The Guthli Ad Fest 2024 launched in spectacular fashion at the iconic St. Xavier’s College, Mumbai. Day 1 was filled with high-energy sessions, insightful discussions, and inspiring interactions. Kicking off the day, Pratish Nair introduced the vision behind Miles and Miles SoBA (School of Branding & Advertising), explaining how their collaborative approach blends creativity with empathy. Nair emphasised that their unique curriculum, which includes scuba diving and Himalayan trekking, aims to equip students with life skills that go beyond the traditional classroom, fostering resilience, teamwork, and self-awareness.

The event began with a warm welcome and inauguration, followed by a captivating tribute and a fireside chat featuring advertising legends Piyush Pandey, KV Sridhar, and Prasoon Pandey, moderated by Devaiah Bopanna. Their discussion shed light on their journeys, offering a rare glimpse into the minds behind India’s most iconic campaigns.

The day continued with Cyrus Broacha, the 90’s poster child of Indian advertising, delivering a light-hearted yet insightful session, followed by Tanya Nambiar’s presentation on how emotional bonds can be forged using the power of voice.

The afternoon saw Shirsha Thakurta delve into the art of visual storytelling, followed by a hands-on workshop led by Dr Prateesh R Nair, who demonstrated how advertising can be used as an engaging tool in classrooms. A panel discussion with Miles SoBA students and a thought-provoking session by Josy Paul on creativity in classrooms wrapped up the day.

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Day 2 promises even more excitement, with an Ad Acapella, fashion shows, excellence awards, and a lot of fun activities to look forward to. Stay tuned for more!

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Starting from the 2025-26 academic year, the Council for the Indian School Certificate Examinations (CISCE), which oversees the ICSE and ISC board exams, will introduce substantial changes to its academic framework. These reforms align with the National Education Policy (NEP) 2020 and aim to impact over three million students across India, as reported by The Times of India.

Robotics and AI in Curriculum

A significant aspect of the reforms is the inclusion of robotics and artificial intelligence (AI) in the curriculum for Classes XI and XII. For younger students, elements of AI and coding will be integrated into their computer science courses, ensuring these technologies are taught in a simplified and engaging manner. The objective is to familiarise students with emerging technologies from an early age, equipping them with skills for the future.

Introduction of Competency-Based Exams

The CISCE will also introduce a ‘holistic progress card’, a 360-degree evaluation system to assess students’ development across academic and non-academic domains. This approach will provide a comprehensive view of student achievements beyond traditional metrics.

Changes in the board exam structure are also on the horizon. From 2025, 25% of exam questions will be competency-based, focusing on critical thinking and core skills rather than rote memorisation. This percentage will increase to 40% in 2026 and 50% by 2027, promoting deeper understanding among students.

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Digital Assessments and School Improvement

To enhance educational standards, the council will roll out digital assessments for students in Classes III, V, and VIII from 2025-26. These assessments aim to identify students who need additional support or those excelling beyond their grade level. Additionally, a school improvement plan will be introduced, encouraging high-performing schools to partner with state governments to enhance the quality of education in government institutions.

The overarching goal of these reforms is to foster a balanced, skills-oriented learning environment that prepares students for real-world challenges and opportunities.

In a collaborative effort between Aditya Birla World Academy (ABWA) and Mpower, an initiative of Aditya Birla Education Trust the Happy Place Interschool Festival was successfully held to raise awareness about mental health, with this year’s theme being The Mindful Megabyte – Digital Wellness. The event saw participation from over 200 students across various schools in Mumbai across boards, engaging in a variety of creative and expressive competitions, including Solo/Duet Singing, Art, Photography, AD-Film Making, Drama, Slam Poetry, and Dance. Each event centered around the theme of digital wellness, focusing on the impact of technology on mental health and well-being.

The Happy Place Interschool Festival, introduced by Aditya Birla World Academy (ABWA), is built on the belief that mental health awareness is a crucial aspect of a child’s holistic development. At ABWA, students benefit from a robust mental health and emotional well-being curriculum that supports resilience alongside academic excellence. Under the leadership of Mrs. Neerja Birla, Founder and Chairperson of Aditya Birla World Academy and the Aditya Birla Education Trust, this vision has flourished. A passionate mental health advocate, Mrs. Birla firmly believes that mental health awareness and support should be accessible to all students, empowering them with the tools they need to thrive.

As an extension of this vision, the Mindsmatter program has reached 25 schools and over 40,000 students across India in the past year, with 318 teachers trained and 67 mentoring sessions conducted. The program has positively impacted behavior, self-esteem, and academic performance, with 83% of participants reporting improved communication skills and 61% noting reduced stigma around mental health.

For the last 6 years, The Happy Place Interschool Festival has expanded beyond ABWA, engaging students from schools across Mumbai to raise awareness on mental health through creative activities. This festival sustains the conversation on mental health, offering students a thoughtfully curated platform to explore these critical themes, express themselves creatively, and build empathy. Through themes like Digital Wellness, participants reflect on their emotional health, fostering a balanced and mindful approach to life.

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Mrs. Radhika Sinha, Principal of Aditya Birla World Academy (ABWA), “highlighted the importance of such initiatives, stating, “The Happy Place interschool festival is not just a competition, but a mindful space for students to engage in conversations about mental health while expressing their creativity. The focus here is not only on winning but also on creating an environment where students can explore topics like Digital Wellness that are highly relevant to the challenges the youth face today. These activities help drive awareness, fostering a sense of empathy and mindfulness amongst our students.”

The competition’s theme, Digital Wellness, reflects the growing influence of technology in the lives of young people. While digital platforms provide numerous opportunities for connection, learning, and creativity, they also come with risks such as overuse, social media addiction, cyberbullying, and sleep deprivation. Striking a balance between the positive and negative impacts of digital media is crucial for the well-being of today’s youth.

Parveen Shaikh, VP Operations at Mpower, highlighted the urgent need for digital wellbeing support amidst the growing mental health crisis: “In today’s digital age, the constant use of technology is significantly impacting mental health, particularly among young people. Studies reveal that 1 in 5 individuals experience symptoms of mental health conditions, with excessive screen time and online pressures contributing to this rise. Alarmingly, 50% of mental health issues begin by the age of 14, and 75% by age 24. By focusing on digital wellbeing and creating awareness around healthy tech habits, we aim to provide timely interventions that encourage young people to seek help and maintain a balanced, mentally healthy lifestyle. 

Research on digital wellness suggests that excessive use of digital devices can negatively affect mental health, particularly among students. Studies show that prolonged exposure to screens can lead to anxiety, depression, and social isolation. Initiatives like The Happy Place Interschool Festival play a significant role in bringing these critical discussions to the forefront, encouraging students to reflect on their digital habits and make informed choices.

As this year’s competition concludes, the collaboration between ABWA and Mpower continues to raise awareness on crucial mental health issues, ensuring that students are empowered to lead balanced, mindful lives.

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In observance of the International Day of Older Persons, celebrated annually on 1st October, the Department of Social Justice and Empowerment, in collaboration with the Department of School Education & Literacy, has proposed a series of activities throughout October 2024. These initiatives aim to instil values of respect, care, and empathy towards senior citizens among students, fostering intergenerational bonding.

This month-long celebration focuses on connecting students with the elderly, emphasising the invaluable contributions, wisdom, and dignity of older generations. With life expectancy rising globally, and older persons expected to outnumber youth by 2030, the importance of fostering respect for senior citizens is more relevant than ever.

Educational institutions have been encouraged to observe Grandparents’ Day, featuring activities like storytelling and interactive games. Schools may also host pledge-taking ceremonies, where students and staff commit to respecting and supporting the elderly.

Morning assemblies or language classes will offer opportunities for students to recite poems and shlokas that emphasise respect for elders, drawing from India’s cultural heritage. Schools will also facilitate interactions between students and senior citizens, allowing for the sharing of stories, historical discussions, and the exploration of traditional crafts.

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Students will be encouraged to engage in community service projects with senior citizens, strengthening intergenerational solidarity. Mentorship programs, where seniors share their expertise in arts, culture, and vocational skills, are also proposed, benefiting both generations.

These initiatives, rolled out across States/UTs and educational institutions, are designed to promote care and concern for senior citizens, creating a society built on mutual respect and understanding.

The Ministry of Education’s Department of School Education and Literacy (DoSE&L) organised a two-day knowledge-sharing workshop under the Strengthening Teaching-Learning and Results for States (STARS) project in Bhopal, Madhya Pradesh, from 30th September to 1st October 2024. The workshop aimed to foster a robust educational ecosystem that prepares students for the challenges of the future workforce, focusing on the school-to-work transition and strengthening assessment systems.

The workshop was inaugurated by Uday Pratap Singh, State Minister of Transport and School Education, who highlighted the importance of the National Education Policy (NEP) 2020 in shaping the overall development of children. He stressed the role of the STARS project in transforming the education system.

Day 1 featured key discussions led by Sanjay Kumar, Secretary of DoSE&L, who underscored the need to bridge the gap between education and employment. This was followed by panel discussions moderated by Vipin Kumar, Additional Secretary of DoSE&L, where speakers explored the integration of skill education into school curricula and the promotion of multidisciplinary learning, internships, and apprenticeships under NEP and the National Credit Framework (NCrF).

Further, Dinesh Prasad Saklani, Director of NCERT, emphasised the importance of collaboration between departments and aligning the curriculum with industry demands. Usha Titus, Managing Director of the Additional Skill Acquisition Programme in Kerala, led a session on the role of psychometric assessments and career counselling in preparing students for the workforce.

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On Day 2, Vipin Kumar discussed the need to improve current assessment models, followed by presentations on psychometric analysis and innovative assessment practices by educational leaders, including Smt. Idzes Angmo Kundan and Jonas Bertling.

The workshop concluded with key takeaways from Vipin Kumar, who highlighted strategies for enhancing assessment systems and improving school-to-work transitions to ensure a better future for students.

(With inputs from ANI)

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In order to embed Indian Knowledge Systems (IKS) into the higher education landscape, the University Grants Commission (UGC) has announced plans to train over 10,000 faculty members from universities and colleges across the country in different phases between November 2024 and March 2025. This initiative aligns with the National Education Policy (NEP) 2020, which envisions an education system deeply rooted in Indian ethos and values.

The IKS, or Bharatiya Jnana Parampara, is increasingly being introduced as a subject in various academic disciplines, including engineering and management institutes. The UGC, the regulatory authority for higher education, has called on universities and colleges to apply for the six-day basic training programme by October 2, which will be organised in 75 institutions nationwide. Alongside faculty, around 1,000 registered research scholars will also participate in the training.

In a recent letter, the UGC emphasised the NEP’s focus on incorporating IKS into Indian education, stating, “The training programme equips faculty members with the tools to seamlessly integrate Indian Knowledge Systems into their teaching practices.” This initiative will ensure that the educational ecosystem in India reflects and promotes the rich heritage of the nation.

What the Training Programme Entails

The IKS training module offers a comprehensive introduction to fundamental concepts such as the Panch Maha Bhutas (five elements), the concept of a Sutra, and non-translatable terms like Dharma, Punya, Aatma, Karna, Yagna, Shakti, Varn, Jati, Moksha, and Puraana. Faculty members will be equipped to understand the importance of using accurate terminology in teaching IKS.

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Participants will also be introduced to the philosophical foundations of IKS, including key concepts from Samkhya, Vaisheshika, and Nyaya philosophies. The module includes case studies on topics like the mathematics of Madhava, Aryabhata’s astronomical models, Ayurveda’s foundational aspects, Ashtanga Yoga, and insights from the Sangeet and Natya Shastra.

An official involved in the course design highlighted, “The courses are broad-based and not limited to a faculty member’s specific discipline. They include introductory material on all aspects, enabling exploration of fundamental IKS principles.” Discipline-specific courses will delve deeper into subjects such as chemistry, metallurgy, mathematics, and literature, allowing participants to engage with ancient texts and concepts within their areas of expertise. For instance, mathematics in the Vedas and Sulva Sutras will be studied, as well as the life and contributions of scholars like Aryabhata, Pingala, and Panini.

The Journey So Far

The first phase of this faculty training initiative began in July 2023, with the establishment of an IKS cell under the Union Ministry of Education (MoE). The cell was created to foster interdisciplinary research, preserve the vast knowledge of IKS, and ensure its dissemination for societal applications. The training sessions are conducted through various agencies, including the Human Resource Development Centres (HRDCs) and the Pandit Madan Mohan Malviya National Mission on Teachers Training (PMMMNMTT).

The NEP 2020’s emphasis on the Indian Knowledge System underscores the need for an education system that is not only globally competitive but also rooted in India’s rich intellectual traditions. By integrating IKS into higher education, the initiative aims to provide students with an opportunity to connect with their heritage and draw insights from centuries of accumulated wisdom.

(With inputs from News 18)

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India has announced a major initiative to provide 50 Quad scholarships, worth Rs. 4.17 crore ($500,000), to students from the Indo-Pacific region. This scholarship programme will enable selected students to pursue a four-year undergraduate engineering degree at a Government of India-funded technical institution, emphasising the country’s commitment to strengthening ties with the Indo-Pacific region. The announcement was made as part of the Wilmington Declaration Joint Statement by the leaders of Australia, India, Japan, and the United States.

In the joint statement, the leaders of the Quad highlighted their dedication to building a network of future science, technology, and policy leaders, stating, “The Quad is committed to strengthening the deep and enduring ties between our people, and among our partners. Through the Quad Fellowship, we are building a network of the next generation of science, technology, and policy leaders.” The implementation of the Quad Fellowship will be overseen by the Institute of International Education (IIE) with support from private sector partners such as Google, the Pratt Foundation, and Western Digital.

Prime Minister Narendra Modi, who participated in the Quad Summit in Wilmington, Delaware, alongside US President Joe Biden, Australian Prime Minister Anthony Albanese, and Japanese Prime Minister Fumio Kishida, emphasised India’s role in the initiative: “India is pleased to announce a new initiative to award fifty Quad scholarships, worth $500,000, to students from the Indo-Pacific to pursue a 4-year undergraduate engineering programme at a Government of India-funded technical institution.”

About the Quad Fellowship

Commencing in 2024, the Quad Fellowship extends to master’s and doctoral students in science, technology, engineering, and mathematics (STEM) fields across the United States. Administered by the IIE, the programme aims to cultivate collaboration and innovation in private, public, and academic sectors among the Quad countries. As stated on the official website, “The fellowship develops a network of science and technology experts committed to advancing innovation and collaboration in the private, public, and academic sectors, in their own nations and among Quad countries.”

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Eligibility Criteria and Application Process

The Quad Fellowship is open to candidates from the four Quad nations—Australia, India, Japan, and the United States—as well as 10 Southeast Asian countries, including Indonesia, Malaysia, and Vietnam. Selected candidates must demonstrate academic excellence and a commitment to using their skills for the greater good. Each fellow receives a financial grant of $40,000 (Rs. 33.39 lakh) to cover academic expenses.

The eligibility criteria for the 50 undergraduate engineering scholarships in India will be announced soon. However, for the graduate fellowship, candidates must:

• Be at least 18 years old at the time of application.
• Be citizens or legal permanent residents of one of the Quad countries or the 10 Southeast Asian countries (Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, Philippines, Singapore, Thailand, or Vietnam).
• Hold a bachelor’s degree or equivalent in a STEM field by August 2024.
• Have a record of superior academic achievement at the undergraduate level.

For prospective graduate students, they must have applied to an eligible STEM graduate programme at a US-based university for the 2024-2025 academic year. Current graduate students enrolled in a Master’s or PhD programme in the US must be enrolled full-time in an eligible STEM course for the full 2024-2025 academic year. Programmes in clinical healthcare, such as medicine or nursing, are not eligible.

Though applications for this year are closed, prospective candidates can stay updated by visiting the official Quad Fellowship website: Quad Fellowship.

(Source- PTI)

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Addressing the worrying rise in student suicides linked to malpractice incidents, the Karnataka government has taken a significant step towards safeguarding young lives. The state has decided to establish a committee tasked with drafting Standard Operating Procedures (SOPs) that will guide higher education institutions on how to handle cases of alleged malpractice during examinations. This decision follows the tragic death of 19-year-old Aditya Prabhu, a B Tech student from PES University, who allegedly took his own life after being accused of malpractice during a semester examination in July 2023.

Prabhu’s death, which sent shockwaves across the state, highlighted the immense pressure students face in academic environments. His parents have since accused the university of subjecting their son to mental harassment, which they believe led to his untimely death. This heartbreaking incident has shone a spotlight on the need for compassionate handling of students during such sensitive times.

Dr. MC Sudhakar, Karnataka’s Minister for Higher Education, announced the formation of the committee, which will include psychologists and vice-chancellors. The SOPs, once drafted, will be applicable across all higher education institutions in the state, including private institutions and deemed-to-be universities. Dr. Sudhakar emphasised that the SOPs will be grounded in humanity and will provide clear guidelines on how to deal with students suspected of malpractice, ensuring that no unnecessary pressure is placed on them.

“The SOPs will instil confidence in students, ensuring they do not feel threatened or cornered. The focus will be on creating a sense of ease and support during investigations into alleged malpractice,” said Dr. Sudhakar.

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This decisive action follows a report by an 11-member expert committee, led by Bangalore University Vice-Chancellor Dr. Jayakar SM, which was convened in the wake of Prabhu’s death. The committee’s recommendations, including measures to improve mental health and prevent suicides among students, have been incorporated into the state’s approach.

(As reported by The Indian Express)

A National Blueprint for Suicide Prevention

Karnataka’s initiative sets a precedent that other states should seriously consider. With student suicides on the rise across the country, this move addresses a critical need for systemic changes in how academic institutions deal with student well-being, particularly in high-pressure environments like exams. The establishment of SOPs offers a structured approach that can help prevent situations where students feel so overwhelmed that they resort to extreme measures.

While this step is undoubtedly a positive one on paper, its success will hinge on effective implementation. Simply drafting SOPs is not enough; institutions must ensure they are followed rigorously. Mental health professionals need to be actively involved in handling such cases, and the management of universities must be held accountable for fostering a supportive and non-threatening atmosphere. Students should feel reassured that any investigation will be conducted fairly and without undue pressure.

Furthermore, there must be consistent monitoring and evaluation of these procedures to assess their effectiveness and make necessary adjustments. Other states should take note of Karnataka’s forward-thinking approach and adopt similar measures to protect their student populations. However, the real challenge lies in translating this policy into practice, ensuring that the execution of these SOPs genuinely benefits students.

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In addition to addressing malpractice, the issue of mental health among students must be given the prominence it deserves. Providing access to counselling, reducing academic pressure, and creating open channels of communication between students and faculty are essential components of any comprehensive solution.

Karnataka has made an admirable start, but the journey towards safeguarding student mental health requires ongoing commitment and vigilance from both the government and educational institutions. With the right framework in place and proper execution, this model could serve as a national blueprint for preventing suicides in educational settings.

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Rajasthan has become the sixth state in India to introduce MBBS in Hindi. Following Chhattisgarh’s lead, Rajasthan announced the launch of medical education in Hindi on 14th September, marking Hindi Diwas. This initiative aligns with several other states that aim to offer medical education in regional languages.

The Rajasthan government has outlined a phased implementation of the MBBS course in Hindi. For the academic year 2024-25, two medical colleges, Sampurnanand Medical College in Jodhpur and Barmer Medical College, both affiliated with Marwar Medical University, will offer the course. Gayatri Rathore, Principal Secretary of the Medical Education Department, confirmed, “In the first phase, MBBS in Hindi will commence at Dr Sampurnanand (SN) Medical College, Jodhpur, and Barmer Medical College.”

Similarly, Chhattisgarh Chief Minister Vishnu Deo Sai announced the introduction of Hindi for the MBBS course in the ongoing academic session. “Our government has made a significant decision on Hindi Diwas. The MBBS course will now also be taught in Hindi. Study materials and books in Hindi will be made available from the first year of this session (2024-25),” he stated.

Prior to Rajasthan and Chhattisgarh, Madhya Pradesh, Bihar, Uttarakhand, and Uttar Pradesh had already adopted Hindi for medical education. These moves align with Prime Minister Narendra Modi’s vision of promoting education in Hindi. It’s noteworthy that BJP-led state governments have been instrumental in pushing this initiative forward.

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Madhya Pradesh was the first state to launch MBBS in Hindi, with Union Home Minister Amit Shah introducing the first set of Hindi medical textbooks in October 2022.