News

Public education in India has to jump many hoops

Successive governments have taken out the constitutional obligation towards education out of the educational policies. This takes out the fundamental right of universal education out of the equation thus giving rise to inequalities in the system.

Published

8 years ago

June 25, 2016

TeamScoonews

That the New Education Policy has created waves much before it has officially become a policy is amply clear by the media coverage that it has generated, some for the big strides it aims to take while some negative coverage for the way the policy is being handled. The latest is the war of words between Human Resource Development Minister Smriti Irani and former Cabinet Secretary T.S.R. Subramanian over the report of the New Education Policy (NEP) committee headed by him. While Subramanian is threatening to make his report public; Smriti Irani counters by saying that this can only be considered after the States have sent in their responses to it. In fact, this tug of war is symptomatic of the manner in which the entire exercise of drafting the NEP has been carried out.

Smriti Irani claimed that the Narendra Modi government’s NEP was going to be the result of a collective effort of more than 2.6 lakh consultations around 13 themes earmarked for school education at gram panchayat, block, district, State, groups of States and national levels. These consultations took place through a list of questions supplied by the HRD Ministry to elicit recommendations which would serve as inputs for each of the themes for the Draft NEP document.

Now, the questionnaire couldn’t have been drafted by experts, which explains the surprising composition of the committee itself. Headed by a former Cabinet Secretary, it includes 3 retired government Secretaries and a former Director of the National Council of Educational Research and Training (NCERT), J.S. Rajput, whose credentials are questionable since his participation in the “saffronisation” of textbooks during Murli Manohar Joshi’s tenure as HRD Minister in the previous National Democratic Alliance (NDA) government.

Available information, most of which is hearsay as the Ministry has refused to divulge any details, point out that no such scheduled meetings took place. Even if higher level meets did happen, they were orchestrated to legitimatise claims that recommendations represented “the voice of the people”, and that officials and education officers dominated proceedings at meetings where school principals, teachers, government invitees and some school management committee members were herded together. In this scenario, it is not surprising that the HRD Ministry has failed to make the content of the “people’s” recommendations publicly available. A similar lack of transparency shrouds the national and regional debates held by the University Grants Commission (UGC), the National University of Educational Planning and Administration (NUEPA), the NCERT and other national-level institutions.

This methodology shrouded in secrecy by the HRD Ministry is disturbing and problematic. Take for example the total lack of analysis of previous policies and no overview of the consequences of implementing the changes introduced by the National Policy on Education (NPE) 1986, its companion Programme of Action, and their modified versions (1992). Before the NPE, democratic goals and the guiding principles of equality and social justice articulated during the freedom struggle informed policies, although it soon became evident that successive governments failed to meet their constitutional obligations. It is no coincidence that the changes introduced by the NPE coincided with the adoption of the economic reforms programme by the Narasimha Rao government in 1991.

Since the NPE was in line with the economic reforms, it focussed on supplying the economy with employable human capital. It was through implementation of a series of missions and abhiyans to impart market-oriented “skills”, the lowest one being “functional literacy”. It needed a conceptual and curricular delinking of cognitive and aesthetic aptitudes from acquisition of the practical skills which were deemed sufficient for making the mass of citizens employable.

Completely violating the constitutional obligation to ensure universal free and compulsory education of comparable quality, the NPE introduced a policy provision for low-cost, poor quality, non-formal education (NFE) which was to be treated as “equivalent to schooling” for those children who could not “be expected to attend a full day at school”. This excluded a vast majority of children in the relevant age group from the formal system of education. With one swift stroke the NPE discriminated a large swath of students under the guise of providing employable capital.

However, NFE only prepared the ground for a policy of multitrack, discriminatory streams of education. Matters were to become far worse, as under pressure from the World Bank, the 1994 District Primary Education Programme (DPEP) introduced “low-cost” infrastructural and recruitment practices into the government school system across the country. The concept of para-teachers and contract teachers were introduced to cut costs. After the Fifth Pay Commission (1996), recruitment of permanent trained teachers was badly affected in most States. Yet, trained teachers were required to be available for official duty during Census, elections, health campaigns such as polio eradication, and now even “disaster management”. In came the Non-governmental organisations (NGOs) for improving quality and all these things resulted in driving the entire system to the brink of collapse.

Limitations of the RTE

While we read glorifying tales of the impact of RTE in the media how it is empowering the under-privileged to get their space under the education sun, the truth is that RTE has a horrible underbelly. RTE became the legal form of discrimination at every level. It excluded pre-school Early Childhood Care and Education for 0-5-year-olds. It excluded secondary education for 15-18-year-olds. It excluded the “special” government schools which were proof that governments could run schools when they were required to. But like already pointed out it provided us a peep into the future. The much-lauded and equally utilised 25% admission for children from the Economically Weaker Sections (EWS) had a salutary effect by starting a public private partnership (PPP) model which today allows transfer of crores of rupees of public funds to high-fee charging and low-budget private schools alike.

The truth is that across the political spectrum this policy perspective has either been actively contributed to—if the United Progressive Alliance (UPA) governments brought in the NPE and the RTE, the NDA brought the 86th Amendment Bill which defined the limits of the RTE and the concept of knowledge as a “tradeable commodity”, and education as a “tradeable service”—or been accepted as the model of development by all governments in power. The Modi government’s Skill Development campaign not only rests on the foundation of the NPE 1986, but also requires the changes proposed to child labour laws allowing children less than 14 years of age to participate in hereditary trades.

Quick-fix solutions

Coming back to the approach used by the HRD Ministry. It is fundamentally flawed as even after “widespread” consultation has taken place, there is no vision, principle or logic on which one set of suggestions should have precedence over other alternatives. No strategy either underlies or could be formulated out this wasteful exercise, which flies in the face of government claims that there are no funds for education and has resulted in savage cuts made in budgetary allocations over the past 2 years.

However, miraculously this does not mean that an agenda is not being advanced. If on one hand, there is no vision for reviving the stagnant public education system, on the other hand, it has to be admitted that government “policy” is herding parents to the gates of commercialised private institutes. The NGO Pratham’s Annual Status of Education Report (ASER 2012) showed that in just 2 years after the implementation of the RTE Act, there was a 5.8% increase, up from 29.8% in 2010-11, in private school enrolment for primary (Classes I–V) students.

In State after State, governments are compelled to close or merge schools because students are deserting them. Rajasthan, Gujarat, Madhya Pradesh, Andhra Pradesh, Telangana, Karnataka, and even Himachal Pradesh and Kerala, once stellar examples of the success stories of the public education system, have stated that the policy is inevitable. Thousands of teachers are becoming redundant by the process of “rationalisation” because it saves public funds on paying their salaries. Holding on by a hairs length, people’s organisations in some States have been able to push back this dismantling of the state-funded and maintained school system for one more year.

Stark inequalities

Clearly, India’s education system is reproducing social inequalities and not removing them. Earlier the lack of political will to address caste, class and gender failed to universalise education, and today discriminatory policies are reinforcing inequality. Illiterate children are not a result of poverty but due to negative attitudes and misplaced priorities of policy (ASER 2015). Segregating the poor and the disadvantaged and educating them in institutions catering exclusively only to them will deny the fundamental right to education to a majority of children even as privilege masquerades as merit.

Regarding the medium of instruction, contrary to all egalitarian preferences for the mother tongue as the language of learning, fluency in English is driving even poor families to take on the crushing fee-burden of private “English medium” schools and is generating the self-defeating demand that government schools should shift from the vernacular to the English medium.

In this darkening scenario, a ray of light has been the recent landmark judgment of the Allahabad High Court (August 18, 2015) which emphasised the democratic and educational importance of shared schooling for children from all sections “. . . in changing society from grass-root level. The initial level mixing among all children will have different consequences.” It went on to say that the division of schools into “elite”, “semi-elite” and “common man’s schools” based on privilege and wealth have neither an educational basis nor social value in a democratic society.

“After more than 65 years of independence, these (common men’s) schools are still struggling to have basic amenities for children…. It is not difficult to understand why conditions of these schools have not improved. The reason is quite obvious and simple…. There is no real involvement of administration with these schools. Any person who has some capacity and adequate finances sends his child/children to elite and semi-elite primary schools. They do not even think of sending their wards for primary education to… third category schools, i.e. common men’s schools. The public administration therefore has no actual indulgence to see functioning and requirements of these schools.”

This enforced integration ordered by the court cannot be deemed a denial of “democratic choice” for the affluent elites because the judgment holds choice itself as the reason for the vast majority of India’s children being denied their fundamental right to education. The State government was thus directed to ensure that “the children/wards of government servants, semi-government servants, local bodies, representatives of people, judiciary and all such persons who receive any perk, benefit or salary, etc. from State exchequer or public fund, send their child/children/wards who are in age of receiving primary education, to primary schools run by Board… and ensure to make penal provisions for those who violate this condition”.

A resounding nod to the common school system

The judgment’s resounding endorsement of the Common School System in modern democratic societies is grounded in historical fact. No system of quality education has ever been universalised without the participation of the state. The judgment should not only be implemented forthwith in Uttar Pradesh. It should be extended to cover all States of India.

The other beacon of hope is the sustained struggle of students from numerous institutes of higher education to defend the democratic right to both knowledge and dissent.

So can we expect a radical change from the HRD Ministry? The “special touch” which the present regime has brought to the education system has more to do with bringing the system firmly under the official control of the Center with centrally sponsored Teachers’ Day events, Swachch Bharat campaigns, Sanskrit Week, compulsory sessions of the Prime Minister’s radio speeches, yoga days, and even decisions on which festivals children will be allowed to celebrate with their families.

In an underhanded style of working, historical and sociological facts are distorted to facilitate indoctrination through textbooks. Finally, Rashtriya Swayamsewak Sangh’s (RSS) student wing, the Akhil Bharatiya Vidyarthi Parishad (ABVP) being used to declare radical Ambedkarite, Marxist and even independent-minded university students and teachers as extremists and anti-nationals, initiating disciplinary action and even slapping charges of sedition against them are an undisguised threat to the future of the country’s educational institutions.

Clearly, the HRD Ministry has learnt nothing from its misadventures, and education and educational institutions will continue to be in turmoil.

This post is based on an article originally published here

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Education

India’s Eupheus Learning Recognised in TIME’s World’s Top EdTech Rising Stars of 2024

Published

2 days ago

April 25, 2024

Team ScooNews

New Delhi, India – April 25, 2024 – Eupheus Learning, an Indian school-focused distribution platform, has been featured in TIME’s list of the World’s Top EdTech Rising Stars for 2024. The company, known for its innovative educational solutions, was recognized for its significant revenue growth over the past three years.

Amit Kapoor, Co-founder and CEO of Eupheus Learning, commented on the achievement, saying, “We are honoured to be recognized by TIME and STATISTA as one of the world’s top EdTech rising stars. This acknowledgment reflects our continuous pursuit of excellence and the positive impact our initiatives have had on the education sector.”

Eupheus Learning distinguishes itself in the educational sector by bridging the gap between in-classroom and at-home learning environments. Established in 2017, the company has quickly grown to serve over 10,000 schools across India, reaching one in every four premium private schools nationwide.

The company largely attributes its success to its pedagogically differentiated and technology-driven solutions, designed to meet the changing needs of educators and students. Their approach integrates various learning tools that cater to Kinaesthetic Learning, Reading Enhancement, STEM/STEAM, and English language learning.

Eupheus Learning’s initiatives include conducting Storytelling Sessions for Kids, hosting Olympiads, and organizing Coding Competitions, which have contributed to its strong market presence. The company aims to expand its reach to 10 million children in India through its classroom-first and curriculum-focused approach.

The recognition by TIME and STATISTA underscores Eupheus Learning’s commitment to empowering educators and students with innovative solutions that support lifelong learning and holistic development. This acknowledgment serves as a testament to Indian companies constantly influencing the global education landscape positively.

Education

Kerala Sets National Benchmark with AI Training Programme for 80,000 Teachers

Published

2 days ago

April 25, 2024

Team ScooNews

Image Source- Envato Elements

In an unprecedented move to integrate Artificial Intelligence into the educational framework, Kerala is set to launch a comprehensive AI training programme for approximately 80,000 secondary school teachers. Scheduled to begin on May 2, this initiative, spearheaded by the Kerala Infrastructure and Technology for Education (KITE), aims to revolutionise teaching methodologies and learning outcomes across the state.

Empowering Teachers with AI Skills

The three-day training programme is designed to empower teachers from Classes 8 to 12 with essential AI skills, enhancing their pedagogical techniques and ensuring they are adept at utilising advanced technologies in their teaching practices. The focus is on summarisation techniques to simplify complex documents and generate concise summaries from PDFs, images, and videos, ensuring key information is retained and even creating new content using AI tools.

Innovative Training Modules

Further enriching the training curriculum, KITE has incorporated sessions on Prompt Engineering and Machine Learning, which will enable teachers to craft precise prompts that maximize the utility of AI tools. This hands-on approach not only enriches their understanding of AI mechanisms but also allows them to apply these skills practically in educational settings.

Additionally, the programme will introduce AI-driven assessment techniques, providing teachers with new methods for designing diverse question formats and optimizing the assessment process through customisable tables, graphs, and charts.

Master Trainers and Personalised Learning

Under the guidance of 180 Master Trainers who have undergone a comprehensive one-month AI training, the programme is set to deliver high-quality education and support to teachers. According to K Anvar Sadath, Chief Executive Officer of KITE, “This programme not only equips teachers with cutting-edge AI capabilities but also fosters a culture of responsible AI usage.”

The training also aims to personalize learning activities to cater to individual student needs and adapt resources to be inclusive for students with disabilities, ensuring a holistic and equitable educational environment.

Pioneering a Future-Ready Educator Workforce

This bold initiative by Kerala not only promises to transform the educational landscape within the state but also sets a stellar example for other states to follow. The integration of AI into teaching practices is not just a progressive step towards modernizing education but also essential in preparing a future-ready educator workforce.

By investing in such forward-thinking programmes, states can ensure that their educators are not left behind in the rapidly evolving technological world. The benefits of equipping teachers with AI skills extend beyond enhanced educational outcomes; they include fostering an environment of innovation and critical thinking, crucial in nurturing the next generation of thinkers and leaders.

Why Other States Should Follow Suit

The success of Kerala’s initiative could serve as a catalyst for national educational reform. Other states stand to benefit immensely from implementing similar training programmes, which would not only elevate the quality of education but also strengthen the infrastructure of learning by integrating technology and innovation.

As reported by India Today, Kerala’s AI training programme is a pioneering effort in the realm of educational technology in India, setting a benchmark for others to emulate. It underscores the state’s commitment to creating an educational system that is inclusive, innovative, and in tune with the needs of the digital age.

In conclusion, Kerala’s approach provides a scalable model of how technology and education can intersect to create impactful learning experiences. This initiative not only enhances the capabilities of current educators but also ensures that the educational sector can adapt and thrive in an increasingly digital future.

Education

Ooty Set to Host India’s Premier Liberal Arts Symposium: LASSI 2024

Published

4 days ago

April 23, 2024

Team ScooNews

ScooNews, in collaboration with Good Shepherd International School, is set to host Liberal Arts and Science Symposium India (LASSI 2024), a transformative symposium designed to reshape the understanding and application of Liberal Arts and Science education in India. The event, themed ‘Shaping Tomorrow,’ will convene at the serene campus of Good Shepherd International School, nestled in the Nilgiri Hills, and aims to attract educators, students, and industry experts from across the world.

LASSI 2024 is dedicated to exploring the vital role of Liberal Arts and Sciences in developing well-rounded individuals capable of thriving in a dynamic global landscape. The event will provide a comprehensive platform for attendees to delve into the core concepts of Liberal Arts, tackle prevalent challenges, and assess the global perspectives shaping this field of study.

The symposium will feature an array of masterclasses, keynotes, and case studies, each designed to provide deep insights into the integration of Liberal Arts in modern education and its relevance in today’s job market. Participants will gain first-hand knowledge about overcoming barriers to implementing Liberal Arts in the Indian education system and the professional impacts of such an education.

Jacob Thomas, President of Good Shepherd International School, Ooty, expressed his enthusiasm about hosting the event: “GSIS is privileged to host the LASSI conclave, which is more than just an event; it’s a celebration of the enduring essence of education, the beauty of collaborative effort, and our collective quest for knowledge. We invite everyone to embrace this opportunity to learn, share, and engage in groundbreaking explorations of liberal arts and social sciences.”

The event will feature a dynamic series of presentations by a distinguished lineup of speakers. Leading the charge is Professor Sugata Mitra, a globally renowned educationist, who will deliver a session designed to inspire and redefine educational norms. Vardan Kabra, co-founder of Fountainhead School and author of “Reimagining Indian Education,” will discuss innovative educational strategies, and Maheshwar Peri, Founder of Careers360, will explore the variety of Liberal Arts programs in India. Additional speakers include, Naman Kandoi from Mayoor School Jaipur, Shankar Vanavarayar from Kumaraguru Group of Institutions, Chetna Mehrotra from Rangbhumi, Dr. Venka Purushothaman from LASALLE College of the Arts, Singapore, Prof Anil Srinivasan from Krea University, Dr Vijila Keneddy from KCLAS, Radhika Lobo from Vidyashilp University, Rahul Batra from Prakriti School, Reena Gupta from Ashoka University, Nisha Bhakar from Nandha Gokulam Life School, Sandeep Sethi from Maharaja Sawai Man Singh II Museum Trust, Vivek Atray from Shoolini University, and Prof. Saikat Majumdar from Ashoka University.

Additionally, LASSI 2024 will showcase leading Liberal Arts colleges from India and around the world, helping guide prospective students in making informed decisions about their educational futures. Success stories and groundbreaking research findings presented at the symposium will underscore the transformative impact of Liberal Arts education on careers and personal growth.

Set against the backdrop of Good Shepherd International School’s commitment to excellence in academics, sports, and co-curricular activities, LASSI 2024 promises to be a landmark event in the educational calendar. The school’s ethos, encapsulated by its motto “Truth, Trust, and Triumph,” aligns perfectly with the objectives of the symposium, promising a conducive environment for learning and interaction.

As LASSI 2024 prepares to open its doors, ScooNews and Good Shepherd International School invite educators, students, and all stakeholders to join in this enlightening journey. The symposium is poised to not only discuss but also shape the future of education, preparing the next generation for the challenges and opportunities of the 21st century.

Education

Scindia School Students Launch Start-Ups with White Canvas India’s Young CEO Program

Published

4 days ago

April 23, 2024

Team ScooNews

The Scindia School, in collaboration with White Canvas India’s Young CEO Program, has achieved a remarkable feat in fostering young entrepreneurship among its students. Inspired by Prime Minister Narendra Modi’s visit on October 21, 2023, where he encouraged students to “Dream big and Achieve big”, the school has seen the successful launch of three student-led start-ups within 100 working days following the event.

The newly established ventures include E – Siksha Sankalp, India’s pioneering digital literacy initiative that scales socio-entrepreneurial impact. Additionally, the students introduced Popped and Poppin, a novel superfood brand led by teenagers offering flavoured Makhana, and Bam brush, which features a range of sustainable products aligned with the United Nations Sustainable Development Goals.

The teenage founders Khush Todi, Arrthham Jalan, Harshvardhan Wadher, Tanush Somani, and Ved Gupta have been deeply involved in every facet of their businesses. From conducting need analysis and crafting professional business plans to negotiating with vendors and marketing their products, these young entrepreneurs have actively demonstrated their capabilities in the real world. Their efforts are supported by the White Canvas India Young CEO Program, India’s first and most extensive entrepreneurial skills initiative for teenagers.

Shri Ajay Singh, Principal of The Scindia School, expressed his satisfaction with the program’s success, noting, “The program has met its outcomes and I am very happy.” Furthermore, Samaresh Shah, Founder of White Canvas India, highlighted the program’s broader mission, stating, “The White Canvas India Young CEO program is committed to making every Scindian a Viksit Bharat Ambassador.”

This initiative is in line with the National Education Policy and supports the vision of the World Economic Forum, Harvard Business Reports, and Forbes Entrepreneurship guidelines. It aims not just to educate but to empower students, equipping them with the necessary skills to thrive as future leaders and innovators.

As these young CEOs continue to develop their enterprises, they not only contribute to their personal growth but also set a precedent for youth entrepreneurship in India, proving that age is just a number when it comes to innovation and leadership.

Knowledge

Young Birders’ Workshop Opens Registration for Children Aged 10-13 Years

Published

2 weeks ago

April 16, 2024

Team ScooNews

Early Bird, a not-for-profit initiative by the Nature Conservation Foundation, has announced the launch of an online birdwatching workshop tailored specifically for young enthusiasts aged 10-13 years. As birdwatching gains popularity across India, Early Bird aims to deepen young birders’ understanding of their natural surroundings, beyond merely ticking off bird names from their lists.

Set to commence during the summer holidays, this 4-week intensive programme will explore various themes through online sessions that combine multimedia, guided interactions, and lively discussions. These weekly live sessions will be held on consecutive weekends, each supplemented by an illustrated activity sheet that encourages participants to engage with and observe the green spaces around their homes.

The workshop is designed not only to educate but also to foster a deeper appreciation and awareness among children of the ecosystems they inhabit. “The workshop has changed our lives so much. We have found around 30 bird varieties around our house which we were completely unaware of,” shared Rupinder Kaur, a parent of a participant from previous workshops.

“My son never journaled or made notes. Now, he has started noticing everything when we go out to walk and wants to carry his journal. He has always hated writing but now carries his book and pencil and is ready to make notes. This workshop has made a difference to the way he looks at things. Quite enlightening. Has a lot to ask and share.“ said another participant’s parent.

While the workshop itself is free to attend, there is a nominal fee of Rs. 800 for materials, ensuring that all participants have access to the necessary resources to fully benefit from the experience.

Registrations for the workshop are now open and can be accessed through the link provided here. This initiative aims to be an enlightening experience, allowing young minds to discover and connect with the biodiversity that exists right in their backyards.

Early Bird continues to dedicate itself to bringing children closer to nature through educational content, training educators, and direct outreach, fostering a new generation that values and conserves our natural world.

Education

STEMpedia Successfully Completed Codeavour 5.0- India’s National Innovation Fest

Published

2 weeks ago

April 15, 2024

Team ScooNews

STEMpedia, in collaboration with ART PARK@IISc, India’s premier AI & Robotics Technology Park, established by the Indian Institute of Science in Bengaluru, successfully concluded the national level event of 2023’s biggest innovation fest, Codeavour 5.0 International. This year’s event, supported by leading organisations including AI Foundry, Startup India, and INDIAai, witnessed participation from 300,000 students across 70 countries, underscoring its global impact and the cumulative achievements of the competition to date.

The event, which also enjoyed backing from entities like AWS, NITI Aayog, and STEM.org, focused on fostering hands-on learning and innovation among next-gen participants. They were encouraged to create projects using PictoBlox that would contribute towards making the world a better place, aligning with the United Nations Sustainable Development Goals.

Dhrupal Shah, Director and CEO of STEMpedia, reflected on the journey and the fest’s objectives, saying, “Five years ago, we initiated Codeavour with the intention to empower young innovators and equip them with the necessary skills for the future workforce. This year, we are thrilled to announce that the top 20 winners will be awarded a trip to Mexico to participate in the FAB24 Event, accompanied by their mentors.”

The fest not only highlighted the technical skills of young minds but also provided them with a platform to showcase their creative solutions to real-world problems. In addition to the innovation and entrepreneurship track, participants competed in the AI-Robo City Challenge, demonstrating their prowess in applying AI and robotics to urban development challenges.

The panel discussion titled “AI EduFusion Conclave: Shaping Global School Education with AI, Robotics, and Policy Insights” was a highlight of the event, featuring experts like Dr. Sreejit Chakrabarthy from GEMS Dubai American Academy and Mr. Pankaj Verma from STEMpedia. The discussion provided insights into how governments and educational institutions are integrating AI and robotics into school curriculums to prepare students for future job markets.

The event culminated with the National Innovation Awards, where participants presented projects that tackled environmental challenges and proposed sustainable solutions. Winners from the event will now proceed to the International Showdown in Dubai, hosted in partnership with Dubai American Academy.

As Codeavour 5.0 International wraps up, its success marks a significant step forward in integrating technology and education, inspiring the next generation of innovators and leaders to think critically and act creatively. The continued expansion of this fest promises to keep pushing the boundaries of what young students can achieve in the fields of AI and robotics.

Education

CBSE to Initiate Pilot for National Credit System in Grades 6, 9, and 11

Published

2 weeks ago

April 11, 2024

Team ScooNews

The Central Board of Secondary Education (CBSE) is set to launch the pilot for National Credit Framework for students in classes 6, 9, and 11, commencing in the 2024-25 academic session. This innovative step, aimed at fostering a seamless integration of school, higher, and vocational education, aligns with the National Education Policy (NEP) 2020’s vision for a holistic and flexible educational system.

Under the new scheme, students will have the opportunity to earn credits through a variety of learning avenues, including classroom teaching, laboratory work, projects, sports, performing arts, NCC, social work, vocational education, and experiential learning. These credits will be accumulated in the Academic Bank of Credit (ABC), linked to the student’s APAAR ID and DigiLocker, ensuring a cohesive and secure record of their academic journey.

The introduction of the National Credit Framework marks a significant shift towards competency and outcome-based education, aiming to bridge the gap in achieving learning outcomes. It encourages students to engage in additional courses, programs, or projects beyond the mandatory 40 credits, offering them the flexibility to tailor their educational experiences to their interests and career aspirations.

To facilitate the smooth implementation of this framework, the CBSE has developed draft guidelines, which have been refined through multiple workshops and received approval from the Union Ministry of Education. “To further test, refine, and assess their effectiveness in real-world contexts, a pilot implementation of these guidelines has been planned in schools affiliated with CBSE,” stated a letter from the CBSE to school principals.

Schools interested in participating in this groundbreaking pilot program have been invited to register their interest, marking a collaborative effort to enhance the educational offerings for students across the nation.

This initiative not only promises to transform the way students learn and earn qualifications but also paves the way for a more inclusive and flexible education system that caters to the diverse needs and aspirations of India’s youth. As the CBSE embarks on this ambitious journey, it sets the stage for a future where education is not just about accumulation of knowledge but the holistic development of every student.

(Source- PTI)

Education

NCERT Introduces Bridge Month Programme for Class 6 Amid Textbook Transition

Published

2 weeks ago

April 10, 2024

Team ScooNews

In a bid to revolutionize the educational landscape and foster a more dynamic learning environment, the National Council of Educational Research and Training (NCERT) has unveiled its Bridge Month Programme tailored for Class 6 students. This initiative marks a significant departure from conventional teaching methodologies, placing a heightened emphasis on interactive sessions and projects aimed at enhancing students’ overall skill set.

Aligned with the National Curriculum Framework for School Education (NCF-SE) and the recently implemented National Education Policy (NEP), NCERT’s Bridge Month Programme is poised to redefine the educational experience for both students and educators alike. By steering away from rote memorization towards a competency-based approach, the programme seeks to cultivate a deeper understanding of various subjects while nurturing critical thinking and problem-solving abilities.

The month-long bridge course is meticulously crafted to equip teachers with innovative pedagogical tools designed to engage students in enjoyable and enriching learning experiences. Through a curated blend of fun-based, play-based, and discovery-based activities, educators are empowered to guide students towards holistic development, transcending the boundaries of traditional classroom instruction.

Central to the programme’s ethos is the integration of vocational skills within the curriculum, commencing as early as Class 6. This forward-looking approach not only broadens students’ horizons but also fosters practical, real-world application of academic concepts. Additionally, the restructuring of the Grade 6 timetable allows for a dedicated immersion period, during which students can delve into a myriad of engaging activities spanning subjects like science, social studies, and vocational education.

With the impending release of new textbooks for Classes 3 and 6, NCERT’s phased approach ensures a seamless transition to the updated curriculum across all educational levels. As educators and students embark on this transformative journey, the overarching goal remains clear: to cultivate a generation of lifelong learners equipped with the skills and knowledge to thrive in an ever-evolving world.

As reported by India Today.

Education

Indian Embassy Advocates for India-US Collaboration in Education Sector

Published

3 weeks ago

April 8, 2024

Team ScooNews

The Indian Embassy in Washington DC has underscored the significance of fostering collaboration between India and the United States in the realm of education. In a recent social media post on platform X, the embassy expressed contentment with the fruitful engagement it had with senior faculty members from esteemed universities in Washington DC.

During the interaction, the embassy stressed the substantial opportunities for bolstering knowledge and research partnerships between India and the US. This joint endeavour aims to bolster educational initiatives and advocate for the well-being of Indian students pursuing studies in the United States.

“Excellent interaction with senior faculty from prominent universities in Washington DC on India-US collaboration and opportunities for strengthening knowledge and research partnership and promote well-being of Indian students in the US,” stated the Indian Embassy in a post on X.

Moreover, amidst recent distressing incidents involving Indian nationals or individuals of Indian origin in the US, US Ambassador to India, Eric Garcetti, has addressed concerns regarding the safety of Indian students studying in the United States. Garcetti urged students to remain vigilant and employ appropriate safety precautions, while emphasizing the importance of staying connected with peers and utilizing campus safety resources to enhance awareness and preparedness.

In a recent interview with ANI, Garcetti acknowledged the distressing incidents involving Indian students, noting that such occurrences can statistically happen in a country of this scale. He reiterated the importance for students to remain vigilant and take necessary safety measures.

As per reports, five Indian students were reported dead in separate incidents in the first two months of 2024. (Source: ANI)

Education

CBSE Updates Exam Structure for 11th & 12th Class; Concept-based Questions Now 50% of Weightage

Published

3 weeks ago

April 5, 2024

Team ScooNews

Image Source- Envato Elements

In a significant overhaul of the examination structure, the Central Board of Secondary Education (CBSE) has announced changes to the year-end assessment format for Classes 11 and 12, commencing from the academic session 2024-25. The board has decided to enhance the weightage for competency-based questions to 50%, a substantial increase from the previous session’s 40%. This adjustment aims to shift the focus towards application of concepts in real-life scenarios, aligning with the new National Education Policy (NEP) 2020.

The recent circular dispatched to all CBSE-affiliated schools outlines the board’s decision to reduce the weightage for traditional short and long-answer questions to 30%, down from 40% in the 2023-24 academic session. This move is part of the board’s ongoing efforts to foster an educational environment that prioritises critical thinking, creativity, and application of knowledge over rote memorisation.

“Continuing with its practice of aligning assessment and evaluation with the new National Education Policy (NEP) 2020 in the forthcoming 2024-25 academic session, the percentage of competency-based questions that assess application of concepts in real-life situations is increased by 10 per cent,” reads the circular issued on April 3.

Competency-based questions will encompass multiple-choice questions, case-based, and source-based integrated questions. According to a senior official from the CBSE, the increment in weightage for competency-based questions has been a consistent annual strategy for the past three years, reaching its peak at 50% this year.

The CBSE has chosen not to modify the examination format for Classes 9 and 10, maintaining the structure set during the previous academic year. The changes for senior secondary classes reflect the board’s commitment to the NEP’s vision of competency-based learning as opposed to the traditional textbook-driven approach.

“The main emphasis of the board was to create an educational ecosystem that would move away from rote memorisation and towards learning that is focused on developing the creative, critical and systems thinking capacities of students to meet the challenges of the 21st century,” the CBSE conveyed in its letter to school heads.

This reform is a stride towards equipping students with the necessary skills and knowledge to navigate the complexities of the modern world, ensuring they are not only exam-ready but also prepared for the challenges and opportunities that lie ahead in the 21st century.