News

Need of the hour: Special status for teachers

PARVATHY JAYAKRISHNAN examines the many valid reasons why teachers need to be given the respect, remuneration, safety and security they deserve

Published

6 years ago

November 6, 2018

Parvathy Jayakrishnan

A teacher fills in as a parent in the formative years of a child, she/he guides and corrects a child when he make mistakes, encourages students to reach for the stars and applauds their achievements. All packed in one, a teacher’s role is not an easy one. A teacher sometimes takes on the role of a parent, a friend, a confidant and much more. A student spends so many years interacting with his/her teachers on a daily basis and the role of a teacher in a student’s life cannot be replaced by any other professional in society. And clearly, it is the teachers who are responsible for building good citizens. Hence, good teachers are truly what a country needs to move forward. The unfortunate reality is, despite all these responsibilities and roles resting on a country’s teachers, they not given the respect and special status they truly deserve.

An army man in uniform or a doctor is well-respected in our society. In some states, patients remove their footwear before entering a doctor’s chamber as a mark of respect – the kind of respect that you give God while entering a place of worship. We smile and sometimes even bow our heads as a mark of respect when we see an army man in uniform. However, the work and efforts of teachers are more often than not ignored in our society. Is it a kind of conditioning that we are brought up with?

We are very proud of our sacred guru-shishya parampara, which is a tradition of spiritual relationship and mentoring where learning is transmitted from a guru "teacher" to a shishya "disciple". Such knowledge, whether it be Vedic, agamic, architectural, musical or spiritual, is imparted through the developing relationship between the guru and the disciple. We talk ever so proudly about our Gurukul system of learning where the students live near the guru or in the same house as the guru and learn lessons of life from the guru. The guru does this without accepting any fees from the students because the relationship between a teacher and student is considered sacred.

Sonal Ahuja, Learning evangelist, founder, House of Learning explains that for thousands of years, the Indian subcontinent revered its teachers to the highest level. “Indian tradition dictated that teachers must be treated with respect that paralleled kings. The Mahabharata famously depicted the story of Eklavya, a gifted archer who cut off this thumb as Guru Dakshina to show his unconditional gratitude to his Guru, Drona.”

So, we cannot completely blame our conditioning because our traditions and values teach us to respect “the teacher” the same way that you respect God. Then where did we go wrong and why aren’t teachers today given the kind of respect they deserve?

Urvashi Warman, Principal, The Palace School, The City Palace, Jaipur believes that the government needs to step in and set high parameters for teacher selection. She says, “When we have such stringent standards set at the entry level for doctors and engineers, why are we so lax in raising the bar at the entry level to become a teacher … a teacher who actually helps to give good doctors and engineers to the society? The government should also set decent rates for monthly emoluments so the teacher is not forced to indulge in additional commercial activities to make two ends meet. This by far is diluting not only the standard of education being imparted but is also lowering the stature of a teacher as he gets relegated to the level of a commercial tutor rather than getting elevated to the pedestal of an Acharya or Guru.”

Shalini Dahiya, educator, Modern School – Barakhamba Road, New Delhi explains why teaching is underrated today.

“Occupational status depends on the public valuing of the competence, role and overall contribution of a particular occupation to individual and social welfare.

Teachers are struggling for a special status as firstly they are not considered as a temple of knowledge or a good character building instrument, with the surge of social media and too much of information available on the internet.”

Teachers in other countries

Japan

Japan is one of the countries in the world where the teaching profession is respected and valued. Here’s how they make sure that teachers are given the special status they deserve…
Teachers in Japan have traditionally been paid better than other civil servants. Japan’s average teacher salary for a lower secondary school teacher after 15 years of service is US$47,561, as compared to the OECD (Organisation for Economic Co-operation and Development) average of US$40,569. Following WWII, over concerns about teacher shortages, the Prime Minister decreed that teachers would be paid 30 percent more than other civil servants. Although this gap has decreased over the last 50 years, by law teachers remain relatively highly paid among civil servants. Also, teacher salaries do not vary much across the country because teachers are paid from both the national government and the prefecture government so they are relatively consistent regardless of an area’s income levels or property values.

In Japan, teachers are addressed with the honorific sensei, a term also used when addressing a doctor or member of Parliament. Teachers are held in such high regard that they are often contacted before parents by the police if a student is in trouble with the law.

The teaching profession in Japan is also highly selective which ensures that only the best and most committed teachers enter the profession. Those who do make the cut only do so after a rigorous set of school board exams and evaluations and teachers must hold a degree from an institution of higher education.

Finland

The Finland education system regularly tops the international Pisa performance rankings and the teachers need to take the credit for it. Finland’s teachers are different from the rest of the world because they believe that extensive training is the basis for giving teachers the autonomy to work the way they want. The result is a highly prized profession and good education system. This has even led to educational tourists coming in to learn the Finnish experience. The high-level training is the basis for giving young teachers a great deal of autonomy to choose what methods they use in the classroom – in contrast to most countries where teaching feels like a profession that oscillates between administration and giving tests to students. In Finland, teachers are largely free from external requirements such as inspection, standardised testing and government control – school inspections were scrapped in the 1990s. In Finland, teachers are given high-quality education so that they know how to use the freedom they are given in the classroom and they learn to solve problems in a research-based way.

China

The 2013 Varkey Foundation Global teacher status index report revealed that it is only in China that people think of teachers are being most closely compared to doctors. In the US, Brazil, France and Turkey, people thought teachers were most similar to librarians and in New Zealand people think the job of teaching is most similar to nursing. The report found that teachers in China have the highest level of public respect. Most foreign English teachers in China receive benefits like free or reimbursed airfare to and from their home country, and/or free furnished housing. Many teachers also receive health insurance and paid vacation. It is one of the few countries where parents were most likely to encourage their kids to become teachers.

Respect and remuneration

One important dimension of how an occupation is regarded, and which is inextricably linked to standing or social status, is pay. An individual’s standing in a culture depends on how much they are paid in absolute or relative terms.

The 7th Pay Commission, launched in September 2015 ensured that the teachers in primary schools, secondary and higher secondary schools, colleges and universities get a hiked net salary of 16 per cent. However, the yearly increment of 3 percent did not change.

Dr. Dheeraj Mehrotra, National Teacher Awardee 2005 & Academic Evangelist, Next Education India believes that “The imbalance from the teaching profession, highlights a great divide with narration of unethical practices of low salary and refund of said amount via account transfer as reverse payment. There must be a check on equal pay for all grades and at all levels.”

It is important that teachers are provided with a substantial yearly increment to prevent attrition and keep them motivated. Also, there is a huge gap between the salaries of a primary school teacher and a high school teacher. This gap needs to be addressed as primary school teachers are equally important and this has to be shown by ensuring their salaries are on par with the rest.

Urvashi Warman, Principal, The Palace School, The City Palace, Jaipur avers, “The teacher is by far a silent sentinel of a country's future and if this sentinel is not compensated adequately in terms of financial and social security, the country's future is sure to be doomed. This doom is inevitable because the poorly compensated teacher, who is a role model for his students,is sure to indulge in acts which totally demean his stature and thus sets a poor example for his students to emulate.”

According to Dr Jagpreet Singh, Headmaster, The Punjab Public School, Nabha, “The primary reason we all work is for money – so teachers should get their due financial recognition which will definitely bring young, intellectual people into this noble profession. Proper management of funds by the school authorities should be done and teachers should be given regular incentives and bonuses on the basis of their performance. ”

Measures to ensure teachers’ financial stability

Teaching is a profession which requires going beyond the call of duty to deliver great results. Financial stability is a must for teachers and the government must bring in special allowances and privileges for teachers so that they can sustain themselves well without having to find secondary jobs to make ends meet. The remuneration you receive is also a sign of your value to the school and an underpaid teacher will always feel unimportant.

Teachers can be granted allowances based on the number of years of service or excellence in their work. It is worth a thought whether the salaries of teachers need to be taxed at all or even if they are taxed, there needs to be a separate slab which will ensure minimal taxation.

Every school can also ensure that a teacher’s child learns for free or is given a subsidized fee.

Lavita Kacker, Head of Department- Social Sciences, Sacred Heart School, Kalyan suggests that “Financial stability measures for teachers may include provision of housing allowances, reduction in taxation on income, attractive investment schemes, medical reimbursement, concession on public transport and better pension facilities.”

Shraddha Bhatnagar, Headmistress (Head of Cambridge Section), Seedling World School, Udaipur wishes that the government checks the imbalance between salaries of teachers in private and government-run schools.

Proper remuneration is important to boost a teacher’s self-confidence and make her/him feel secure in the job. Yearly increments and bonuses are also required for the same reason. A job which does not do that will, at some point, end up being taxing.

“The pay commissions are restricted to government aided, affiliated and government run schools. There is no start up point for early childhood sector and private schools where teachers are exploited with low pay scales. A respectful minimum pay scale should be mandatory for schools to pay to their teachers. There should be levels of training with specialisations in teaching as in the medical field and accordingly a pay scale armed with good gratuity, pension, and life covers for financial stability,” says Smriti Agarwal, Sr. Headmistress, Podar Jumbo Kids Powai, Mumbai.

Kavitha Vyas, Director, Crystal Kids Pre-School, Vadodara mentions that job security is absolutely necessary to ensure a teacher’s financial stability. They can be trained further for higher grades and regular promotions to improve their pay scale. More social security and medical benefits for their family are also required, she maintains.

Safety for teachers in schools

It is not uncommon today to hear the news of a teacher being stabbed by a student or attacked by an adult or a mob in the school premises. So tricky is the state of affairs today that teachers are often scared of even punishing a child for doing wrong for fear of his/her own safety. Safety of students in schools is always talked about as a priority that is pursued by parents. However, a school should also provide safety and support to its teachers so that they can function normally and without fear. Merely providing compensation to the family of the deceased is not a solution to the problem. Teachers need to feel safe to do their job faithfully and without fear. School authorities need to ensure this happens. Parents also need to teach their children the importance of teachers in their lives.

According to Dr Jagpreet Singh, Headmaster, The Punjab Public School, Nabha, “A school should be as safe for a teacher as it is for a student. Rather than enforcing restrictive discipline among children, the parents should take equal responsibility of bringing up their children and instil strong moral values and ethics.”

Speaking about the need for an emergency response system,Yasin Khatri, Sacred Heart School, Kalyan explains that teachers must be trained to handle any crisis that takes place around them. The feasibility of the emergency response system must be checked through frequent mock drills at school. “Students must be sensitised and teachers should be trained to identify such cases within the classroom or around. Immediate psychological help must be provided to pupils who need it.”

Priyanka Singh, ICT Educator, The HDFC School, Gurgaon emphasises that schools should have a security check system at the entrance so that people cannot enter a school premise with weapons. She also suggests schools have a police booth in its vicinity so that help can be immediately sought in case of any mishaps.

“The Government must have good health care and on-call medical facilities in every school across the country. Metal detectors and CCTV cameras should be installed within the school. EQ and IQ evaluation of students should be conducted to identify problems amongst students. Uniform level of safety and security measures for all schools should be ensured,” says Lavita Kacker, Head of Department – Social Sciences, Sacred Heart School, Kalyan.

Suggesting that self-defence for teachers can be part of the teacher training programme, Smriti Agarwal, Sr. Headmistress, Podar Jumbo Kids Powai, Mumbai also advocates instant justice and firm law in cases where teachers are physically, emotionally or sexually harassed, so that it creates a sense of fear in any individual towards the consequences of such an act.

Urvashi Warman, Principal, The Palace School, The City Palace, Jaipur has a different opinion on how to tackle the safety issue of teachers in schools. She says, “The solution to violence in schools does not lie in turning the school or any educational institute into a fortress. The solution lies in empowering the teaching faculty with proper life skills which they need to impart to students from a very young age. When the student community is sensitised and learns how to deal with issues like rejection, failures, grief, disappointment and general strengthening of the emotional quotient, the problem of increase in violence is sure to dissipate very soon.”

What we can do to ensure teachers are respected

The role of teachers is paramount in shaping the future of the country. The government should include teachers while reforming educational policies. With the digitisation of education happening at a rapid pace, the role of teachers is also changing drastically. Today, teachers are taking on roles of being advisors, friends and disciplinarians to students rather than the conventional role of a teacher who only explains what is there in the textbook. However, the role of a teacher is indispensable in a student’s life and it is imperative that the student understands it and respects the teacher accordingly.

Suman Sood, Territory Head, Kolkata Chapter, Early Childhood Association explains the importance of giving grants to teachers so that they can better themselves. She says “Involved and passionate teachers are always wanting to do things differently so that they may enhance learning of their students. Innovative teaching is important, but it can be expensive. The US model of giving grants to teachers for enhancing their skills and using funds for buying teaching aids can be followed for our teachers. Some of the grants given may be Professional Development Grants for Teachers, Funds for Classroom Enrichment/Student Achievement, STEM Grants, and Humanities Grants.”

Shraddha Bhatnagar, Headmistress (Head of Cambridge Section), Seedling World School, Udaipur suggests, “Government can think of rewarding/awarding teachers annually for their outstanding contributions. One of these rewards can be the official use of the upaadhi ‘Guruji’ or ‘Gurudev’ with their names.”

Summary

Verbally, we talk highly of teachers, praise their work and value them. But mere lip service is not enough. We need to show it by giving them the special status they truly deserve; by showing them that they are indeed doing a selfless job in raising citizens of this nation. We can take a leaf out of the books of some of the nations who treat their teachers on par with other noble professions and provide them with special rights. We need to make our teachers feel safe, secure and wanted.

To make sure that teachers continue in the same profession, we need to ensure that they are guaranteed financial stability and substantial yearly increments. A change in the mindset of parents is also very much required. It is very common to see parents wanting to see their children become doctors or engineers; we need to encourage our children to become teachers as well as ensure that the teaching profession is on par with any other profession. To facilitate this better, the salaries in the teaching profession need to be on par with those of other professions. Let us bring back the glory of the teaching profession from the days of Dronacharya or Ved Vyas and ensure that teachers today are treated with love and respect. We need to make a strong effort for this but together, we can.

What teachers want…

“Financial security being the top priority, recognition for their selfless service in the upbringing of others’ children which goes unnoticed. Teachers posted in remote areas should get extra allowances. Quality time to spend with family will work as an incentive in improving their output. Also, monitoring through CCTVs should be focused on students’ actions rather than teachers.”

Dr Jagpreet Singh, Headmaster, The Punjab Public School, Nabha

“Matching teachers’ salary to the best salary in the market is a must. Sponsorship of teachers to visit schools across the world to learn the best practices is important. Collaboration among Indian teachers and creating a forum of teachers to share best practices is also necessary. Teacher education courses should be enhanced and the process for it should be eased.”

Mohammed Azhar, Principal, Knowledge Academy School, Chennai

“Teacher (Tr.) Title should be given to teachers and Sr. Tr. to teachers who have been into the teaching profession with a minimum of 15 years. A requisite of a Teachers’ Club in every city with provisions for teachers' welfare and community should be there. To teach is to preach; teaching is no doubt the most trusted profession in the world. Let teachers be recognised and saluted for their commitment towards enriching young minds and igniting them towards becoming prosperous nation builders of tomorrow.”

Dr Dheeraj Mehrotra, National Teacher Awardee 2005 & Academic Evangelist, Next Education India

“Funding needs to be provided for innovative teacher education, for programmes that target minority teacher recruitment, and for increased collaboration between universities and schools in preparation of teachers so that more participation and encouragement is provided to teachers coming from rural areas. Private sector teachers should also get benefits similar to the government set up. There should be provisions for continuous professional development, trips and excursions as a team building activity.”

Priyanka Singh, ICT Educator, The HDFC School, Gurgaon

“The Government of India should give teachers a professional designation and respect like those given to army personnel because the same way that the army defends the nation, teachers too defend the citizens from illiteracy, poverty, ignorance, unemployment, superstitions, mental and social evils. Their privileges could include subsidised accommodation, annual medical checkups and medical aid, standardised salaries, transport allowance, opportunities for professional development, work from home, financial incentives, better pension and retirement plans.”

Lavita Kacker, Head of Department – Social Sciences, Sacred Heart School, Kalyan.

“The government can do a lot to change this scenario and create an atmosphere of great respect for teachers throughout the nation. This can be done by reiterating through various government campaigns and highlighting achievements of exceptional teachers. Following can be some privileges that can be given to teachers:

Special considerations in all government-related jobs such as making passports, getting medical assistance, legal proceedings etc.
Teachers to get special privileges like subsidised passes in railways, airlines and bus services.
Subsidies on electricity and water bills.”

Shraddha Bhatnagar, Headmistress (Head of Cambridge Section), Seedling World School, Sapetiya, Udaipur

“Our government needs to attach value to teacher training and the profession with the same benefits and royal respect that the Indian Army gets. Like a civilian salutes a man in uniform when they come across him, there should be a bow to a teacher. The Government of India has not formed universities for teachers, regulations and government-accredited qualifications and national awards for teachers, which are prevalent in some countries. The most pertinent sector of early childhood education is the most neglected and sidelined. Let’s start from the roots, right from the very beginning and reap the fruits. Teachers need to be given an identity before discussing about privileges. Teaching is treated as a part time job for women. Doctors, engineers, IAS, IPS officers and defence personnel and other government officials are given the benefits of accommodation, respect and a standing in the society. The same attitude is lacking for teachers. Before special privileges, let’s make the basic amenities like resources, toilets, clean environment and good school buildings for teachers to give them a better workplace.”

Smriti Agarwal, Sr. Headmistress , Podar Jumbo Kids Powai, Mumbai

“The same way that a doctor can add his degree as a prefix to his name, a respectable term should also be given to the teacher. Also, government advertisements promote and encourage citizens to join the defence system of the country. There need to be advertisements to promote teaching as well.”

Sonal Chawla, Head of Department – Mathematics, Sacred Heart School, Kalyan

“The student-teacher ratio must be brought down. A higher ratio makes the job even tougher for teachers. Proper and timely payment of wages is a must. But the fact is that appreciation in form of financial incentive is not a very popular culture across our country. Delayed salaries and delay in implementation of the pay commission is a very common scene. Teachers, particularly in government aided schools, are compelled to do clerical jobs. This must completely stop.”

Yasin Khatri, Sacred Heart School, Kalyan

Up Next

This Children’s Day ‘Baal Melas’ await pre-primary students in Punjab’s govt schools

Don't Miss

Prestigious global education awards programme seeks outstanding companies, schools and teachers

Education

Renowned Educationist Shomie Das Passes Away

Published

3 days ago

September 10, 2024

Team ScooNews

Shomie Das, a renowned figure in Indian education, passed away at 10:30 pm last night in a Hyderabad hospital. Das had been in a coma following brain surgery and ultimately succumbed to his injuries.

Shomie Das, an eminent figure in Indian education, has a distinguished academic and professional background. He graduated from St. Xavier’s College at the University of Calcutta and subsequently from the University of Cambridge. Early in his career, Das taught at Gordonstoun School, where his students included Prince Charles. He served as the principal of Mayo College from 1969 to 1974, before taking on the role of headmaster at the Lawrence School, Sanawar, a position he held until 1988. He then became the headmaster of The Doon School, where he left a significant mark on the educational landscape. His tenure in education was marked by a commitment to fostering curiosity, self-discovery, and critical thinking. Notably, Mr. Das’s grandfather, SR Das, was the founder of The Doon School, linking him to a deep legacy in educational excellence.

Shomie Das’s association with Naga Prasad Tumalla of People Combine led to the establishment of Oakridge International School, which was eventually acquired by Nord Anglia Education. Just two weeks ago, Mr. Das attended the launch of a book titled ‘Shomie Das – The Man Who Saw Tomorrow.’ Authored by Naga Tumalla, the book delves into how their collaboration founded a school that encourages students to think beyond traditional educational boundaries.

As we mourn the loss of Mr. Das, we celebrate the legacy of a visionary who viewed education as a transformational journey rather than a transactional process. His profound impact on education will continue to influence countless lives, instilling a passion for genuine learning. We are profoundly grateful for his commitment and the indelible mark he has left on Indian education. His presence will be missed, but his legacy will continue to inspire future generations.

Thank you, Mr. Shomie Das, for your unwavering dedication to the transformative power of education.

Education

CBSE Mandates ‘Composite Skill Labs’ in Schools to Enhance Skill-Based Education

Published

1 week ago

September 3, 2024

Team ScooNews

The Central Board of Secondary Education (CBSE) has issued a directive requiring all affiliated schools to establish ‘Composite Skill Labs’ to strengthen skill-based education in line with the National Curriculum Framework for School Education (NCF-SE). These labs are intended to provide students with practical learning opportunities, better equipping them for various career paths and entrepreneurial ventures.

As per the directive, schools must set up either a single Composite Skill Lab of 600 sq ft for classes 6-12 or two separate labs of 400 sq ft each—one dedicated to classes 6-10 and the other to classes 11-12. This facility is now a compulsory requirement for schools seeking new CBSE affiliation or renewing their existing affiliation. Schools that are already affiliated with CBSE must comply with this mandate and establish these labs within three years.

The NCF-SE underscores the importance of offering students hands-on learning experiences and projects that align with their chosen skills. The development of well-equipped skill labs and vocational training centres is crucial to fostering an environment that supports practical learning and the development of essential skills.

Image Source- www.cbse.gov.in

CBSE’s initiative reflects a broader commitment to enhancing the quality of education and ensuring that students are well-prepared for the diverse opportunities that lie ahead. The establishment of these Composite Skill Labs is expected to play a pivotal role in achieving these educational goals.

Education

University of Southampton Receives Licence to Establish Campus in India

Published

2 weeks ago

September 2, 2024

Team ScooNews

Image Source- India Today

The University of Southampton has been granted a licence by the Indian government to establish a comprehensive campus in India, marking a significant milestone in the internationalisation of education. The University Grants Commission (UGC) has approved the university’s plans to offer high-quality education, research, knowledge exchange, and enterprise within the country.

This forthcoming campus aims to produce world-class, work-ready graduates equipped with both specialised and transferable skills. It will engage in research and knowledge exchange in collaboration with local universities, industries, and government bodies, applying these insights to generate tangible social and economic benefits. The university’s focus is on fostering an entrepreneurial and innovative spirit in India, as highlighted in their official press release.

Mark E. Smith, President and Vice-Chancellor of the University of Southampton, commented, “In the 21st century, no university can truly be global without engaging with India. Our goal is to establish a campus that contributes to both India and the University of Southampton by merging our world-class expertise in education, research, and knowledge exchange with the immense talent of this rising global superpower.”

Professor Andrew Atherton, Vice-President International and Engagement, added, “University of Southampton Delhi NCR will be the first comprehensive international campus in India. It will promote academic collaboration and introduce an international perspective to the Indian higher education system, offering students the opportunity to earn a top 100 global degree within the country.”

Lindy Cameron, British High Commissioner to India, expressed her enthusiasm, stating, “The new University of Southampton campus will be a hub of world-class education and innovation. This collaboration will not only enhance educational excellence but also allow more British students to experience living and studying in India, further strengthening the unique bond between our two nations.”

Alison Barrett MBE, Director India at the British Council, remarked, “The University of Southampton’s decision to establish a campus in India reflects the strong educational partnership between India and the UK. This development aligns with the goals of the National Education Policy 2020 and underscores the power of education in building cross-cultural understanding and a brighter future for young people.”

Education

Odisha Launches PM-USHA Programme to Boost Higher Education

Published

2 weeks ago

September 2, 2024

Team ScooNews

Source- pmusha.education.gov.in/

Odisha has launched the Pradhan Mantri Uchchatar Shiksha Abhiyan (PM-USHA), a significant initiative aimed at elevating the state’s higher education sector. The programme was formalised through a Memorandum of Understanding (MoU) signed between the state and the Union Education Ministry, in the presence of Union Education Minister Dharmendra Pradhan, Odisha Chief Minister Mohan Charan, and state Higher Education Minister Suryabanshi Suraj.

This initiative will see the central government contribute Rs 500 crore towards the development and infrastructure of higher education institutions across Odisha. Minister Pradhan hailed August 31 as a momentous day for Odisha’s educational landscape, underscoring the programme’s alignment with the vision set forth by Prime Minister Narendra Modi in the National Education Policy, 2020.

Key Aspects of PM-USHA

PM-USHA is designed to ensure access, equity, and excellence in higher education throughout Odisha. The Centre will provide 60 percent of the grants, with the remaining 40 percent covered by the state. This transformative initiative aims to enhance Odisha’s state universities into world-class institutions, equipped with the tools to impart 21st-century skills.

Chief Minister Charan emphasised the programme’s goal of upskilling one crore students and making Odisha a beacon of knowledge. Plans to grant autonomy to state universities were also announced, focusing on curriculum improvements, teacher training, and infrastructure development.

Education

EDUCATION vs. SEX OFFENDERS: Ending the Culture of Violence Through Learning

Published

3 weeks ago

August 22, 2024

Sanvi Agarwal

Image Source- Envato Elements

In light of the recent reports about sex-related crimes, it’s natural to ask, “How much worse can it get?” But, “How can we make it better?” is perhaps a better question. This article explores solutions that schools, educators, society, and we as individuals can implement. Ultimately, we have a choice: either remain trapped in a vicious cycle that fosters sex offenders or teach lessons of equality, empathy, and equity to shape a safer future for our country.

Rapists are not born, they are made. They emerge when seemingly normal actions subtly elevate men above the basic principles of humanity. For example, when boys are asked to sit with girls in schools as a “punishment,” when boys are not encouraged to form healthy friendships with girls, or when girls are told to dress a certain way, concealing their individuality and their skin, these experiences serve the dual purpose of making girls feel inferior and leading boys to believe that everything wrong with society is somehow related to women. If such harmful beliefs can be taught, then lessons of empathy, respect, and equality should be even easier to instil. Proper sex education, paired with eradicating the long-standing practice of asking only girls to adapt, can help dismantle these erroneous beliefs by promoting gender equality and mutual respect.

Gender-based stereotypes that focus on what a student ‘should’ do rather than what they ‘can’ do also create an implicit obligation to follow a set path, whether towards family, profession, or society. The human mind is a pattern recogniser—we see things and assume them to be the rule. Thus, when children see their parents taking responsibility for certain tasks at home, they assume this is what happens in every household, in every place. Parents need to constantly challenge gender stereotypes to prevent their children from learning them. By dividing kitchen duties, having both parents buy essentials, both making payments, and both participating in home repairs, parents can demonstrate that duties or jobs are not assigned by gender, thereby teaching gender equality.

Sex education is also seen as a crucial solution. We’ve discussed its importance, read about its significance, and debated its benefits. Yet, we’ve failed to give it the academic and societal attention it truly deserves. With children now having unprecedented access to technology, and experiencing both the wonders and horrors of the world, addressing this issue has become even more crucial.

While efforts have been made to make sex education a mandatory course for adolescents, many states have opposed the idea, altering the course content to suit their preferences. Some schools have even gone to the extent of substituting the word “sex” with “adolescent” in the curriculum. The lack of proper sex education only exacerbates unhealthy attitudes towards sex, allowing non-consensual encounters and gender-based violence to persist. A study conducted on American students found a 56% reduction in the likelihood of sexual assault among those who received comprehensive sex education compared to those who did not. (This study, along with many others, published in the Journal of Adolescent Health, highlights the benefits of sex education, including a better understanding of consent, a decrease in unwanted pregnancies and STIs, and a reduction in sexual violence and marital rape.)

We have always waited for the government, society, and the elites to recognise problems and take action, but we often fail to realise that we are the ones who shape the government, society, and elites. When we unlearn these problematic ideologies, we create a society that doesn’t victim blame, takes serious action against heinous crimes, and welcomes people into workplaces based on their talents and merit, not on the sex they were assigned at birth. Education can either build or break the future citizens of a country. When we make these changes on our own level, we shape the future law-makers, law enforcers, and law-abiding citizens. The future is indeed in our hands.

This article is authored by Sanvi Agarwal, a Law Aspirant, passionate about women rights, gender equality, and social justice

Education

Ministry of Education Celebrates 4th Anniversary of NEP 2020 with “Shiksha Saptah” Campaign

Published

2 months ago

July 29, 2024

Team ScooNews

Image Source- PIB

The Ministry of Education is commemorating the 4th anniversary of the National Education Policy 2020 with a week-long campaign titled “Shiksha Saptah.” On the final day, schools nationwide are focusing on enhancing community involvement in education through the Vidyanjali and Tithi Bhojan initiatives.

Vidyanjali: Strengthening Schools through Community Involvement

Vidyanjali, a school volunteer management program run by the Department of School Education & Literacy, was launched by Prime Minister Narendra Modi on 7th September 2021. This initiative aims to improve the quality of education by involving the community, corporate social responsibility (CSR), and the private sector.

As part of the Shiksha Saptah campaign, the Department of School Education & Literacy has suggested various activities for schools. These include onboarding schools to the Vidyanjali portal and identifying local volunteers. Schools will feature active volunteers on a “Wall of Fame” and encourage principals, teachers, and students to write letters of gratitude to these volunteers.

Community awareness activities such as rallies, street plays, poster-making, and chart-making about volunteer activities are being organised. State- and district-level officials are actively participating to ensure the campaign’s success. These efforts align with the NEP 2020’s goal of increasing community participation in education.

The activities aim to build a strong support system for students and teachers, creating a better learning environment by bringing together schools, volunteers, and the community through the Vidyanjali portal (https://vidyanjali.education.gov.in/).

Education

Youth Ideathon 2024: CBSE Launches India’s Biggest Entrepreneurship Competition for School Students

Published

2 months ago

July 25, 2024

Team ScooNews

ThinkStartup, India’s leading entrepreneurship education platform, in association with the Management Entrepreneurship Professional Skills Council (MEPSC) under the Ministry of Skill Development and Entrepreneurship, and the Central Board for Secondary Education (CBSE), announced the launch of the 4th edition of Youth Ideathon (YI24). This prestigious Innovation and Entrepreneurship festival aims to harness the creativity and entrepreneurial spirit of young minds across India.

The theme for this year’s Youth Ideathon is “iStartup a Good Thing for India.” The competition will be held in five stages, initially online, and is open to all school students in India, divided into Junior (Class 4 to Class 8) and Senior (Class 9 to Class 12) categories. Students will compete in teams of 3 to 5 members from the same school. The grand finale is set for October 6, 2024. Last year, the Ideathon attracted over 1.5 lakh students from more than 8,000 schools, and this year aims to see participation from over 2 lakh students across 10,000 schools.

Dr Biswajit Saha, Director (Skill Education & Training), CBSE, remarked, “Entrepreneurship is an essential pillar of the New Education Policy 2020, and the Youth Ideathon platform allows students to think bravely and showcase their talents.”

Mamta Kumari, Deputy General Manager, SIDBI, added, “Initiatives like Youth Ideathon 2024 nurture the entrepreneurial spirit among young minds, creating over 200 internships for school students in fields such as technology and digital marketing.”

Shivani Singh-Kapoor, Co-founder of ThinkStartup, emphasised the importance of nurturing young talent, stating, “Youth Ideathon empowers the next generation by nurturing high-potential student ideas with incubation support.”

The competition is supported by industry leaders such as Esri India and MediaTek. Agendra Kumar, Managing Director of Esri India, noted, “Youth Ideathon channels the creativity of young minds towards addressing pressing social, environmental, and economic challenges.”

Anku Jain, Managing Director of MediaTek India, echoed this sentiment, saying, “By supporting platforms like Youth Ideathon, we aim to generate more startups, create jobs, and cultivate groundbreaking ideas.”

Sanjeeva Shivesh, Program Director of Youth Ideathon, highlighted the new frugal startup challenge, offering Rs. 1000 cash to the top 500 teams to build a prototype or small venture.

Youth Ideathon 2024 also receives support from SheAtWork and BRICS CCI WE. Ruby Sinha, Founder of SheAtWork, stated, “Youth Ideathon addresses both SDG 4 and SDG 5 goals of quality education and gender equality.”

Participants will receive certificates, with top teams competing for incubation grants up to Rs. 100,000. Special recognition will be given to teachers, mentors, and schools with high participation rates.

Education

Internships in Top 500 Companies, Rs 5k Stipend for Youth: Key Highlights from the Education Budget 2024

Published

2 months ago

July 24, 2024

Team ScooNews

The image is generated using AI

Finance Minister Nirmala Sitharaman presented the Budget 2024 yesterday, marking the first budget of the BJP-led NDA after Prime Minister Narendra Modi began his third term. The budget introduced significant allocations aimed at bolstering education, employment, and skilling, with a notable allocation of Rs 1.48 lakh crore for these sectors.

Education Budget 2024: Rs 1.48 Lakh Crore Allocated

A new scheme offering internship opportunities at 500 top companies for 1 crore students over the next five years was one of the major highlights. Each student will receive a monthly stipend of Rs 5,000 and a one-time assistance payment of Rs 6,000. This initiative is designed to bridge the gap between academia and industry, providing practical experience to young learners.

“The government’s initiative to provide financial support for higher education loans up to Rs 10 lakh is commendable. This move will enhance accessibility to quality education,” said Dilip Gangaramani, Founder Director & CEO of Target Publications Pvt. Ltd. “The allocation of Rs 2 lakh crore for employment and skilling initiatives is also a positive step towards addressing youth unemployment.”

Major Employment and Skilling Schemes

The Finance Minister announced a substantial PM Package consisting of five programmes aimed at boosting employment and skilling, with a total allocation of Rs 2 lakh crore. Among these, Rs 1.48 lakh crore has been specifically allocated for education, employment, and skilling. The initiatives will skill 20 lakh youth over a five-year period, significantly contributing to the nation’s workforce by equipping young individuals with necessary skills to thrive in various industries.

25,000 Students to Avail Loan Benefits Every Year

The budget also introduced model skill loans. “Skilling loans – model skill loans schemes for up to 7 lakh rupees will benefit 25,000 students every year,” stated Finance Minister Sitharaman. This initiative aims to support students financially in acquiring necessary skills, thus enhancing their employability and career prospects.

“This year’s budget strikes a fine balance between fiscal discipline and drivers of economic and social growth. Enhanced initiatives on women empowerment and education underscore the focus on welfare schemes,” noted Dr Rakesh K Singh, Professor and Associate Dean – Academics at IMT Ghaziabad. “Structural reforms propose new policies to foster innovation and skill development in emerging areas such as AI and renewable energy.”

Comparison with Previous Budget

In the Union Budget 2023, the central government’s allocation for the education sector was Rs 1,12,898.97 crore, the highest allocation granted to the Ministry of Education at the time. The Union Budget 2024 reflects a strong focus on education, employment, and skilling, with significant investments aimed at creating a more skilled and educated workforce. The announced programmes and allocations are expected to drive improvements in educational infrastructure, job creation, and skill development across the nation.

“The government will also offer internships in 500 of India’s top companies. The companies can employ these interns through their CSR funds. As a support to employers, reimbursement of up to Rs 3,000 per month for two years towards their EPFO contribution for each additional employee will be provided,” stated Balkishan Sharma, Chairman & Founder at FVEG. “These new schemes aim to create new jobs and provide employment to well-educated youth.”

A Step Towards a Skilled Workforce

“The proposed comprehensive internship programme for one crore youth is a commendable initiative,” added Gangaramani. “These measures, if implemented effectively, can significantly boost India’s human capital development and contribute to a more skilled and employable workforce.”

The Budget 2024, with its focus on education, employment, and skilling, aligns with the nation’s developmental goals and is a welcome step forward in building a robust and future-ready workforce.

Education

Higher Education Enrollment Jumps To Nearly 4.33 Crore In FY22, Up 26.5% From FY15

Published

2 months ago

July 22, 2024

Team ScooNews

Image Source- TESS India

The higher education sector in India has seen a substantial increase in enrolment and rising equity over the past eight years, as revealed by the All India Survey on Higher Education (AISHE) 2021-22. The Economic Survey 2023-24, tabled in Parliament by Union Finance and Corporate Affairs Minister, Smt Nirmala Sitharaman, highlighted that total enrolment in higher education surged to nearly 4.33 crore in FY22, up from 4.14 crore in FY21 and 3.42 crore in FY15—a remarkable 26.5% increase since FY15.

This growth has been driven significantly by underprivileged sections, including SC, ST, and OBC communities, with a notable increase in female enrolment across these groups. Female enrolment in higher education jumped to 2.07 crore in FY22 from 1.57 crore in FY15, reflecting a 31.6% rise. This growing equity in higher education is expected to translate into better employment opportunities for previously disadvantaged sections of society.

India’s educational landscape is vast, with 26.52 crore students in schools, 4.33 crore in higher education, and over 11 crore learners in skilling institutions. The National Credit Framework (NCrF), announced under the National Education Policy 2020 in April 2023, serves as the foundation of a regulatory structure that promotes lifelong learning.

The Economic Survey underscores the importance of mission-mode and cost-effective implementation of educational programmes, especially at the primary level. Effective public spending on education should focus on pedagogy and governance, including monitoring teaching quality, recognising teacher performance, and employing local volunteers to ensure students are taught at the appropriate level.

India is making significant strides in research and development. The number of patents granted in FY24 nearly quadrupled from FY20, reaching almost 1,00,000. According to the World Intellectual Property Organization (WIPO), India had the highest growth in patent filings in 2022 at 31.6%. The country has improved its rank in the Global Innovation Index from 81st in 2015 to 40th in 2023.

Ph.D. enrolment has also surged, with an 81.2% increase from FY15 to FY22. Gross Expenditure on R&D (GERD) has more than doubled since FY11. The newly established National Research Foundation, ‘Anusandhan’, aims to bolster India’s R&D ecosystem with a significant financial commitment from the government.

India’s ascent in high-quality research is marked by its rise to 9th place in the Nature Index 2023, surpassing Australia and Switzerland. The government’s commitment to research and innovation is encapsulated in the interim budget of FY25, which includes a Rs. 1 lakh crore corpus for research, adopting the slogan “Jai Jawan, Jai Kisan, Jai Vigyan, Jai Anusandhan”.

Education

UNESCO Report Highlights Need for Boost in India’s Upper Secondary Education

Published

2 months ago

July 18, 2024

Team ScooNews

The recent UNESCO report, “SDG 4 Scorecard Progress Report on National Benchmarks: Focus on Teachers,” reveals that while India is excelling in primary education, the upper secondary education sector requires significant improvements. The report, published by UNESCO, shows that India’s primary education completion rate is at an impressive 94%, nearing its 2025 benchmark of 99%. However, the upper secondary completion rate lags at 51%, against the 2025 benchmark of 84%.

India’s performance in pre-primary participation is also notable, scoring 91%, close to its target of 95%. Conversely, the country struggles with out-of-school rates and lacks sufficient data to assess minimum learning proficiency accurately.

In terms of school internet connectivity, India is making average progress across all educational levels, indicating room for enhancement. The country performs well in the pre-primary teacher training sector, meeting its 2025 benchmark of 95%.

Overall, while India’s primary education sector is performing well, the secondary education sector, especially the upper secondary level, needs focused attention to meet the set benchmarks. The report highlights that 79% of countries have submitted national targets for SDG 4 indicators, with India making strides in some areas but still requiring significant efforts in others.