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Lina Ashar on Brand Korroboree & Its Commitment to Support Parents

Parents are unable to see or believe that the emotional quotient of their child is an important aspect of growth just like the intelligence quotient. To meet this gap and help bring awareness and realization for the same, Korroboree, our knowledge base for parents, was born.

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Read our exclusive interview with one of the leading educationists of the era and founder of Kangaroo Kids Education Limited, Lina Ashar, who's recently launched Korroboree – an initiative to maximise the human potential. The word originates from an Australian term ‘Corroboree’ which means a sacred gathering of people. In the brand's context, Lina aims to create a spiritual community of enthusiastic and curious parents who want the best for their children.

Excerpts

  1. What inspired you to start a parenting portal like Korroboree?

Working with well-meaning parents in the schools I operated seemed to be a never-ending source of frustration. Their idea of success for their children was an outside-in one, rather than an inside-out one. Grades, awards, accolades were revered. Emotional regulation, emotional, physical, and mental well-being took a back seat to the larger than life Board Examination results and any other badges and medals of sporting or other areas of talent a child was able to collect and place in his arsenal of success. I know that school success does not guarantee or reflect life success, and I know for a fact that the challenges life is sure to test us all with, cannot be learned from a textbook and not in an education system that continues to compare and grade kids in standardised ways. I tried for many years to be a voice for the change needed, presenting my ideas to people from Kapil Sibal (at that time HRD Minister) and Gerry Arathoon (ISCE Council) to NCERT. Nothing happened other than lots of presentations and discussions. After some time I gave up. It is great to see the NEP 2020 and what it outlines now is something that we have put successfully in practice in our schools.

While I could not affect the education system as a whole, we acted as a spark of inspiration to many entrepreneurs who have looked at alternative means of educating students. Many schools now successfully have moved away from rote and chalk and talk processes. My initial aspiration of being an instrument of change to the once conventional system of learning was already met. It was time to expand my horizon to doing what I initially set out to do which is ‘to ignite human greatness.' This can only be done if we all – students, parents, teachers and our education system embrace a growth mindset. It was time to bypass the education system that propagates a fixed mindset. A “fixed mindset” assumes that our character, intelligence, and creative ability are fixed and we can’t change in any meaningful way so we strive for success and to achieve in tests at school and at work as we need the external validation; the affirmation of our intelligence. Whereas, a growth mindset means we believe that we can control our skills and abilities based on our effort and learning.

A few years ago, I realized that we make our children a part of this rat-race we all love to label as tests, exams, etc. Our only focus on our child’s life is to make sure that they do well in their exams, especially board exams. So the overall development of the child is ignored at times and we put on our horse blinders to concentrate on just a single goal. But children are going to need much more than academic success in the future, plus with all the information available online at our fingertips, we need to focus on practical skills and knowledge in order to address real-world problems.

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Now we can’t turn over the grading scenario, board exam format, etc. within our education system. But we must do something to give our children a holistic environment to grow and learn. So, if the school has a focus on and celebrates the result, the score, the grade, the achievement, the report card, the awards, the accolades, the final board results, we, as parents, are required to focus on the process, the learning, the effort, the strategy, the areas of improvement, the techniques. But there is an immense gap in thinking something and making it happen. Parents are unable to see or believe that the emotional quotient of their child is an important aspect of growth and development just like the intelligence quotient. To meet this gap and help bring awareness and realization for the same, the idea for Korroboree, our knowledge base for a community of parents and primary caregivers, was born.

2.       Is it built keeping in mind only the Indian style of parenting and their usual queries?

With the advent of technology, we are not limited in our reach so this will be a global parenting platform. We want to move beyond stereotypes and bring the best practices and techniques to any parent, we are piloting this in India and Australia but we will keep on growing this and take it far and wide because our goal is to ultimately help all parents and by extension, their children to maximize their human potential.

3.       Personally, what qualities or practices can help parents empower their children academically, creatively, and intuitively?  

I feel that parents need to shift their roles from managing their child to become their coaches. To establish a culture of learning, innovation and creativity, parents need to be goal-setters and guide their children as consultants through varied experiences and journeys. Parents need to adapt to the changing world and understand that the need of the hour is to raise emotionally strong children who have various skills to be able to solve real-world problems.

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Also, all the qualities that we want to see and develop in our children, we need to inculcate them in ourselves first so that they can learn by example. This includes qualities of resilience, self-regulation, perseverance, ability to cope with stress and failure, etc., which should reflect in our day to day life so that our children can learn from us and mirror those same qualities in their life.

4.       This portal will give parents access to distinctive published books and resources. Will they require any membership or is it open to all?

The portal offers resources on a freemium model where access to knowledge/books/resources will be free for all and won’t require any membership, but to access specific courses planned by our international instructors, there could be a small fee attached.

5.       With all the interactions so far with international experts and thought leaders of neuroscience, what have been your key learnings?

Firstly, parents need to teach their children that asking questions in life is imperative. Children are very curious from a young age but as they start going to school, their questions are rebuked and they are asked to journey down a strict set path of learning. This is the worst thing that can happen to children because it curbs their creativity and imagination. As parents, it is our responsibility that we encourage their questions and also help them find the answers to the same in the most creative way possible.

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We are talking about contrarian thinking here. I have always been a contrarian thinker but I realised this after an interview with Ozan Varol. Contrarian thinking is the sort of thinking that sits at the base of innovation. The ability to disrupt established methods and find new ways of looking at old ideas is one of the most sought-after qualifications in all fields.

Secondly, no parent wants their child to be fragile. Telling children ‘to be strong’ means that the child might not express and release emotions. This can mean one day they break or store the issue in their tissues. Nowadays resilience is a buzz word and highest-rated amazon 21st-century skills that learners should possess to succeed in life. But resilience basically means ‘to bounce back from a knockdown.' What if we were to parent our children to be antifragile? I now better understand what Nassim Taleb meant when he said, "Some things benefit from shocks; they thrive and grow when exposed to volatility, randomness, disorder, and stressors and love adventure, risk, and uncertainty. Yet, in spite of the ubiquity of the phenomenon, there is no word for the exact opposite of fragile. Let us call it antifragile. Antifragility is beyond resilience or robustness. The resilient resists shocks and stays the same; the antifragile gets better."

6.       As a parent, which conventional parenting ideas, according to you, can bring wonders to a child’s life?

I have learnt so much from my parents. And I have applied the same in my parenting style too. What I see a lot these days is that parents are very overprotective of their children. There is no space and scope left for the child to learn from his mistakes or experiences. So parents have to let children have a certain amount of control over what they do. This will help the children experience a vast amount of emotions which will teach them to self-regulate. It will also allow them to build resilience.

When I was a kid and lived in Australia, I remember making sandwiches for lunch every day for the entire family as this was the task assigned to me. Chores help us learn about responsibility. Later, I went on to work part-time at the age of 12 and continued doing so all through high school and college. My life experiences through all of these phases have taught me so much.

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If the child will not make his/her choices and then fail or succeed, they will not learn anything ever. I think letting children learn from experiences can bring wonders to their life.

7.       Lastly, what does Korroboree want to achieve, especially during these testing times?

Korroboree is an initiative committed to the theme of ‘Creating the Best Version of Myself.' This soon to be launched parenting portal will explore the role parents need to play in empowering children to attain their highest potential by developing the capacity for creativity, intuition and ingenuity; the capacity that will enable children to find their greatness in the coming age of imagination.

This will include conversations with global experts and thought leaders of neuroscience, behavioural science and energy science, motivational science and developing habits of mind that lead to a life of happiness, fulfilment, and success. Parents will hear from people such as Jill Blakeway a Ted Global speaker and best-selling author of ‘Energy Medicine’, Angela Lee Duckworth, Ted Speaker and best-selling author of ‘Grit’, Marisa Peer, a world-renowned speaker, Rapid Transformational Therapy Trainer and best-selling author and Ozan Varol, best-selling author of ‘Think Like a Rocket Scientist’.

The mission is an expansion of thinking, mindful contemplation, and a shift from parenting for our children to survive to parenting for our children to thrive and in the process, creating a sustainable, peaceful, and abundant world.

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In the current times, as entire families are staying home under one roof throughout the day and as parents are sharing the responsibility of their child’s online learning more than ever, I feel it is the right time to make these resources available to them. So much can be achieved from following just a few ideas about mindful parenting and applying them to the daily life of a child.

About Ms. Lina Ashar: She's a teacher at heart and started her career as one in Australia before she came to India. Her passion for crafting impactful journeys for children has led her to found Kangaroo Kids Education Limited that runs Kangaroo Kids Preschools and Billabong High International Schools across India, Dubai, Maldives and Qatar. She is one of the most renowned educators and edupreneurs who is supported by parents, education partners and a fierce team of passionate and determined individuals at her schools and central office. She is also the co-founder of Korroboree, an initiative to maximize human potential. Her career has taken off on an impactful journey in education, the reverberations of which will be seen in generations to come.

Education

1 in 6 School-Age Children Face Cyberbullying: Calls for Immediate Action

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the concept of cyberbullying students as revealed in a study by WHO
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On 27th March 2024, WHO/Europe unveiled the second volume of the Health Behaviour in School-aged Children (HBSC) study, casting light on a growing concern in our digital age: cyberbullying. This comprehensive research, spanning 44 countries and regions, reveals some unsettling statistics – one in six school-aged children experiences cyberbullying, an issue magnified by the increasing digitalization of youth interactions.

Despite the stable overall trends in school bullying since 2018, the report highlights a notable rise in cyberbullying, underpinning the profound impact it has on young lives. The figures speak volumes: 12% of adolescents report cyberbullying others, with boys (14%) more inclined than girls (9%). This marks a worrying increase from previous years. Moreover, the experience of being cyberbullied has risen to 15% among adolescents, closely aligned between boys (15%) and girls (16%).

These statistics are alarming, not least because they often go unnoticed in schools. The invisible nature of cyberbullying means children suffer in silence, unable to voice their distress. In the Indian context, bullying – both offline and online – remains a pervasive issue, exacerbated by cultural and systemic barriers that discourage open discussion and resolution.

The advent of AI and deepfakes technology poses an even greater threat, making it easier to create and spread harmful content, potentially leading to an immense increase in cyberbullying incidents. This technological evolution, while offering myriad benefits, also amplifies the avenues for harassers to exploit, making it increasingly challenging to protect young people online.

Dr Joanna Inchley, HBSC study International Coordinator, emphasizes the dual nature of the digital world. “It offers incredible opportunities for learning and connecting but also amplifies challenges like cyberbullying,” she notes. This dichotomy necessitates comprehensive strategies to safeguard young people’s mental and emotional well-being, urging governments, schools, and families to collaborate in addressing online risks and ensuring adolescents have safe and supportive environments to flourish.

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Dr Hans Henri P. Kluge, WHO Regional Director for Europe, frames this as both a health and human rights issue. “With young people spending up to 6 hours online every single day, even small changes in the rates of bullying and violence can have profound implications for the health and well-being of thousands,” he states. This underscores the urgent need for action to protect our children from violence and harm, both offline and online.

In response, WHO/Europe has recently published its first-ever position paper on protecting children from online harms. This groundbreaking document aims to support governments in formulating consistent requests to technology companies, with the overarching goal of securing healthy online environments for children to thrive.

The HBSC study’s findings underscore the complexity of adolescent bullying and peer violence, highlighting the crucial role societal, cultural, and technological factors play. By providing a detailed overview of current trends and challenges, the report offers valuable guidance for stakeholders at all levels in their efforts to improve the health and well-being of young people across Europe, Central Asia, and Canada.

Investing in evidence-based interventions to combat bullying and peer violence is not just about supporting adolescent well-being; it offers broader societal benefits. From reducing healthcare costs associated with mental health issues to improving educational outcomes, the stakes couldn’t be higher.

As we delve deeper into the digital age, the need for fast, comprehensive, and evidence-based interventions has never been more critical. Cultivating empathy, respect, and resilience among adolescents is paramount in creating a safer, more inclusive digital landscape. The time to act is now, ensuring every young person can thrive in an environment that promotes their health and development.

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GD Goenka Group To Establish 12 New Schools from April 2024

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The GD Goenka Group has officially announced the launch of 12 new partner K12 schools across India, set to open in April 2024. This significant expansion underscores the group’s dedication to delivering quality education and promoting holistic development among students.

“The new schools aim to cater to the growing demand for high-quality education while bringing GD Goenka’s renowned curriculum and teaching methodologies to more communities across the country. These exceptional campuses are equipped with modern facilities and amenities to enrich students’ learning environment,” stated Mr. Nipun Goenka, Managing Director of GD Goenka Group.

The introduction of these schools is a strategic move by the GD Goenka Group to build a comprehensive network of educational institutions that excel in academic achievements and focus on nurturing individuals who are well-prepared to meet the challenges of Industry 4.0. The group’s presence will now extend to over 130 schools Pan-India, covering 20 states.

Mr. Gaurav Himkar, Group CEO, expressed his excitement about the expansion, remarking, “The opening of these 12 new schools reflects our dedication to building a larger pool of mutual benefits for GD Goenka partner schools by being a member of a pan-India GD Goenka ecosystem.”

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These new institutions are poised to offer a diverse range of academic opportunities, specifically designed to meet the educational needs of students from various backgrounds and regions across the country.

Further details on the expansion were provided by Mr. Vipin Jha, Director of Partnerships, who noted, “A lot of new generation entrepreneurs reach out to us for partnership and have built world-standard school setups in the past couple of years. We have a steady pipeline of such new schools at least until the end of this decade.”

Mrs. Bharati Sharma, Director of Partnership Engagement, added, “The opening of these 12 schools underscores our commitment to expanding access to quality education. By providing state-of-the-art facilities and innovative learning environments, we aim to inspire and empower the next generation of leaders, thinkers, and innovators.”

This expansion by the GD Goenka Group is a pivotal step towards realising the vision of the institution in ensuring every child in the nation has access to quality education, setting the stage for a brighter and more prosperous future for the upcoming generations.

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Lessons Beyond a Cricket Pitch: An IPL-Inspired School Curriculum

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“As we tune into the electrifying atmosphere of the Indian Premier League, where the clash of willow against leather sends pulses racing, we’re not just spectators of a thrilling spectacle. We’re witnesses to a living, breathing classroom where science dances with agility, leadership commands the play, and economics paints the bigger picture. Today, let’s embark on a journey beyond the boundary ropes, exploring how the IPL isn’t merely a cricket tournament but a dynamic, fun-filled educational odyssey.”

The Science Behind the Ball and Bat

At the heart of cricket lies a ballet of physics, each ball bowled a lesson in motion, energy, and force. The journey of a cricket ball, from the bowler’s hand to the bat, is a vivid demonstration of aerodynamics in action. Factors like air resistance, spin, and the Magnus effect collaborate to dictate the ball’s trajectory. A spinner’s delivery, curving through the air, isn’t just a challenge for the batsman but a practical example of physics. The materials of the game, especially the cricket bat made from willow, offer insights into material science, chosen for their capacity to absorb the shock of the ball’s impact and minimize damage to the hands.

The biomechanics of players, whether it’s a batsman executing a perfect cover drive or a bowler’s seam position at the point of delivery, are a testament to the human body’s potential when understood and harnessed through the principles of physics. Integrating these aspects into the curriculum can transform a standard physics lesson into a riveting session that connects students’ passion for cricket with the wonders of science.

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Leadership on and off the Pitch

The IPL is a crucible of leadership, each match a case study in strategy, decision-making, and human management. Players like Virat Kohli and Rohit Sharma, with their tactical acumen and ability to inspire their teams, embody the essence of effective leadership. “Sports has taught me a lot. It helps reveal character. Sport teaches you about facing challenges, overcoming challenges on a regular basis which apply to every work of life.” Kohli once remarked, encapsulating the spirit of sportsmanship that transcends the cricket field. This philosophy can seamlessly be integrated into educational discussions, illustrating how leadership isn’t confined to high-pressure matches but is equally relevant in group projects, student councils, and beyond. MS Dhoni, a legendary cricketer and former Indian cricket team captain also believes that it is important to push every youngster to take up sports. “Be it, mentally or physically, sport teaches a lot to the students and that actually helps in practical life. Sports should play a big role in students’ life and everyone should be pushed to it,”

The Economy of Runs and Rupees

The IPL, a dazzling spectacle of cricket, is also a multi-billion-dollar industry that serves as a fascinating model for financial literacy and understanding the global economy of sports. The auction room, where players are bid on like prized artworks, offers a live demonstration of market dynamics and valuation. Sponsorships, media rights, and merchandising around the IPL introduce students to concepts of branding, revenue generation, and the economic impact of sports on national and global scales. It’s a practical lesson in economics, illustrating how supply and demand, investment, and financial management play out in one of the world’s most popular sports leagues.

IPL: A Classroom Without Walls

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The IPL’s fusion of high-stakes cricket with lessons in physics, leadership, and economics presents an unparalleled opportunity to make learning interactive and engaging. It encourages students to see the relevance of their studies in real-world scenarios, thus igniting a passion for subjects that might previously have seemed abstract or disconnected from their interests.

Incorporating IPL-themed lessons into the curriculum can transform the traditional classroom, making learning a lively, participatory experience. As students analyse match strategies, calculate batting averages, or explore the economic model of the IPL, they’re not just learning; they’re engaging with the material in a way that’s both meaningful and enjoyable.

Cricket commentator and former cricketer Ian Bishop‘s words resonate deeply here: “The heart and soul of the game is what makes it so special.” In the context of education, the IPL embodies this spirit, proving that when you blend passion with learning, the classroom becomes a place of endless possibilities and discoveries.

The Indian Premier League offers more than just entertainment. It provides a vibrant, multifaceted platform for learning, encompassing physics, leadership, and economics, among other subjects. By viewing the IPL through an educational lens, we can inspire students to engage deeply with their studies, showing them that education, like cricket, can be filled with excitement, challenges, and lifelong lessons.

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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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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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India-Bhutan Strengthen Ties: Focus on STEM Education

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In a significant move to deepen bilateral relations, India and Bhutan have announced plans to expand their partnership in the education sector, particularly focusing on enhancing STEM (Science, Technology, Engineering, and Mathematics) pedagogy in Bhutan with the support of Indian educators. The decision comes in the wake of the Bhutanese Prime Minister, Tshering Tobgay’s recent visit to India, accompanied by his wife Tashi Doma, from March 14-18, marking his first international trip since taking office in January 2024.

According to a joint statement released by the two nations, the visit aimed at bolstering the already vibrant people-to-people relations, with education at the forefront of their collaboration. The initiative reflects a shared vision to strengthen the foundation of mutual understanding and cooperation in various sectors, including digital technology, startups, and STEM education.

Furthermore, the two countries have committed to enhancing collaboration in new and emerging fields such as digital technology and startups, alongside a continued focus on sports infrastructure development in Bhutan, a gesture appreciated by the Bhutanese side.

In addition, the partnership extends into space technology, with both nations acknowledging the fruitful collaboration in this domain. Recent initiatives, like the technical capacity-building programme on remote sensing technology organised by the Indian Space Research Organisation (ISRO) for the Royal Government of Bhutan, underscore the strategic and cooperative relationship between the countries. They also celebrated the formulation of a Joint Plan of Action on Space Cooperation, signifying a new chapter in their bilateral ties.

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This enhanced collaboration marks a milestone in the Indo-Bhutanese relationship, paving the way for a future of shared growth and prosperity in the education and technology sectors.

(with inputs from ANI)

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Jharkhand Introduces Innovative Schemes to Support Higher Education Aspirants

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In a significant development for students in Jharkhand, Chief Minister Champai Soren has launched two key initiatives aimed at bolstering access to higher education. During a ceremony at Ranchi’s Tana Bhagat Stadium, the Chief Minister unveiled the Guruji Student Credit Card and the Manki Munda Scholarship schemes, designed to alleviate financial barriers faced by students aspiring for higher education.

The Guruji Student Credit Card scheme is set to provide collateral-free education loans up to Rs 15 lakh at a nominal interest rate of 4 per cent. Notably, the repayment period commences one year after the completion of the course, with the state government serving as a guarantor. This initiative is expected to significantly ease the financial strain on students pursuing higher studies.

Parallelly, the Manki Munda Scholarship scheme focuses on empowering female students to venture into technical education fields. Beneficiaries pursuing diploma courses will receive Rs 15,000 annually, whereas those enrolled in engineering programs are entitled to Rs 30,000 per year. This initiative underscores the state’s commitment to gender inclusivity in technical education domains.

The launch event saw an enthusiastic response, with about 1,200 registrations for the Guruji Student Credit Card and 800 for the Manki Munda Scholarship scheme. In a symbolic gesture, Chief Minister Soren personally awarded credit cards and scholarships to two students from each scheme, reaffirming the government’s dedication to enhancing educational opportunities for Jharkhand’s youth.

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Chief Minister Soren emphasised the transformative impact of higher education on the lives of labourers’ and farmers’ children, envisioning it as a cornerstone for Jharkhand’s development. He also highlighted the Mukhyamantri Shiksha Protsahan Yojna, which provides a Rs 2,500 monthly stipend to support students’ coaching expenses, further ensuring that financial constraints do not impede educational aspirations.

In his closing remarks, the Chief Minister underscored the indispensable role of education in achieving development at familial, societal, and state levels. He inaugurated a new 3D theatre at Ranchi’s regional science centre, signalling the government’s commitment to fostering an environment of education and innovation.

These initiatives represent a leap forward in Jharkhand’s education sector, promising to make higher education more accessible and equitable. With these schemes, the state sets a precedent in supporting students to overcome financial barriers and pursue their academic and professional goals.

(With inputs from PTI)

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Ministry of Women and Child Development Unveils National Curriculum Framework for Early Childhood Care and Education

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Marking a new chapter in India’s approach to early childhood education, the Ministry of Women and Child Development has unveiled the launch of two pioneering initiatives. These include a National Curriculum for Early Childhood Care and Education for children aged three to six years and a National Framework for Early Childhood Stimulation for infants from birth to three years. This move is set against the backdrop of the National Education Policy 2020, underlining India’s commitment to nurturing the potential of its youngest citizens during the crucial early years when 85% of brain development occurs.

The initiatives aim to fortify India’s ECCE landscape through comprehensive childcare support, encapsulating educational resources, nutritional support, and activities for holistic development. This is further supported by the Ministry’s empowerment and support schemes for mothers and children under six years through Mission Saksham Anganwadi and Poshan 2.0, alongside the Palna and Pradhan Mantri Matru Vandana Yojana (PMMVY) under Mission Shakti.

Currently, the Ministry operates 13.9 lakh Anganwadi Centres nationwide, serving over 8 crore children under the age of six. The new curriculum for three to six-year-olds aligns with the National Curriculum Framework for Foundational Stage 2022, covering a range of developmental domains and emphasizing competency-based lesson plans and activities. It introduces a structured weekly calendar for a year-round active learning experience, featuring a blend of in-centre and at-home, indoor and outdoor, as well as child-led and educator-led activities. The curriculum also includes robust assessment tools and special focus on the inclusion of Divyang (differently-abled) children.

For infants from birth to three years, the National Framework for Early Childhood Stimulation aims to empower caregivers and Anganwadi Workers with knowledge and activities for optimal physical and brain development. It builds on the Nurturing Care Framework principles, focusing on responsive caregiving, early learning opportunities, and the crucial role of ‘serve and return’ interactions in child development.

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The curriculum and framework have been developed by the National Institute for Public Cooperation and Child Development (NIPCCD), incorporating feedback from Anganwadi Workers to ensure flexibility and effectiveness. NIPCCD will spearhead the training of Anganwadi functionaries on the new initiatives, with provisions also to be integrated into the Poshan Tracker for enhanced tracking and support.

By reimagining the landscape of early childhood education in India, these new initiatives promise to transform Anganwadi Centres into vibrant hubs of learning and development, ensuring that the nation’s children have the best possible start in life.

Source- PIB

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Shri Dharmendra Pradhan launches various initiatives in School and Teacher Education

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Union Minister of Education and Skill Development & Entrepreneurship, Shri Dharmendra Pradhan, launched various initiatives in School and Teacher Education, developed by the Department of School Education & Literacy (DoSEL), Ministry of Education,  at Kaushal Bhawan, New Delhi last Saturday. These initiatives are aimed at bolstering the implementation of the National Education Policy (NEP) 2020, making education more inclusive, innovative, and equitable.

Among the dignitaries present were Shri Sanjay Kumar, Secretary, DoSEL; Shri Anandrao Patil, Additional Secretary, DoSEL; Ms. Prachi Pandey, Joint Secretary, Institutions & Training, DoSEL; and other senior officials from the Ministry of Education, NCTE, and NCERT. Shri Pradhan launched significant projects including the National Mission for Mentoring (NMM), National Professional Standards for Teachers (NPST), 52 Primers in Indian languages, and an array of digital and broadcast educational resources.

Shri Pradhan highlighted the initiatives as critical steps towards realising a developed India by 2047, focusing on the NEP 2020’s grassroots implementation. The launch of DIETs of Excellence, NPST, NMM, 52 Primers of NCERT, National Vidya Samiksha Kendra, and 200 TV Channels is envisioned to transform school education, making it more accessible and fostering a new era of civilizational renaissance through education in Indian languages.

The NMM (National Mission for Mentoring), with its digital platform, aims to enrich teachers’ professional growth through quality mentoring from experienced professionals, addressing the diverse needs of learners. The NPST (National Professional Standards for Teachers) focuses on elevating teachers’ personal and professional development, ensuring high-quality teaching across all levels of school education. The guiding document for NPST will be translated into 22 scheduled languages, Braille, and Audiobooks for widespread accessibility.

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The 52 Primers in Indian languages are set to revolutionize early childhood care and education by providing access to education in mother tongues, thus enhancing understanding and grounding in indigenous culture. Shri Pradhan emphasized the transformative power of learning in one’s native language.

Further enriching the educational framework, the PMeVidya initiative’s launch of 200 DTH TV Channels aims at providing free, quality eContent across various digital platforms, ensuring resilient and coherent access to education. The National Vidya Samiksha Kendra, now integrated with state counterparts, supports research, development, and capacity building, enhancing visibility and actionability across numerous educational programmes.

Additionally, the government has pledged substantial financial support for the physical upgrading of all 613 District Institutes of Education and Training (DIETs) to DIETs of Excellence, marking a significant investment in the future of India’s educational infrastructure.

These comprehensive reforms underscore the government’s dedication to transforming India’s educational system, paving the way for a future where every student has access to quality education and every teacher is equipped with the tools needed for fostering innovation and creativity in the classroom.

Source- PIB 

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Mayo College Girls’ School, Ajmer Welcomes New Principal, Mrs Neeti Bhalla Saini

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Mayo College Girls’ School in Ajmer has recently welcomed Mrs Neeti Bhalla Saini as its new Principal, marking a new chapter in the institution’s storied history. With over 26 years of experience in the educational sector, Mrs Saini brings a depth of knowledge and expertise, particularly in the International Baccalaureate (IB) system. Her prior role as Principal at Satya School was notably marked by the successful integration of the IB curriculum with the Central Board of Secondary Education (CBSE) syllabus, a move aligned with the National Education Policy (NEP)’s guidelines.

An alumnus of the Doon School, Dehradun, Mrs Saini has a rich history of involvement in premier residential schools across northern India, including Genesis Global School and Pathways World School. Her diverse experiences across these institutions have equipped her with a broad perspective on educational innovation and leadership.

Recognized for her visionary leadership in education, Mrs Saini is known for her ability to facilitate meaningful change within school settings. She is committed to empowering school stakeholders at every level, fostering an environment of open communication and support.

ScooNews, extends heartfelt congratulations to Mrs Neeti Bhalla Saini on her appointment as Principal of Mayo College Girls’ School.

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