Inspiration

These superheroes do not wear capes but their acts are nothing short of astonishing… and yes, they save lives. (Part 3)

It’s that special time of year again, when ScooNews felicitates the real braves of education. ScooNews takes pride and pleasure in bringing the wonderful mission of these Teacher Warriors to the forefront.

Published

6 years ago

August 28, 2018

Team ScooNews

It’s that special time of year again when ScooNews felicitates the real braves of education. The ScooNews Teacher Warriors Awards 2017 put in motion the act of highlighting the heart-warming efforts of a dedicated band of men and women championing education rights for disadvantaged children. This year’s winners are similarly worthy of complete respect and emulation.

ScooNews takes pride and pleasure in bringing the wonderful mission of these Teacher Warriors to the forefront. Their endeavours are bound to inspire, as we bring readers a closer look at their mission, their beliefs, and their vision. The future of underprivileged children is significantly brighter thanks to the untiring efforts of these admirable individuals, driving change against tall odds.

While the chosen Teacher Warriors were felicitated at the awards ceremony at the ScooNews Global Educators Fest 2018 in Udaipur on August 3, we bring readers a closer look at their motivation and mettle, in their own words…

Teacher Warrior Nirmala Tandon
IIMPACT

When a teacher at a reputed public school decides to change life for herself and for others, there is no stopping her. Nirmala Tandon spent 17 years in a prestigious school as a senior teacher of history, happy and content in her chosen career path and amidst children all the time. Her life took an unexpected turn when her husband, who is the Founding President of a society called IIMPACT, offered her a chance to spread education to girls living in remote villages.

IIMPACT is a registered society, started by the IIM-Ahmedabad alumni batch of 1978, whose primary focus is educating girl children from socially and economically disadvantaged sections of society. There are many gaps in economic progress and many social causes that beg immediate support in a country like India. But perhaps none are as compelling as the lack of literacy and lack of social status among large numbers of girl children and women in general.

Nirmala started going to the villages a couple of times a week, stayed with the girls in mud homes and started enjoying the stay with them. There was no tap water and not even toilets. Their simplicity, happiness, innocence and hard work were an eye opener for her and had an impact on her life, making her humble.

The office was lovingly decorated with pictures of the happy faces of little girls, their stories as told by them, their thoughts and sayings filled with sheer innocence. “All these gave me the courage and encouragement to move on forward. In truth, it is they who made me realise life's realities. Sometimes I would stare at the posters and imagine girls smiling. Meenu, Bhuteri, Kavita, Pooja, Neelam were all on that poster. Very often I asked our guests to do the same and they agreed with me as well,” Nirmala says.

Slowly yet surely, the fruits of her work over the past years became a reality. Girls, with the support of IIMPACT, are today continuing their studies after class 5, passing with first division marks, appearing for class 10 and 12 Board exams, pursuing graduation, getting jobs and the rapid spread of their mission in 11 states have touched the lives of over 85,000. She says she finds it difficult to believe and wonder if she is just dreaming when she sees her dreams and that of the girls come true.

Visible transformation
“Providing education to girls who were out of school, first generation learners from the remote rural underprivileged sections of the society, has been the most satisfying aspect of my work as an educator! I am amazed to see how keen the girls were to learn, to come to the learning centre on a regular basis and how they graduated with flying colours. The girls are continuing to study further and are well-settled in their lives today, enabling their parents to attain better living standards, sending their daughters to school and most importantly many of them coming to the same centres as teachers. This is truly bringing transformation in blocks where we are present.”

Banishing illiteracy, bringing smiles
“I taught in a prestigious public school and thereafter chose to work for the underprivileged in remote villages on an honorary basis for 15 years. My motto is to see blocks free of poverty and illiteracy to empower the poor as the future of India lies in the villages. The warmth and affection of the communities, their eagerness to send their daughters to school, boundless energy and spirit, the positive change, the request to open more centres motivated me to bring smiles, cheer and happiness in the lives of these girls and the communities.”

Competing with the privileged
“Our girls should stand on their own feet. Freed from the shackles of illiteracy, they should be able to compete with their privileged peers on par, and excel in areas they choose, to attain a quality of life far better than their parents. They should become good honest human beings, responsible citizens of our great country and also contribute to society in whichever way they can.”

Parvathy Jayakrishnan

Teacher Warrior Shukla Bose
Parikrma Humanity Foundation

In the year 2003, 165 children from marginalised families started a new chapter in life, huddled together on a small roof-top in a school in Rajendranagar, Bengaluru. Today, with four schools (Jayanagar, Koramangala, Sahakarnagar and Nandini Layout) and one junior college, Parikrma Humanity Foundation continues to offer high quality education, hope and support to 1,802 children from four orphanages and over 99 slums in the city.

Helmed by the indefatigable Shukla Bose, Parikrma supports each child from the age of 5 until the age of 25, when they are an active and contributing member of society. Parikrma aspires to provide quality education on par with privileged children. They prove that underserved children have the ability to do as well, if not better, when given an opportunity. They have the highest attendance in the country at 96% and the lowest drop-out rate at less than 1%.

Parikrma Humanity Foundation has been awarded the Derozio Award for excellence in special education and social commitment. Parikrma also received the Governor’s award for exemplary social work in January 2007. Parikrma Humanity Foundation is now a chapter included in Cornell University and IIMB. They have also received the CNBC Digitalising India Award 2016 for the category of Digital Innovation in Driving Social Impact, CSR Awards for being one of the 50 Most Impactful Social Innovators in 2016.

Confidence and humility
“It gives me most satisfaction when I see my students learn every day. They are like sponges and soak up new learning with great enthusiasm. It is greatly satisfying to see them apply that learning into the real world and question the validity and actually find other innovative ways to deal with the issue. I feel very happy when I see my students make a special effort to be caring and compassionate. I like them being confident but it gives me great joy to see their humility as well.”

Writing the true narrative
“I truly believe that education is the only way that we can do true nation building. And when I say building a nation, I mean that while the young generation needs to be proud of their heritage and past, they need to also be aware that they are also the citizens of the world. I am so convinced that quality education is the only way we can create a safe and peaceful world, that every day I wake up with renewed energy and a sense of purpose to do my little bit. And when I see that however little my contribution might be, it is actually transforming lives of the children and their families, I know I cannot stop and have to continue to improve my children’s lives. Working with slums and poor communities is very challenging because it takes generations to change mindsets and way of thinking. We have seen slow shifts in the way the poor are thinking and that keeps me motivated all the time. I want the Parikrma children to write the true narrative of the poor because they are qualified to do.”

Preparation for responsibility
“I believe that somehow although we, as adults, have not done a good job, our next generation is far more astute and generous in their thought process. We need to continuously inspire them to understand that they have a role to play in making our world a better place. So while education helps them to get recognition and better jobs, education should also prepare them to take on the responsibility of the world. My dream for the Parikrma students is that they will be the role models of their community, hold their head high with dignity and create many more Parikrma schools after I am dead and gone. It is then that my mission will have been fulfilled.”

Nichola Pais

Teacher Warrior Mukti Gupta
Help Us Help Them

Help Us Help Them (HUHT) is a non-profit organisation working directly with underprivileged children catering to their needs for education and overall development since 2005. Their aim is to provide educational support to underprivileged children, enrol poor students in mainstream and boarding schools, provide healthy nutrition, and educate students about hygiene and cleanliness. The vision of HUHT is to develop good human beings, who in turn will give back to society in the future.

Under the inspiring Mukti Gupta’s direction, currently, HUHT runs two projects for 600 children with 35 faculty members. These include a rural school in Mallickpur (South 24 Parganas) Primary education (Nursery – 1) and Supplementary education (Class 2- 10). They also run School-On-Wheels (SOW), a mobile classroom, bridging the gap between mainstream school and street children. Their upcoming projects include a free residential school for over 1000 underprivileged children with facilities at par with any other residential school in India, and a management tie-up with Kalinga Institute of Social Sciences to provide quality education.

Inner Satisfaction
“When you see the transformation occur in a child coming from the underprivileged section of the society working as a child labour, indulged in the act of begging, drug exposure and how through education you can change him/her to a self-sustained person who then becomes capable of taking his and family's responsibility in a better way… there is a deep sense of inner satisfaction.

Help Us Help Them was started in Mallickpur with 10 students and three teachers and today we have 675 students and around 35 members. In our 12 years, we have managed to spread education among thousands of underprivileged children where many of them were first-generation learners.”

Small leaps towards dreams
“I take it as my responsibility and duty to give back to society what it has given me. Also, I strongly believe when you selflessly work towards something with good intentions, God gives you immense strength and power to keep going. This is the driving force behind me that helps me overcome challenges. And these challenges are actually a learning process. I get empowered to see a child getting empowered. I feel inspired to see how my students are getting moulded in the right way and taking small leaps towards their dream. The motivation I get when I see other families coming to our school with their child because their neighbour's child is doing well is matchless as it spreads the message that education is needed.”

Wheel of help
“My dream and vision is to imbibe values in order to make good human beings by providing them an access to education and helping them spend their childhood in schools and not just work for a meagre income. Integral education is also very important and that's why we strive to ensure that extracurricular activities are part of the curriculum for a holistic education which we provide to our students. I want to see all the children, give back to the society selflessly by supporting the underprivileged section of the society in the same manner how they've been supported.”

Nichola Pais

Teacher Warrior Aditya Natraj
Kaivalya Education Foundation

In 2008, Aditya Natraj established the roots of Kaivalya Education Foundation and subsequently launched the Gandhi Fellowship programme – a 2-year full-time programme to train young people in leading social change, with 1000+ Fellows and alumni.

Before beginning his journey as the founder of KEF, he qualified as a chartered accountant and worked as a corporate finance consultant for KPMG before working in senior management and business development positions in Europe.

On returning to India, he took over and steered Pratham Gujarat into becoming the state’s largest educational not-for-profit. Aditya is an education expert for Monitor Consulting and a member of the Advisory Board of the Nirmala Niketan College of Social Work in Mumbai. He has an MBA from INSEAD in France.

Currently, he oversees development of 1400 school leaders, 4200 district leaders and 1200 state leaders across 15 states to effect systemic change and improve student learning outcomes. He has been awarded various fellowship and awards, namely, the Ashoka Fellowship, Echoing Green Fellowship, Aspen India Fellowship and the Times Now Amazing Indian award in the Education category.

Impacting teachers’ lives
“The greatest joy in my work is creating meaning, pride, learning and joy in the lives of teachers. I enjoy helping teachers see meaning and purpose in their work. Teachers have to see how every action of theirs is moulding a child’s heart and mind. Every warm gesture of theirs is inspiring a child to be generous. Every positive stroke is helping build self-esteem. I enjoy bringing back the pride into the teaching profession. Today, doctors, engineers, lawyers are felicitated, but not teachers. Unless we as teachers start taking pride in our own work, in our own actions, no one else will respect the work we do. I enjoy helping teachers become learners, reflective practitioners in service of children. Unless we as a profession learn, we will get bored ourselves and not be able to inspire children! I enjoy bringing joy into the lives of teachers! Helping them have fun while teaching. Teaching need not be boring, stern, disciplinarian – it can be warm, engaging, team based.”

Joy in service
“The journey is the destination. We are all on this earth for a purpose. And that purpose is quite simple – to serve humanity with whatever skills we have. Few of us have been given the opportunity to serve others by being involved in education, helping mould values of the society of tomorrow, helping shape futures of young people. I see no challenge. I only see joy in this opportunity to serve.”

Cognitive and conative skills
“I dream that children get a more holistic education beyond cognitive, learn-by-rote alone, to also include socio-emotional development and conative skills. Socio-emotional learning helps them connect with others, empathise, work in teams, be more self-aware, gain more self-control, be more content while still acting in this world, and take better decisions. Conative skills help them persist when the chips are down, develop resilience, tenacity, purpose, meaning, drive, energy. Without socio-emotional and conative skills, with merely cognitive skills, a child cannot truly enjoy her life and be of service to her family, community and country.”

Anushka Yadav

Part 1 | Part 2 | Part 3

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These superheroes do not wear capes but their acts are nothing short of astonishing… and yes, they save lives. (Part 2)

Education

India Marks 10 Years of Beti Bachao Beti Padhao with Nationwide Celebrations

Published

4 days ago

January 23, 2025

Team ScooNews

The Ministry of Women and Child Development is set to celebrate the 10th anniversary of the Beti Bachao Beti Padhao (BBBP) scheme, a landmark initiative aimed at protecting, educating, and empowering the girl child. Launched on 22 January 2015 in Panipat, Haryana, the scheme has evolved into a national movement that addresses gender discrimination and fosters societal change towards valuing and empowering girls and women.

The inaugural event on 22 January 2025 at Vigyan Bhawan, New Delhi, was attended by Union Ministers Shri J. P. Nadda and Smt. Annpurna Devi, alongside international representatives from UNICEF, UN Women, and other global organisations. Women officers from various sectors and girl students joined the event, which featured an oath-taking ceremony and the launch of compendiums and digital initiatives such as Mission Vatsalya and Mission Shakti portals.

The celebrations, spanning until International Women’s Day on 8 March 2025, will include rallies, cultural events, and campaigns at state and district levels. Schools, community groups, and women achievers will actively participate in activities under SANKALP: Hub for Empowerment of Women. Nationwide media campaigns and sustainable practices such as a plantation drive will amplify the scheme’s message.

In its decade-long journey, BBBP has sparked a nationwide dialogue on gender equality, challenging societal biases and championing the rights and dignity of women. The scheme’s accomplishments include a rise in the national Sex Ratio at Birth from 918 in 2014-15 to 930 in 2023-24, an increase in institutional deliveries to 97.3%, and higher enrolment of girls in secondary education, now at 78%. Initiatives such as the Kanya Shiksha Pravesh Utsav and Yashaswini Bike Expedition have further underscored the scheme’s impact.

Through collaboration with partner ministries, the mission of this campaign is to advancing gender equality, ensuring girls become active leaders of change and shaping a more inclusive India.

Education

National Startup Day: A New Era for Education and Entrepreneurship

Published

2 weeks ago

January 16, 2025

Team ScooNews

The image is generated using AI

As India celebrates nine years of the Startup India initiative on National Startup Day, 16 January 2025, it’s evident how deeply the entrepreneurial spirit has been embedded in the nation’s fabric. From being a country of aspiring doctors and engineers to a hub for budding entrepreneurs, India has undergone a significant transformation. This shift isn’t confined to adults but is increasingly taking root in schools, where the next generation of business leaders is being nurtured.

The Entrepreneurial Wave in Schools

Startup culture has permeated classrooms, with students now creating and marketing products under professional guidance. Chemistry labs aren’t just for experiments anymore; they’ve become mini manufacturing units. Students are crafting innovative products—think handmade soaps, eco-friendly cleaning agents, and even tech gadgets—and selling them under their school’s brand. This hands-on experience in entrepreneurship is teaching them valuable lessons in problem-solving, teamwork, and financial literacy, far beyond traditional academics.

Shows like Shark Tank India have also played a crucial role in shaping young minds. These programmes, widely watched across TV and OTT platforms, have demystified entrepreneurship for students and parents alike. By showcasing real-life success stories, they’ve encouraged families to view entrepreneurship as a viable career path, on par with medicine or engineering.

Schools as Incubators of Ideas

Schools today are recognising their potential to act as incubators for future business leaders. Many are introducing entrepreneurship programmes, collaborating with startups, and organising business pitch competitions. These initiatives allow students to explore their interests and learn the intricacies of building a business—from ideation and prototyping to marketing and scaling.

Some schools have even created dedicated innovation labs and partnered with local businesses for mentorship opportunities. These setups not only foster creativity but also give students exposure to the practical aspects of running a business. Such efforts align perfectly with the government’s Startup India initiative, which has championed innovation and inclusivity for nearly a decade.

Why This Matters for the Future

Entrepreneurship isn’t just about creating businesses; it’s about fostering a mindset. Students who grow up in this environment are better equipped to tackle real-world challenges, think creatively, and adapt to changing circumstances. These skills are invaluable, whether they eventually choose to run their own business or work within an organisation.

Moreover, promoting entrepreneurship in schools has a ripple effect. It not only prepares students for the future but also inspires communities and contributes to economic growth. Schools that actively engage in such initiatives are setting a precedent for holistic education that balances academics with life skills.

What Next?

With over 1.59 lakh startups now recognised in India, the country has become a global hub of innovation. Schools must seize this moment to integrate entrepreneurial education into their curriculums actively. By doing so, they will not only align with national objectives but also prepare students for a world that values innovation and adaptability above all.

As we celebrate National Startup Day, let’s look forward to a future where classrooms double as boardrooms and students graduate not just with degrees but with dreams ready to take flight.

Education

National Youth Day: Would Swami Vivekananda Be Proud of Indian Youth Today?

Published

2 weeks ago

January 13, 2025

Team ScooNews

Image Source- News18 Hindi

On 12 January each year, India celebrates National Youth Day, commemorating the birth anniversary of Swami Vivekananda—a visionary whose ideals continue to inspire generations. His emphasis on courage, self-discipline, and selflessness laid the foundation for building a nation of empowered youth. Yet, as we reflect on his teachings, a poignant question arises: if Swami Vivekananda were alive today, would he be proud of the state of India’s youth?

A Disturbing Landscape

Despite remarkable strides in education, technology, and global recognition, troubling statistics reveal a different narrative. Reports show a disheartening rise in suicides among young students, with academic pressure, bullying, and mental health struggles emerging as significant factors. According to the National Crime Records Bureau, India recorded over 13,000 student suicides in 2022—a grim reminder of the challenges our youth face.

Swami Vivekananda famously said, “Arise, awake, and stop not till the goal is reached.” But how do we encourage this awakening in an environment that often prioritises grades over mental well-being, competition over collaboration, and individual success over collective growth?

Polarisation and Division

In his landmark address at the Parliament of the World’s Religions in Chicago, Vivekananda envisioned a harmonious world, where mutual respect and inclusivity thrived. Yet, incidents of hate crimes in educational institutions paint a different picture. Instead of fostering understanding, many schools struggle to counter narratives of division and intolerance, which are seeping into the minds of impressionable young individuals.

Vaping is Cool!

Another alarming trend is the increasing prevalence of substance abuse and vaping among teenagers. Easy accessibility and peer influence have made vapes and drugs a growing concern in schools and colleges. Vivekananda’s ideal of youth as paragons of strength and discipline seems to clash with a reality where momentary fun triumphs responsibility.

Are We Listening to the Youth?

One of Vivekananda’s core messages was to listen and understand the needs of the youth, not dictate them. Today’s students crave purpose and authenticity in their pursuits. Yet, our education system largely remains exam-centric, with limited focus on developing emotional resilience, moral values, and critical thinking skills.

The rise of mental health issues highlights the urgent need for robust counselling frameworks in schools. Bullying, academic stress, and societal expectations weigh heavily on students. Swamiji believed in holistic education that nourished the body, mind, and soul—a vision that modern-day institutions must strive to achieve.

The Path Forward

Mental Health Awareness: Schools must normalise conversations about mental health. Hiring trained counsellors and introducing life skills education can empower students to cope with stress and trauma.
Fostering Inclusivity: Combatting polarisation starts with creating safe spaces for dialogue. Schools can champion diversity and empathy through collaborative activities and community-driven projects.
Balanced Education: Beyond academic excellence, education must focus on creativity, moral values, and societal contributions—aligning with Vivekananda’s philosophy of balanced personal and communal growth.
Youth Empowerment: Engage students in decision-making processes within educational institutions, giving them a sense of ownership and responsibility.
Combatting Addictions: Early intervention and peer education programmes can deter substance abuse. Incorporating discussions on self-control and the consequences of addiction is crucial.

A Call to Action

If Swami Vivekananda were here today, he might be disheartened by some of these realities but would undoubtedly call upon educators, parents, and leaders to rise to the occasion. The Indian youth remain a powerful force capable of leading transformative change, provided they are equipped with the right guidance and support.

As educators and leaders, we must ask ourselves: Are we nurturing the kind of youth Swami Vivekananda dreamed of? Are we empowering them with the tools to think critically, act compassionately, and embrace diversity? Or are we just celebrating the day just for the sake of it? We need to ask real questions. The answers lie in our collective efforts to reshape the educational and societal systems influencing young minds.

Swami Vivekananda’s timeless words echo loudly: “The youth are the pillars of the nation.” It is upon us to ensure that these pillars stand strong, united, and unwavering, ready to lead India toward a brighter and more inclusive future.

Education

CBSE to Introduce Two-Level Structure for Science and Social Science in Classes 9 and 10 by 2026

Published

2 months ago

December 3, 2024

Team ScooNews

The Central Board of Secondary Education (CBSE) is set to introduce a two-level structure for Science and Social Science subjects in Classes 9 and 10, starting from the 2026–2027 academic session. This move follows the successful implementation of two-level mathematics examinations—Standard and Basic—for Class 10 students in the 2019–2020 session.

The decision aligns with the National Education Policy (NEP) 2020, which advocates offering subjects at varying difficulty levels to reduce academic pressure and counter the coaching culture. The proposed structure aims to give students the option to study some subjects at a higher level while taking others at a standard level.

Key Details of the Plan

According to Hindustan Times, the CBSE curriculum council has already approved the proposal, and final approval from the Board’s governing body is awaited. The initiative seeks to empower students who demonstrate an aptitude for Science and Social Science to study these subjects in greater depth before transitioning to Class 11.

For Mathematics, which currently offers two levels, the syllabus remains the same for both Standard and Basic levels, but the difficulty and format of the question papers differ. A similar approach is likely for Science and Social Science, although details are yet to be finalised. Advanced-level students may be provided with supplementary learning resources, alternative textbooks, or the same textbooks with additional challenges and problems.

Implementation Framework

The implementation of this two-tier system depends on the development of updated textbooks by the National Council of Educational Research and Training (NCERT). As part of the ongoing curriculum reform under NEP 2020, the NCERT has already released new textbooks for Classes 1, 2, 3, and 6, with materials for Classes 4, 5, 7, and 8 expected in the 2025–2026 academic year. Education Minister Dharmendra Pradhan has indicated that all updated textbooks are likely to be available by January 2026.

Students will likely have a window to choose between the standard and advanced levels and may be allowed to switch within a stipulated timeframe. The advanced level could include longer study hours and distinct question papers for Board examinations.

By offering this flexibility, the CBSE aims to provide students with opportunities tailored to their abilities, enabling them to excel academically without undue stress.

Education

Jaipur History Festival 2024: India’s Biggest History Festival Returns with a Unique Focus on Financial Literacy and Folk Arts

Published

2 months ago

November 24, 2024

Team ScooNews

Image- Jaipur History Festival 2023 Highlights

The Jaipur History Festival (JHF), an annual event organised by the Maharaja Sawai Man Singh II Museum Trust, is set to host its 2024 edition from 3rd to 6th December at the iconic City Palace in Jaipur. Established in 2017, the JHF has become a flagship event in India’s cultural calendar, earning widespread recognition from educational institutions, policymakers, and media alike. This year’s theme, “Financial Literacy Through Folk Arts,” promises an engaging blend of tradition and modernity, offering innovative learning experiences for over 10,000 students and educators.

A Groundbreaking Theme: Financial Literacy Through Folk Tales

The 2024 festival theme uniquely integrates financial literacy into education through the rich tradition of Indian and global folk tales. Stories from the Panchatantra, Jataka tales, Akbar-Birbal, Sheikh Chilli, Mulla Nasruddin, Tenali Rama, and Munshi Premchand’s literary classics will serve as mediums to impart essential financial skills. Lessons on budgeting, saving, and understanding the distinction between needs and wants will be creatively woven into folk art performances, ensuring that students grasp these critical concepts in an engaging, memorable way.

Aligned with the National Education Policy (NEP) 2020, this initiative emphasises values-based education while nurturing practical skills like wealth management and fraud prevention. The programme targets primary and secondary school students, fostering early financial literacy to help shape a generation of financially savvy individuals.

Festival Highlights

The four-day festival will feature a diverse array of performances, workshops, and exhibitions, including:

Plays based on Munshi Premchand’s works like Nirmala, Kafan, and Gaban.
Traditional art forms such as Dastan-e-Goi, Kathak recitals, and Rajasthani folk dances.
Live music performances in Hindi, Marwari, and English, focusing on financial literacy themes.
Craft workshops and installations, including kites, puppets, Kalighat paintings, and paper mache models.
Interactive exhibits, such as Rashmi Rath (E-Car), bioscopes, and Jantar Mantar sundial paper models.
Workshops on modern educational tools like AI-powered graphic generation and business plan incubation.

Morning cultural programmes will be followed by exhibitions and craft workshops, creating a holistic learning environment for attendees.

National Reach and Global Aspirations

The Jaipur History Festival 2024 will welcome participation from over 120 schools nationwide. Following the grand success of previous editions, this year’s festival aims to expand its footprint by hosting sessions in prominent educational hubs like Gurgaon, Delhi, Mumbai, and Jammu.

The Legacy of JHF

Since its inception, the Jaipur History Festival has aimed to revolutionise traditional education through experiential learning and cultural immersion. Themes from previous years have ranged from Gandhi’s Rivers of India to “Phad Se Padh,” focusing on Rajasthan’s Phad paintings. In 2023, the festival celebrated the “International Year of Millets,” showcasing the intersection of cultural heritage and global sustainability efforts.

With its steadfast commitment to innovation and inclusivity, JHF 2024 promises to be a transformative experience, inspiring educators, students, and parents to rethink the way history and life skills are taught in schools.

Looking Ahead

As India’s largest history festival, JHF exemplifies how education can be both meaningful and engaging. By merging traditional folk arts with contemporary financial literacy, the festival not only preserves cultural heritage but also equips students with life skills essential for the modern world.

This year’s edition is poised to set a new benchmark in interdisciplinary education, fostering creativity, critical thinking, and a deeper appreciation for India’s diverse cultural tapestry.

Education

ICAI and CBSE Join Hands to Promote Commerce-Based Skill Courses in Schools

Published

2 months ago

November 22, 2024

Team ScooNews

MoU between ICAI and CBSE

In a significant step towards enhancing the skill development ecosystem in education, the Institute of Chartered Accountants of India (ICAI) and the Central Board of Secondary Education (CBSE) signed a Memorandum of Understanding (MoU) on 21 November 2024 in Bhubaneswar, Odisha. This collaboration aims to introduce and promote commerce-focused skill courses, particularly in the banking, financial services, and insurance (BFSI) sector, to boost students’ employability and career readiness.

The ICAI, through its Committee on Career Counselling, will contribute its expertise in curriculum design, syllabus development, study materials, and training modules. Additionally, the organisation will play an active role in career guidance initiatives, participating in workshops and training programmes organised by CBSE.

Addressing the importance of the partnership, ICAI President CA Ranjeet Kumar Agarwal stated, “The signing of this MoU with the CBSE is a significant step towards enhancing the skill development ecosystem for students across the country. Through this collaboration, ICAI aims to promote commerce-based skill courses and ensure that students are equipped with relevant, industry-aligned competencies. This partnership reflects our commitment to bridging the gap between academic learning and professional requirements, and we are confident that it will open new avenues for students to pursue rewarding careers in accountancy and finance.”

The collaboration will also focus on raising awareness about career opportunities in accountancy and related fields, aligning educational frameworks with the evolving demands of the job market. CBSE and ICAI plan to conduct awareness programmes for principals, teachers, and school management teams in CBSE-affiliated schools across India. These programmes will highlight the importance of BFSI-related skill courses and their potential to enhance students’ career trajectories.

As part of this initiative, CBSE will organise capacity-building initiatives to upskill teachers in commerce-related subjects, ensuring they are well-equipped to deliver specialised courses effectively.

ICAI has already established similar collaborations with 85 universities, colleges, and educational institutions to promote academic excellence, research, and knowledge exchange. According to The Indian Express, these initiatives aim to create a workforce equipped to meet the challenges of a modern, dynamic economy.

This partnership underscores a growing commitment to aligning education with industry needs, preparing students for thriving careers in commerce and finance.

Education

An Aristocracy Of Service: The 4S Approach to Quality Education

Published

4 months ago

October 2, 2024

Sandeep Dutt

Image Source- Pexels

Let’s focus on the importance of quality in education and the significance of learning to give.

The best way to deliver quality education and bring about the personal and social development of an individual is by empowering young people to follow their passions. The education process today is built on the 4S approach – Service, Skill, Sport, and Study. The CBSE, CISCE, and most of the national boards are now incorporating skills and activities beyond the classroom into their curriculum.

Each of these four dimensions of learning is equally essential for helping young people find themselves and become the leaders they aspire to be.

Service is the numero uno of the 4S

Mahatma Gandhi said, “The best way to find yourself is to lose yourself in the service of others.”

Service, also referred to as Community Service or Social Service, has been an integral part of The Doon School since its inception. The first Headmaster, Mr Arthur Foot, believed that “the boys should leave The Doon School as members of an aristocracy, but it must be an aristocracy of service inspired by ideas of unselfishness, not one of privilege, wealth or position.” This principle has remained a foundational aspect of the school for decades. Over the years, The Doon School has amassed an impressive record of service. The students have consistently extended a helping hand across India during major earthquakes, tsunamis, landslides, and floods. For instance, during the 1991 Uttarkashi earthquake, when all communication lines were down, the school’s HAM radio club collaborated with the state administration and aid providers to establish channels of communication with the base station.

All boys at The Doon School must complete mandatory hours of social service. The school runs a Panchayat Ghar where students teach underprivileged children. Over the years, the school has adopted villages, working with villagers to construct houses, community centres, school buildings, sanitation systems, energy efficiency systems, and self-employment projects, including small-scale irrigation systems. Apart from village development, the school is actively involved with the Raphael Ryder Cheshire International Centre and the Cheshire Home.

Socially Useful Productive Work (SUPW) was introduced as a subject in Indian schools, where students could choose from various vocational education activities—embroidery and knitting, gardening, cooking, painting, carpentry, and other crafts and hobbies, as well as community service for senior students (Class IX onwards). This subject was introduced in 1978 by the Ministry of Education to promote Gandhian values and the educational ideas of Mahatma Gandhi. While many private schools have discontinued the subject, it remains an ancillary but mandatory part of the curriculum in schools affiliated with the Council for the Indian School Certificate Examinations (CISCE), which conducts the ICSE and ISC examinations. It is also taught in some Central Board of Secondary Education (CBSE) schools, including all Kendriya Vidyalaya and Jawahar Navodaya Vidyalaya schools.

Skill

Skill development aims to encourage the growth of personal interests and practical skills. Music, crafts, arts, nature, communication, hobbies, indoor games, vocational skills, and performance skills are examples of such activities. These interests are typically non-physically demanding and may be hobbies, vocational, or job-related.

“Skill is the learned ability to carry out a task with pre-determined results often within a given amount of time, energy, or both. In other words, the abilities that one possesses. Skills can often be divided into domain-general and domain-specific skills. For example, in the domain of work, some general skills would include time management, teamwork and leadership, self-motivation and others, whereas domain-specific skills would be useful only for a certain job. Skill usually requires certain environmental stimuli and situations to assess the level of skill being shown and used.” ~ Wikipedia

Various forms of skills that schools should help deliver include labour skills, life skills, people skills, social skills, soft skills, and hard skills.

Sport

Sport is not only important for children’s health but also enhances learning achievement, resilience, and psychosocial and motor development. Children who engage in sports from a young age are more likely to continue doing so as they grow older. School-based sports programmes can lead to noticeable positive changes in teens’ behaviour and outlook. When students participate in sports, they can benefit not only physically but also socially and mentally!

Sport should encourage young people to improve their personal physical performance through training and perseverance in activities they enjoy. Physical activity is vital to young people’s holistic development, fostering their physical, social, and emotional health. The benefits of sport extend beyond physical well-being, and the educational value of sport should not be underestimated.

Round Square and International Baccalaureate (IB)

Round Square is a worldwide association of schools across five continents sharing unique and ambitious goals. Students attending Round Square schools make a strong commitment to personal development and responsibility, beyond academic excellence. The Round Square approach promotes six ideals of learning: Internationalism, Democracy, Environment, Adventure, Leadership, and Service. These are incorporated into the curriculum across all member schools, providing opportunities for student and teacher exchanges, community service projects, and conferences.

The International Baccalaureate (IB) offers four programmes for students aged 3 to 19, helping develop the intellectual, personal, emotional, and social skills necessary for living, learning, and working in a rapidly globalising world. The IB aims to develop inquiring, knowledgeable, and caring young people who contribute to creating a more peaceful world through intercultural understanding and respect.

Study

Study is the process of applying the mind to learning and understanding a subject, especially through reading. According to the dictionary definition, study refers to ‘the application of the mind to the acquisition of knowledge, as by reading, investigation, or reflection.’ This is just one aspect of a young person’s growth at school.

A good school must provide the best ecosystem for the personal and social development of an individual. This can only be achieved when we focus beyond studies, giving equal emphasis to Study, Skill, Service, and Sport.

This article is also published in the Good Schools India Journal.

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Authored By- Sandeep Dutt, Founder, The Good School Alliance

Education

Renowned Educationist Shomie Das Passes Away

Published

5 months 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

The Silent Conversations: How Teacher-Student Relationships Need a New Language

Published

5 months ago

September 5, 2024

Dhruv Chhabra

The image is generated using AI

Let’s take a walk through a memory we all share. Picture a classroom from years ago—rows of desks filled with students, and at the front, a teacher, often feared, seldom questioned. The boundaries were clear, and so was the unspoken rule: the teacher was the ultimate authority. For many, respect wasn’t earned; it was demanded, and it was often respect cloaked in fear.

Now fast forward to today. Walk into a classroom and you might notice a shift, subtle yet profound. It’s not the same classroom anymore, and the role of the teacher has evolved. But here’s the catch: while education has progressed, our respect for the role of the teacher seems to have lagged behind. Today, on Teacher’s Day, it’s worth asking—why are the true nation-builders, the ones shaping our future, often undervalued and underpaid?

Perhaps the answer lies in how we’ve misunderstood what a teacher really is. For too long, society has viewed them merely as deliverers of information, bearers of authority. But teachers are so much more than that. They are the silent architects of our minds, the ones who help build the bridges between what we know and what we have yet to discover. Yet, somewhere along the way, we began to take this for granted.

The Shift from Fear to Friendship

There was a time when respect was born out of fear. Teachers ruled with a strict hand, their word was law, and questioning them was unthinkable. But was that true respect, or just submission disguised as respect? Today, we are seeing a new wave, where the teacher-student relationship needs to be redefined, not by fear but by mutual respect, communication, and, yes, even friendship.

But let’s be clear—friendship here doesn’t mean a blurring of boundaries. It doesn’t mean a loss of authority or a casualness that erases the lines of respect. Instead, it’s a different kind of connection. Teachers no longer stand on a pedestal looking down; they stand beside, guiding students through their own paths, understanding that each student’s journey is different.

Communication is key. It’s in the conversations where teachers take time to know their students, not just as learners but as individuals. It’s in the way they listen as much as they speak, creating an environment where students feel heard, valued, and respected. In turn, this earns the teacher a respect that is deeper and more lasting than the fear-based reverence of the past.

Why Do We Undervalue the Nation Builders?

Despite this evolution in the role of teachers, why does it feel like they are still fighting an uphill battle for recognition? In a world where education is hailed as the foundation of success, why are the people responsible for delivering that education often the ones most undervalued?

Part of the problem lies in how we measure success. Teachers don’t build skyscrapers, but they build the minds that will one day design them. They don’t operate on stock markets, but they shape the critical thinkers who will one day make important decisions. Their work is not tangible in the moment—it takes years, sometimes generations, to see the full impact of a teacher’s influence. And perhaps that’s why we forget.

We forget that every doctor, every scientist, every artist, and every leader was once a student sitting at a desk, shaped by a teacher’s encouragement or wisdom. And if we continue to undervalue teachers, we run the risk of weakening the very foundation upon which we build our future.

Redefining the Role, Rekindling Respect

So, how do we redefine this relationship? How do we remind ourselves, and society, of the immense value teachers bring? It starts with respect—respect that is not just expected, but earned through communication, understanding, and empathy.

Teachers need to be seen not just as authority figures but as mentors, guides, and facilitators of growth. This shift is already happening in many classrooms around the world, where teachers are creating spaces that are less about control and more about collaboration. They are empowering students to think for themselves, encouraging curiosity, and fostering a love for learning that will last long after the classroom doors have closed.

And in return, students are responding with a new kind of respect—one that comes from understanding that their teacher is not just there to lecture, but to guide, to support, and to inspire.

A Personal Yet Universal Connection

Whether you are 15 or 50, we’ve all had that one teacher. The one who went beyond the textbook, who saw something in us we didn’t see in ourselves. The one who stayed a little later after class to help, or who asked how we were doing when no one else did. That’s the power of a real teacher-student relationship, one that goes beyond authority and delves into mentorship.

On this Teacher’s Day, let’s redefine what it means to be a teacher. Let’s not just celebrate them, but value them in a way that goes beyond one day of appreciation. Let’s pay them what they’re worth, respect them for the role they play in our society, and recognise that the future of our world is, quite literally, in their hands.

Because the truth is, without teachers, there is no future. And that is something we can all understand, no matter our age.

Education

India at the 2024 Paris Olympics: A Call for Greater Sports Prowess and Better Sports Education

Published

6 months ago

July 29, 2024

Team ScooNews

The image is generated using AI

The 2024 Paris Olympics commenced two days ago, with India sending a contingent of 117 athletes across 16 sports. While this number represents a significant effort, it highlights a pressing need for a larger representation and enhanced prowess in global sports competitions. This aspiration can only be achieved through increased investment in sports, a shift in societal mindset, and a transformation in sports education within our schools.

Increasing the Sports Budget

To foster a robust sports culture, India needs to allocate more resources towards sports development. The current sports budget, though improved, is still insufficient to meet the demands of nurturing world-class athletes across various disciplines. Enhanced funding can ensure better training facilities, access to top-notch coaches, and international exposure for athletes from a young age. Countries excelling in the Olympics, like the USA and China, invest heavily in their sports infrastructure and athlete development programs, reaping the benefits in the form of medals and international acclaim. India must follow suit to compete on equal footing.

Changing the Mindset

In India, sports other than cricket often receive little attention until an athlete wins a medal. This reactive celebration highlights a fundamental issue in our sports culture. Athletes who dedicate their lives to disciplines like athletics, boxing, and badminton deserve recognition and support from the beginning of their journeys, not just when they achieve success. A proactive approach, where the efforts and struggles of athletes are acknowledged and supported continuously, will foster a more encouraging environment for aspiring sportspersons.

India’s obsession with cricket is well-known, often overshadowing other sports. While cricket’s popularity is a cultural phenomenon, it is essential to distribute this enthusiasm more evenly across various sports. Promoting diverse sports will not only provide opportunities for athletes in less-publicised disciplines but also help in discovering and nurturing talents that might otherwise go unnoticed. A more balanced sports culture can significantly enhance India’s performance in multi-sport events like the Olympics.

Reforming Sports Education in Schools

A critical area that requires urgent attention is sports education in schools. Currently, physical education (PE) periods are often viewed as leisure time or used by other teachers to complete their academic syllabi. This undervaluation of sports in the educational system hampers the development of potential athletes. Schools must recognise the importance of sports as an integral part of education, crucial for the holistic development of students.

Infrastructure and Opportunities

Many schools lack the necessary infrastructure to support various sports. Facilities for athletics, swimming, gymnastics, and team sports are either inadequate or non-existent. This lack of infrastructure prevents talented students from exploring and honing their skills. Investing in sports facilities at the school level is essential for identifying and nurturing talent early on. Additionally, schools should employ qualified PE teachers who can provide proper training and mentorship to young athletes.

Building a Supportive Environment

To create a thriving sports culture, it is imperative to build a supportive environment that values and encourages sports participation. Schools should organise inter-school competitions, sports days, and workshops with professional athletes to inspire students. Moreover, collaborations with sports academies can provide advanced training opportunities for talented students. Recognition of achievements in sports, both small and large, can motivate students to pursue sports passionately.

Therefore, the participation of 117 Indian athletes in the 2024 Paris Olympics is commendable but also a reminder of the potential yet to be unlocked. By increasing the sports budget, changing societal mindsets, diversifying our sports enthusiasm, and reforming sports education in schools, India can nurture a generation of athletes capable of excelling on the global stage. Embracing sports as a vital part of education will not only improve our Olympic performance but also contribute to the overall well-being and development of our youth.