beliefs. “There are only two genders,” they proclaimed, their ideologies as impenetrable as steel, casting a shadow over his quest for self. Aarav’s plea for a space that acknowledged his existence was met with laughter and derision, his identity reduced to a subject of mockery. These encounters, seeds sown in the fertile ground of youth, grew into vines of doubt that entwined his being, stifling the bloom of his true self.

Years passed, and the halls of Heights of Prestige School echoed with new voices, but the tales of Siya and Aarav were etched in its legacy, a sombre reminder of the power wielded by those who guide the young. As adults, both Siya and Aarav navigated a world where their selves were not entirely their own, their reflections marred by the imprints of past admonitions. Siya, in boardrooms where her voice hesitated, and Aarav, in the mirror where he searched for recognition, both found themselves longing for the acceptance they were denied in their formative years.

These stories, though fictional, mirror the reality of countless young souls navigating the delicate dance of identity and acceptance in environments that should foster growth but often constrict it. They compel us to question the role of educators, not just as purveyors of knowledge but as custodians of the young minds entrusted to their care.

In a world where the tapestry of human experience is rich with diversity, how can we, as educators and leaders, remain anchored in doctrines that do not serve the well-being of all students? When will the dialogues within our classrooms evolve to embrace the complexities of identity, sexuality, and individuality, fostering an environment where every child is seen, heard, and validated?

The need for sensitivity and openness in addressing the myriad hues of human experience cannot be overstated. It is a clarion call for a shift from ideology to individuality, from dogma to dialogue. For if the legacy of our educational institutions is to be one of enlightenment and empowerment, we must begin by asking ourselves: Are we preparing our students for a world that exists in shades of grey, or are we colouring their perceptions with our own black and white beliefs?

Education

One Size Doesn’t Fit All: The Need for Personalised Learning

Published

2 weeks ago

May 2, 2024

Team ScooNews

The image is generated using AI

Once upon a time, in the heart of a bustling town adorned with the charm of old and new, there lay a school that seemed plucked from the pages of a storybook. The Enchanted Academy, with its sprawling lawns and majestic halls, was a place where every child was believed to be a star, destined to shine. Among these stars was a quiet moon, Rohan, whose light seemed to flicker in the overwhelming brightness of others.

Rohan, with his gentle eyes and silent ways, moved like a shadow through the corridors of opulence. The teachers, with their well-meant methods and hearts full of old tales of success, saw him but didn’t truly see him. They believed in a spell – the “one-size-fits-all” charm, which they thought could unlock the potential in every child. But magic, as the wisest of us know, cannot be forced into uniformity.

One day, under the vast canopy of the ancient banyan tree that stood watch over Enchanted Academy, Rohan’s teacher, Mrs. Verma, decided it was time to unravel the mystery of his silence. Armed with the same enchantments she had used time and again, she led him to an empty chamber, a place where many tales had been told and many woes had been comforted.

“Close your eyes and imagine a world of peace,” she coaxed, her voice a gentle breeze. But what she didn’t know, what she couldn’t have known, was that Rohan’s silence was a fortress guarding him from memories too painful, from a reality where he was the moon amidst stars too harsh. The tranquillity she offered turned into a storm, for closing his eyes only brought him closer to the darkness he faced each day – not from monsters of fairy tales, but from fellow students, his supposed comrades in this magical journey.

The revelation came not with a whisper but a tempest, as Rohan found himself lost in a maelstrom of fear, his quietude breaking into a cry for help. It was a moment of awakening, not just for Rohan, but for Mrs. Verma too, as the veil lifted, revealing the truth that lay hidden in plain sight.

Later, in the quiet sanctity of his home, Rohan shared his tale of torment with his mother, his voice a mere echo of his former self. The harassment and abuse he had endured from his peers, the knights and princesses of this enchanted world, came to light, painting a stark contrast to the storybook façade of Enchanted Academy.

The tale of Rohan is not just his but a reflection of many moons dimmed by the glare of standardised spells, a reminder that in a world filled with diverse souls, the magic of education lies not in uniformity but in understanding the unique melodies each child carries within.

As the Enchanted Academy learned to navigate this new chapter, a question lingered like the last note of a song, resonating through the halls of learning everywhere: How long will we continue to cast the same spell, expecting to unlock every door, when the keys we hold are as varied as the hearts they are meant to open?

To read more on such trends that need to be called out and #un-trended, head to the April issue of our magazine here.

Education

Empowering Education: LASSI 2024 Concludes with Success and Inspiration

Published

3 weeks ago

April 30, 2024

Team ScooNews

The curtains have closed on a successful edition of Liberal Arts and Science Symposium India (LASSI 2024), hosted by ScooNews in collaboration with Good Shepherd International School, Ooty. The symposium, held at the picturesque campus nestled in the Nilgiri Hills, saw an unprecedented gathering of educators, students, and industry experts from around the world.

Themed ‘Shaping Tomorrow,’ LASSI 2024 surpassed expectations in providing a platform for insightful discussions, innovative ideas, and collaborative initiatives in the realm of Liberal Arts and Sciences education. Over the course of the event, attendees had the opportunity to engage in a diverse array of masterclasses, keynotes, and case studies, each offering valuable insights into the transformative power of Liberal Arts education.

Reflecting on the success of the symposium, Jacob Thomas, President of Good Shepherd International School, Ooty, remarked, “LASSI 2024 has been a testament to the spirit of collaboration and inquiry that defines our institution. We are proud to have facilitated meaningful discussions and exchanges that will shape the future of education in India and beyond.”

The event was helmed by Prof Anil Srinivasan & Chetnaa Mehrotra who set the context for the 2-day event as the Summit Curators. Reflecting on the dynamic sessions that unfolded at LASSI 2024, attendees were treated to a diverse range of insights and discussions that shaped the future of education. From Jacob Thomas‘ exploration of emerging technologies to Maheshwar Peri‘s elucidation on Liberal Arts programs in India, each session offered a unique perspective on educational advancement. Vivek Atray‘s interactive Ask Me Anything session, alongside Naman Kandoi and Vardan Kabra‘s discourse on building artistic learners, sparked lively conversations on leadership and innovation. Reena Gupta and Rahul Batra‘s exploration of liberal education further underscored the importance of inclusion and empowerment in academic settings. Outdoor activities and workshops added a touch of experiential learning, while Radhika Lobo and Nisha Bhakar delved into pedagogy and curriculum development. The symposium culminated in a captivating musical performance by Prof Anil Srinivasan, leaving attendees inspired and enlightened. With engaging discussions and impactful presentations, Day 1 at LASSI 2024 proved to be a transformative event for educators, students, and industry experts alike.

Day 2 began with Professor Sugata Mitra‘s inspiring session on redefining educational norms that left a lasting impact on attendees. Sandeep Sethi‘s spotlight session explored innovative approaches to education through monuments, theatre, and folk art, shedding light on alternative learning methods. Attendees engaged in an interactive “Ask Us Anything” session with all speakers, fostering open dialogue and exchange of ideas. The Fishbowl Session on the 21st-century school, led by Dr. Venka Purushothaman and Chetnaa Mehrotra, provided valuable insights into the future of education. Meanwhile, students had the opportunity to participate in a workshop led by Prof. Anil Srinivasan, where they explored the concept of creating a startup in the classroom. After a lunch break, the afternoon session kicked off with an open mic segment, allowing attendees to share their perspectives and experiences. Akhila Ramnarayan and Dr. Vijila Edwin-Kennedy led a session on the significance of liberal arts education, prompting reflection on its relevance in today’s society. The day concluded with a student panel discussion on the decision to take a gap year, offering valuable insights into the benefits and considerations of such a choice.

In addition to thought-provoking discussions, LASSI 2024 showcased leading Liberal Arts colleges from India and abroad, providing attendees with valuable insights into their educational options. Success stories and groundbreaking research findings presented at the symposium underscored the transformative impact of Liberal Arts education on both careers and personal growth.

As the symposium concluded, ScooNews and Good Shepherd International School expressed their gratitude to all participants, sponsors, and partners for their invaluable contributions to the success of LASSI 2024. Looking ahead, both organisations remain committed to fostering collaboration and innovation in education, continuing the momentum generated by this landmark event.

Education

Vape Awareness: Mist of Misconception

Published

3 weeks ago

April 30, 2024

Team ScooNews

Image Source- Envato Elements

In the glitzy lanes of South Delhi, where luxury and legacy intertwine, the tale of Vihaan and Tunnisa begins to unravel. These two, born into privilege and the whispers of high society, sought the thrill of independence one night, convincing their parents of a harmless night out and escaping to the city’s most exclusive club.

“Trust us, it’s just a bit of fun,” Vihaan assured his parents with a grin, his words dipped in the confident, laid-back drawl characteristic of South Delhi’s elite. Tunnisa, flicking her hair with a laugh that chimed like crystal, added, “Yeah, we’ll be super safe, you know. It’s all chill vibes only.”

The club was an electric universe unto itself, pulsating with beats that echoed the heartbeats of Delhi’s young and restless. It was here, amidst the sea of moving bodies and throbbing music, that Vihaan and Tunnisa encountered the ubiquitous presence of vapes, each puff a symbol of the carefree rebellion they yearned for.

“Honestly, it’s like, not even bad for you,” Vihaan mused aloud, a sleek vape pen dangling between his fingers, reflecting the strobe lights. “It’s all water vapour, right? Way classier than smoking.” Tunnisa, taking a delicate drag, nodded in agreement. “Totally. It’s just flavour. Plus, it looks so cool,” she said, her voice a melody of nonchalance and privilege, unaware of the shadows that lurked behind the veil of vapour.

The backdrop to their night of whispered defiance and veiled clouds is starkly illuminated by a survey conducted by the Think Change Forum (TCF), titled “Ideas for an Addiction-Free India.” Among 1,007 students aged 14 to 17, an astonishing 96% were clueless about the ban on vapes in India, with 89% blissfully unaware of the health risks shadowing their fashionable accessory. The revelation that 52% perceived vaping as “completely harmless,” and another 37% saw it as “moderately harmful,” underscores the bubble of misconception that Vihaan, Tunnisa, and their peers inhabit—a bubble punctured only by the piercing truth of ignorance.

As the night faded and reality dawned with the sobering light of day, Vihaan and Tunnisa’s fleeting rebellion against the norms left them standing on the precipice of a larger conversation, one that transcends the boundaries of nightclubs and enters the realm of health and awareness.

Their story, echoed in the laughter and whispers of countless others, beckons us to ponder a critical question that resonates with urgency and concern:

In a society that dresses danger in the guise of trend and tradition, how do we pierce the mist of misconception to reveal the truth about vaping to our youth? How do we ensure that the quest for social stature and the allure of belonging do not cloud the judgement of our future generations?

Education

Beyond Appearances: Prachi Nigam’s Triumph and The Pressures of Appearance-Based Bullying in Schools

Published

3 weeks ago

April 29, 2024

Dhruv Chhabra

Image Source- BBC Hindi

The news of Prachi Nigam, a diligent 10th UP Board Topper, unleashed a disturbing chapter in the history of our society. Despite her unquestionable academic talent being the main topic of a discussion it was superseded by the inappropriate emphasis on her appearance. These events clearly underline the intricate and destructive beauty standard that plague the learning institutions.

It perhaps resonates with the fact that, in the process, we form these gigantic LED screens of illusory beauty standards, which subsequently hover over our young, leaving long shadows behind their achievements. Even if they keep advancing up the ladder of academic strength, their way at the top is checked through the view of how attractive they are. The risk of humiliation due to poor marks and failing an exam is unavoidable. The true woe Prachi has is the desire for anonymity despite her impressive winning activities, which emphasises how emotional hearts of young people can be dysfunctional from such pressures.

Time has come for all of us, as a society, to shape direction which mostly depends on whether empathy has the right place in our classrooms or not. Let this be a lighthouse to the teachers to build suitable defences of comfort around the children thus, no kid should be caught hiding from scrutiny in the shadows. Teachers are doing not only a transmission of knowledge but also establishing an arena where jokes and laughter is shared with no one’s dignity being mocked. When a person makes fun of someone for his/her looks, it should not have a tolerance or a laughter of agreement but condemnation with the sober reminder of respect and tolerance.

The heart of our education philosophy must be the acceptance that the human body is the norm, in its different shapes, and be explained that those changes in adolescence, which are taken as anomalies, are just threads in the rich diversity of our human experience. The burden exists equally in both teaching our young boys that hair is a natural part of a woman’s presence and passing judgement or hearsay based on the absence of hair is unjustifiable, besides disrespectful.

Creating a monument for our schools is to convert them into sensitive meeting places where each child can grow up in freedom without the worry of being dug out for their uniqueness. These classrooms nurture compassion from which the saplings of mature citizens emerge; their spiritual vision awakening the logical perception which glimpses beyond obvious matters. However, beauty is a kaleidoscope, and for our brains, the time to adjust to its actual spectrum is right at hand.

When building up such an environment, we do not just educate students, we plant the seeds of change in a world where people are cherished not by the size and shape of their bodies but by their uniqueness and achievements. The story of Prachi standing fearlessly up to the rushing flood of hate, should sound in the corridors of every school, it would be among the strongest lessons in fortitude and the ability to endure as an example.

We are not merely shaping the students of today but creating a world where every young Prachi will find a space to fly free from unwarranted prejudices. As educators, students, and members of this complex society, we need to topple the divergent walls of superficial standards and in their place to grow a garden which allows every flower, despite how it differs from others in terms of size, colour or shape, to be valued for the gift that it brings to the world. It won’t be until after when we can say we have not failed our children, only when we can tell that we are proud of having brought up not just scholars, but decent human beings.

Education

Beyond The Screen: Virtual Battles, Real Consequences

Published

3 weeks ago

April 26, 2024

Team ScooNews

The image is generated using AI

In the vibrant corridors of Eduson College, amidst the chatter of aspirations and the rustle of textbooks, lived the story of Rishi, a student whose world oscillated between the realms of academia and virtual battlegrounds. With the close of each school day, Rishi, like many of his peers, descended into the digital trenches of PUBG, where victories were counted in kills and survival was the sole creed.

Rishi’s descent into the gaming vortex was gradual but consuming. The initial allure of camaraderie and challenge on the virtual battlefield soon morphed into an addiction that blurred the lines between entertainment and obsession. Night after night, the glow of his screen illuminated his singular focus, as the real world, with its demands and duties, faded into the background.

The consequences of Rishi’s digital dalliance were manifold. Physically, the hours spent in gaming marathons manifested as blurred vision, a constant crick in his neck, and an unwelcome weight gain. Academically, the sharpness and concentration that once defined his scholarly pursuits dulled, replaced by a pervasive lethargy that clouded his thoughts and ambitions.

But the ramifications extended beyond the tangible. The aggression and competitiveness that were once confined to the game began to seep into Rishi’s interactions, straining relationships and isolating him from those who once comprised his support system. The virtual victories, once a source of exhilaration, now served as a stark reminder of the disconnect between his online persona and the person he aspired to be.

As the reality of his situation dawned on him, catalysed by a reflective conversation with a concerned mentor at Eduson College, Rishi began to question the path he was on. Was the ephemeral thrill of digital dominance worth the erosion of his health, his relationships, and his future?

This narrative, while fictional, echoes the experiences of countless young adults ensnared in the web of gaming addiction, challenging us to confront the shadow it casts over their lives.

Following Rishi’s tale, it’s imperative to ground our understanding with tangible insights. A recent survey conducted among 200 students aged 18 to 20 years, as published in the International Journal of Science, Technology and Management (IJSTM), sheds light on the gripping nature of gaming addiction. The study revealed (undertaking 122 boys and 78 girls) that students have been significantly impacted by frequent engagement with violent video games such as PUBG. Key findings underscore the learning of aggressive attitudes and behaviours, diminishing eyesight, and reduced concentration in studies as the three primary adverse effects of prolonged game play.

As we navigate the story of #BeyondTheScreen, a crucial question beckons for reflection: How can we, as a society, educators, and families, foster environments that encourage balanced engagement with technology, ensuring that the digital worlds our students explore enhance, rather than detract from, the richness of their real-world experiences and potential?

To read more on such trends that need to be called out and #un-trended, head to the April issue of our magazine here.

Education

Marked by Marks: The Stereotyping of Student Potential

Published

4 weeks ago

April 25, 2024

Team ScooNews

The image is generated using AI

In the corridors of Prestusse Academy, where aspirations soared as high as the academic standards, Riya stood at a critical juncture. With her heart tethered to the humanities, she yearned to explore the vast landscapes of history, literature, and art. Yet, the societal symphony championing the supremacy of science and mathematics orchestrated a different path for her. Under the immense pressure of family expectations and societal norms, Riya found herself capitulating, stepping onto a path that was not her own.

As she enrolled in the science stream, a part of her spirit wilted. The subjects that once ignited curiosity and wonder in her peers seemed to her like insurmountable walls, blocking the view of her true passions. Despite her efforts, Riya’s academic performance, once stellar when fuelled by genuine interest, became painfully average. The accolades and recognition that used to be frequent visitors in her life now passed her by, unaware of her presence.

The transformation was stark. Riya, who could once articulate the beauty of a poem or the intricacies of historical events with unparalleled eloquence, now found herself lost in the labyrinth of equations and scientific theories. Her confidence, which was once anchored in her intellect and creativity, began to erode, leaving her to question not just her academic choices, but her inherent worth.

The decision to forgo her passion for the humanities in favour of a more ‘prestigious’ stream haunted her. Each day in the science class served as a reminder of what she had sacrificed at the altar of societal expectations. The vibrant discussions and debates that characterised humanities classes were now replaced with a silence that weighed heavily on her, a constant echo of her misplaced aspirations.

As the years passed, the repercussions of her decision rippled through her academic career and beyond. The girl who once dreamt of becoming a historian or a literary critic now found herself meandering through life, devoid of direction. Her attempts to reconnect with her passion for the humanities felt like too little, too late. The confidence and zeal that once defined her were replaced with a sense of mediocrity, as she became a jack of all trades, but master of none.

Riya’s story is a sombre reflection on the cost of conforming to societal pressures at the expense of one’s true calling. It begs the question: How many bright futures have been dimmed by the shadow of conformity? How many Riya’s must we witness before we acknowledge that the true measure of success lies not in the stream chosen, but in the passion and perseverance with which one pursues their dreams?

The tale of Riya’s detour from her passion to a path laid out by societal norms ends with a hard-hitting question for every stakeholder in a child’s education: Are we nurturing the seeds of individual talent and passion, or are we imposing our own unfulfilled aspirations and societal biases, thereby stunting the growth of potential luminaries in fields they were never meant to shine in?