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This Maharashtra Teacher Has Prepared A COVID-19 Awareness Marathi Rhyme

It’s quite catchy!

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COVID-19 frontline workers are fighting for us and our teachers are ensuring those efforts don't go in vain. Sunita Nagkirti, a teacher in Maharashtra, went to the remote areas of Aurangabad city and took charge of educating the slum children about the pandemic and ways to prevent oneself from it. In this process, she taught them 20-seconds-hand-washing-technique using a nursery rhyme.  

Maharashtra State Sports Commissioner, Om Prakash Bakoria, shared her innovative method on Twitter and since then, her catchy song and effort are melting hearts.

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Nagkirti is associated with the state's scout and guide programme at Ravindra School in Aurangabad. Since the pandemic has hit the nation, she has been reaching out to people in slums to educate them about the Dos & Don’ts and other necessary preventions. "At least 30 people had tested positive in hotspot areas of Kailas Nagar and Rohidas Nagar (in Maharashtra) when I was sent there 10 days ago," she informed.

When she had begun, residents weren’t open to her help, but she made her way into their hearts with her warm nature as she distributed essentials like masks bought from her own money. On her innovative and sweet song, she said, "Children were worried when they saw bottles of sanitisers and handwash liquids. But I used some popular Marathi nursery rhymes and created a fun handwash song." 

The sincere teacher has now vowed to continue to visit these hotspots even after the pandemic settles to teach her new students. Salute to her selfless thoughts!

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Nurturing Future Leaders through Early Entrepreneurship Education

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As we navigate through complex economic, social, and technological landscapes, the importance of nurturing future leaders capable of innovation, adaptability, and resilience cannot be emphasized enough. Early entrepreneurship education emerges as the key pathway through which this goal can be achieved. By instilling entrepreneurial skills and mindsets in young individuals, we prepare them for future career success and cultivate the leaders of tomorrow who are equipped to tackle the challenges of the 21st century.

Early entrepreneurship education involves introducing entrepreneurial concepts, skills, and attitudes to children and young adults at an early stage of their academic journey. It goes beyond traditional classroom learning by encouraging creativity, problem-solving, risk-taking, and resourcefulness. Through hands-on experiences such as engaging in real-world projects, students develop a deeper understanding of entrepreneurship and its role in society. 

Source: Background Paper – Entrepreneurship in Education. Available on www.oecd.org

Entrepreneurship empowers individuals to take initiative, lead by example, and inspire others to action. Through entrepreneurship education, students learn to identify their strengths, set goals, and take ownership of their ideas and projects. By cultivating leadership skills such as communication, collaboration, and decision-making, entrepreneurship education prepares students to become effective leaders in their communities and beyond.

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By integrating entrepreneurship education into the curriculum from an early age, a strong foundation can be laid for building future leaders equipped with the skills, mindsets, and experiences needed to thrive in the 21st century. However, to maximize the impact of entrepreneurship education, it needs to be given equal weightage as academic subjects. In addition to having a dedicated weekly session on entrepreneurship, all stakeholders must come together to make an effort and add entrepreneurial concepts across various subjects. This interdisciplinary approach enables students to apply entrepreneurial concepts and skills in diverse contexts and fosters holistic learning. The table below shows how entrepreneurship in education can trigger much higher levels of motivation, experienced relevancy, engagement and deep learning than can other pedagogical approaches.

Source: Background Paper – Entrepreneurship in Education. Available on www.oecd.org

Kidspreneurship, an edtech player is paving the way for fearless and thriving kids in school and beyond and helping them develop into future leaders.

Kidspreneurship’s flagship program, the Entrepreneurial Mindset Programme (EMP) helps develop 21st-century skills, a problem-solving mindset, and the right knowledge using entrepreneurship education as a pedagogical approach that helps students understand the concept of value creation. 

Entrepreneurship isn’t just about making money – it’s about viewing problems as opportunities and creating value for others, which is an important skill irrespective of the career a child chooses. The program focuses on students between the age of 8-14 years and is aligned with the vision statement of the National Curriculum Framework (NCF) which states – “The aim of education will not only be cognitive development but also building character and creating holistic and well-rounded individuals equipped with the key 21st-century skills”.

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The holistic approach provides global exposure and industry challenges, ensuring the students become well-rounded individuals equipped for the future. The program with 40+ modules spanning across 3 levels (Thinkpreneur, Createpreneur, and Launchpreneur) covers important topics like design thinking, financial literacy, communication, collaboration, creative thinking, critical thinking, and much more. Additionally, Skillpreneur introduces students to a variety of skills. Schools’ world over are embracing Kidspreneurship to address common challenges in education.

Educating children about entrepreneurship poses its challenges, and integrating it into different subjects presents an even bigger challenge. That’s precisely why Kidspreneurship’s Special Program for Schools is developed to introduce entrepreneurship education to students in an engaging manner and also support educators in incorporating entrepreneurship into their classrooms.

The interactive platform and program not only guide students toward becoming the leaders of tomorrow but also foster optimism and enhance their preparedness for the future. Consequently, students feel more capable of creating job opportunities and are empowered to assume leadership roles.

Over 25,000 happy parents across Asia have helped their kids develop an entrepreneurial mindset with Kidspreneurship and they’ve been featured in BW Education, Times of India, India Today, and all leading publications.

Authored By:
Swati Gauba,
Thinker-in-chief,
Kidspreneurship

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National Safety Day: The Importance of Teaching Good Touch and Bad Touch in Schools

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Teacher teaching good touch and bad touch to children using colourful graphs
The image is generated using AI

In the light of National Safety Day observed on the 4th of March each year, there’s a crucial aspect of safety that demands our attention—not just physical safety but the safety of our personal boundaries. This calls for an essential conversation about teaching children the concept of good touch and bad touch in schools, a topic that extends beyond the basics of traffic and environmental safety to the core of personal security and dignity.

Why, you might ask, is it vital to introduce this topic in the educational ecosystem? Simply put, knowledge is power. Educating children on the difference between a ‘good touch’ and a ‘bad touch’ empowers them to understand their rights, recognise inappropriate behaviour, and importantly, speak up. In an era where the safety of children should be paramount, this education acts as a shield, protecting their innocence and integrity.

But the conversation doesn’t stop with the children. It extends to the educators themselves. In the process of enlightening the young minds about safety, it’s equally critical for teachers to undergo training on the same subject. This dual approach serves a twofold purpose: a) it equips teachers to handle disclosures of inappropriate touch with sensitivity and the seriousness it demands, ensuring the right steps are taken to safeguard the child and b) it makes educators aware of their own actions, ensuring their interactions with students are always appropriate and beyond reproach.

The Protection of Children from Sexual Offences (POCSO) Act, implemented in India, underscores the importance of such education. The Act provides a legal framework to protect children against offences of sexual abuse, sexual harassment, and pornography while safeguarding the child at every stage of the judicial process. Incorporating awareness about the POCSO Act in school curriculums and teacher training programs reinforces the legal and moral responsibilities we hold towards our children.

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Integrating this education into schools demands sensitivity, age-appropriate language, and a nurturing environment where children feel safe to express their concerns. It’s about building trust, ensuring every child knows they have a voice and that voice will be heard and respected.

For educators, this training should be an integral part of their professional development. Understanding the nuances of child psychology, the impact of their actions, and the legalities of child protection are essential components of their role. This knowledge not only protects the children but also the educators, fostering a safe and respectful learning environment.

Now, over to you, dear readers. Engaging in this dialogue is the first step towards change. Schools must be sanctuaries of learning, not just academically but socially and personally. As parents, educators, and members of the community, it’s our collective responsibility to advocate for and implement this crucial education. Share your thoughts, experiences, and suggestions. How can we, as a society, better protect our children? Your voice matters in shaping a safer future for our youngest citizens.

This conversation is not just necessary; it’s urgent. Let’s not shy away from it. Together, we can create a culture of safety, respect, and understanding, making every day a step towards a safer tomorrow for our children.

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Dr Anju & Dr. Pascal Chazot Get Highest French Award by the French Government

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In an illustrious ceremony held in Ahmedabad on February 29, 2024, the Mahatma Gandhi International School (MGIS) witnessed a proud moment as its director, Dr Anju Chazot, and founding trustee, Dr Pascal Chazot, were awarded the highest civilian honour by the Government of France. The Honourable Consul General of France in Mumbai, Mr Jean-Marc Séré-Charlet, presented these prestigious awards at the Huteesing Visual Arts Centre, marking a significant recognition of their contributions to education and Indo-French relations.

Dr Anju Chazot was honoured with the Chevalier dans l’Ordre des Palmes Académiques (Knight in the Order of the Academic Palms), an accolade that highlights her distinguished services in academia, culture, and education. This order of knighthood, established by Napoleon in 1806, is the highest civilian honour the French Education Ministry can bestow. Dr Chazot’s work has significantly contributed to promoting Indo-French student exchanges, skill development programmes, and facilitating French business investments in Gujarat and India. Her achievements have been acknowledged not just by France but also through various Indian awards, including the SheRise award by FICCI and the Civil Society Award from the Election Commission of India.

On the other hand, Dr Pascal Chazot received the Médaille d’honneur des Affaires étrangères (President’s Medal) for bravery from the French Ministry for Europe and Foreign Affairs. With over 30 years dedicated to education and international cooperation, Dr Chazot has been instrumental in fostering a culture of Indo-French cultural exchange in Ahmedabad. His extensive experience and contributions to the field have been recognized previously, including his service during the attack in Mumbai, for which he was awarded the President’s Medal of Honour by the Government of France.

Mr Jean-Marc Séré-Charlet lauded the role of Dr Chazot and Dr Anju in strengthening the ties between India and France, especially in the education sector. Their efforts have been pivotal in enhancing people-to-people linkages and collaborations between the two countries.

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Consul General Jean-Marc Sere-Scarlet has expressed enthusiasm for increasing the number of Indian students in France, aiming for a target of 30,000 by 2030. This goal reflects the growing ties between India and France and the French President’s commitment to deepening investments in India. Currently, France hosts four lakh international students, with Indians making up just 7,000 of that number. The Consul General highlighted the importance of building a stronger Indian community in France to foster mutual growth and understanding.

Dr Anju Chazot, holding a doctorate in education from King’s College, London, and specializing in teacher training, is keen on promoting educational exchanges between India and France. She emphasized the opportunities arising from the bilateral agreements between Prime Minister Narendra Modi and French President Emmanuel Macron. Dr Chazot looks forward to a future rich with collaborative efforts in internships, volunteer work, and education, benefiting both countries in various sectors including business, technology, and educational practices. She expressed optimism for an increased French presence in Gujarat and vice versa, marking a promising era of Indo-French cooperation.

ScooNews congratulates Dr Anju Chazot and Dr Pascal Chazot on their remarkable achievements and takes pride in their participation as master trainers in the latest masterclass format event, The Rising Leaders Summit 2024, held in February at IIT Gandhinagar. Their work exemplifies the power of education in bridging cultures and fostering global understanding, embodying the spirit of excellence and innovation that ScooNews champions.

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Confronting the Crisis: Addressing Student Suicides in Kota and Beyond

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Addressing the student suicides in Kota and beyond
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In a deeply troubling trend that underscores a crisis in India’s educational system, recent statistics paint a harrowing picture of the mental health challenges faced by students across the country. With reported cases of suicide linked to academic pressure on the rise, the urgency to address this issue has never been more critical. In the early months of 2024 alone, there have been distressing reports from prestigious institutions like IIT Kanpur, IIT Delhi, IIT Roorkee, and IIT BHU, totaling 5 incidents of student suicides.

Kota, often dubbed as India’s coaching capital, has become synonymous with the immense pressure faced by students preparing for competitive exams. The town witnessed an all-time high of 26 student suicides last year, a stark indicator of the unbearable stress these young minds are subjected to. This year, six students in Kota have already succumbed to the pressure, including an 18-year-old JEE aspirant who deemed herself a “loser” for not being able to meet the expectations set by the highly competitive exam.

These incidents are not isolated to Kota or the IITs; they are symptomatic of a larger, systemic issue plaguing educational institutions across India. A 17-year-old intermediate student in Telangana’s Adilabad district, for example, took his own life after being denied entry to an exam for arriving late, a decision that pushed him towards a tragic end.

The narrative emerging from these incidents is clear: the educational system, coupled with societal expectations, is creating an environment where failure is not seen as a part of learning but as an insurmountable setback. This mindset is contributing to a dangerous escalation in the student suicide rate, particularly in coaching hubs like Kota, where the pressure to succeed in exams such as NEET, UPSC, and JEE is immense.

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It is high time that schools, universities, and parents across India recognize the gravity of this issue. The relentless pursuit of academic excellence at the cost of students’ mental health is an unsustainable and harmful practice. Educators and caregivers must foster an environment where failure is acknowledged as a step towards growth and where students are encouraged to explore their passions without the fear of judgment.

Moreover, the implementation of comprehensive mental health programs and the promotion of open conversations about failure and resilience can significantly mitigate the risks associated with academic pressure. It is crucial for educational institutions to partner with mental health professionals to provide students with the support they need to navigate the challenges of their academic journeys.

So what is eventually required of the education sector? the alarming rate of student suicides in India is a call to action for all stakeholders in the educational sector. The tragic losses experienced in places like Kota serve as a stark reminder of the need to reevaluate our approach to education and student well-being. By cultivating an environment that values individuality, encourages exploration, and provides robust support systems, we can work towards a future where the pursuit of knowledge is not marred by the fear of failure but is celebrated as a path to personal and intellectual growth.

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Teach for India Invites Applications for its 2024 Fellowship Program

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Image Source- www.teachforindia.org/about-us

Teach For India is now accepting applications for its esteemed 2024 Fellowship, offering a transformative opportunity for individuals passionate about making a difference in education. With the application deadline set for March 17, 2024, at 11:59 pm, aspiring fellows can submit their applications through the official portal at apply.teachforindia.org.

This fellowship, open to graduates who will complete their degree by June/July 2024, seeks individuals with a drive to foster educational equity. Applicants, whether citizens of India or Overseas Citizens of India (OCI), are invited to detail their achievements, interests, and motivations for joining the fellowship, highlighting the absence of a requirement for prior teaching experience.

The Teach For India Fellowship is a two-year, full-time commitment, during which fellows are placed in English-medium classrooms in under-resourced government or low-income private schools. As subject or class teachers, they will impact the lives of 40-80 students, striving to bridge educational gaps.

The journey begins with an intensive residential training program focused on curriculum development, lesson planning, classroom management, and student assessment. This preparation equips fellows to excel in their roles and make a significant impact in their assigned schools located in one of eight cities: Ahmedabad, Bengaluru, Chennai, Delhi, Hyderabad, Kolkata, Mumbai, or Pune.

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This initiative not only aims to enrich the educational landscape of underserved communities but also fosters personal and professional growth among the fellows. As the final call for applications for the 2024 cohort, Teach For India encourages motivated individuals to seize this chance to contribute to a larger cause and join the movement towards educational equality.

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Overcoming Board Exam Stress: A Guide for Students and Parents

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As board exams loom on the horizon, a palpable tension grips students and parents alike across India. It’s a time when the pressure to perform peaks, often overshadowing the true essence of learning. However, it’s crucial to remember that board exam scores, while important, are not the sole determinants of a student’s potential or future success.

  • Firstly, students must acknowledge that their worth is not defined by their marks. Education is a journey of personal and intellectual growth, not a race to the highest score. Embracing this mindset alleviates much of the undue stress and shifts the focus to understanding and engaging with the material.

    One effective strategy for dealing with exam pressure is establishing a balanced study routine. This means setting realistic goals, creating a structured timetable, and including short, regular breaks to prevent burnout. Breaks are not a diversion but a necessity; they rejuvenate the mind and enhance productivity.

  • For parents, it’s vital to support their children’s well-being during this period. Encourage a healthy study environment that allows for leisure and relaxation. Pressuring children to study incessantly is counterproductive; it stifles creativity and critical thinking—skills that exams, ironically, aim to assess.
  • Students should prioritize clarity of concepts over rote memorization. Understanding the fundamentals of a subject not only aids in retaining information but also in applying knowledge in various contexts— a skill far more valuable in the long run than the ability to regurgitate facts.
  • Moreover, adopting healthy coping mechanisms can significantly reduce stress. Regular physical activity, mindfulness practices, and pursuing hobbies can provide much-needed relief from the rigors of exam preparation. Engaging in discussions with peers or mentors can also offer new perspectives and solutions to academic challenges.
  • Finally, it’s essential for both students and parents to maintain open communication. Discussing concerns, expectations, and aspirations can foster a supportive atmosphere, making the exam preparation journey less daunting.

What we can derive out of all this is that navigating the pressure of board exams requires a balanced approach that values learning over scores, well-being over relentless studying, and understanding over memorization. By cultivating a supportive environment and adopting healthy study habits, students can emerge from this challenging period not just with satisfactory results but with invaluable life skills and a deeper appreciation for the joy of learning

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Ministry of Education Launches ‘Mera Pehla Vote Desh Ke Liye’ Campaign to Empower Young Voters

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The Ministry of Education has announced the launch of a significant initiative titled “Mera Pehla Vote Desh Ke Liye”, scheduled to run from 28th February to 6th March 2024. This national campaign is designed to foster universal, informed participation among the youth in elections, aiming to increase participation of youth in 2024 Lok Sabha elections.

Union Education and Skill Development & Entrepreneurship Minister, Shri Dharmendra Pradhan, has called upon the youth of India to actively partake in the democratic process. Echoing Prime Minister Shri Narendra Modi’s encouragement for first-time voters to vote in large numbers, Shri Pradhan emphasised the importance of making informed choices for the advancement of democracy. To this end, he has directed Higher Educational Institutions (HEIs) across India to host extensive voter awareness activities on their campuses, aiming to underscore the significance of each vote in shaping the nation’s future.

The initiative seeks to engage young voters through a variety of activities, underscoring the importance of voting for the nation’s greater good. HEIs will feature designated areas for voter awareness activities, including a blend of on-ground and online events on the MyGov platform. The week-long campaign will host diverse events such as blog writing, podcasting, debates, essay writing, quizzes, and more, encouraging creative expression among students. Furthermore, workshops and seminars will be organised to deepen understanding of the electoral process, alongside encouragement for youths to take a voter’s pledge online and utilise the Voter Helpline App.
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The National Service Scheme (NSS) and its volunteers are set to play a pivotal role in driving the initiative within educational institutions, with all activities to be documented on the ‘My Gov’ portal for broader reach. Clubs within educational settings will also join in to support the campaign’s objectives.

This initiative marks a significant effort by the Ministry of Education to ensure that India’s youth are not only aware of their electoral rights but are also motivated to participate actively in the democratic processes that define the world’s largest democracy. Through “Mera Pehla Vote Desh Ke Liye”, the ministry aims to instil a sense of pride and responsibility in young voters, empowering them to contribute to the nation’s democratic fabric.

(Source- PIB)

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World NGO Day: Including Social Service and Philanthropy in Curriculum

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On World NGO Day, celebrated each 27th of February, we’re reminded of the pivotal role NGOs play in fostering social change and development. It’s an opportune moment to reflect on a critical gap in our education system—integrating social service into school curriculums. While Indian schools commendably cover moral science and discuss the multifaceted challenges of poverty, they often skirt around a crucial lesson: the importance of giving back to society, a principle that acknowledges our inherent privileges.

The privilege of accessing education and enjoying life’s luxuries is not a universal given; it’s a blessing. Recognizing this privilege entails acknowledging our responsibility to contribute positively to society, underscoring the necessity of philanthropy in our educational ethos. However, mere acknowledgment isn’t enough; action is imperative. This is where the collaboration with NGOs becomes invaluable.

Consider the transformative potential of inviting NGOs working in education into our schools. These organizations, such as Pratham, Akshaya Patra, and Teach For India, are not just entities; they are repositories of real-world experiences and agents of change. By partnering with these NGOs, schools can offer students more than theoretical knowledge; they can provide them with hands-on experiences in social service, embedding the value of giving back into the fabric of their education.

Imagine the impact of integrating assignments that require active participation in social causes—organizing donation drives, participating in animal welfare activities, or contributing to environmental conservation efforts. Such initiatives do more than inculcate a sense of responsibility; they foster empathy, cultivate a sense of community, and prepare students to be conscientious citizens.

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The benefits of integrating social service into school curriculums extend beyond moral and ethical development. They equip students with critical life skills—teamwork, leadership, problem-solving, and empathy—preparing them for the challenges of the real world. Moreover, these engagements offer tangible experiences of impact, teaching students that their actions can indeed make a difference. For example, organising donation drives and animal welfare camps where students can be the volunteers for a better, bigger cause is a great way to include social services into our curriculum.

The partnership between schools and NGOs can take various forms, from guest lectures and workshops to long-term projects and internships. These collaborations provide a platform for NGOs to raise awareness about their causes and for students to engage with these issues deeply and meaningfully.

By making social service an integral part of the curriculum, we can ensure that education transcends academic achievements to include the development of well-rounded individuals who are aware of their social responsibilities. It’s about creating a culture of giving back, fostering a generation that is not only educated but also empathetic and engaged with the world’s pressing challenges.

So, let’s commit to enriching our educational systems with the values of social service and philanthropy. Let’s embrace the opportunity to partner with NGOs and transform our students into not just scholars but also compassionate contributors to society. In doing so, we pay forward our blessings and take meaningful steps towards building a more equitable and caring world.

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India Sets 6-Year Minimum Age for Class 1 Admissions Nationwide

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The Ministry of Education has officially established a minimum age requirement of 6 years for admissions into Class 1, aligning with the National Education Policy (NEP) 2020’s emphasis on developmental readiness and ensuring a uniform standard across the nation. This landmark decision underscores the government’s commitment to the foundational principles laid out in the NEP 2020, prioritising early childhood care and education and recognising the distinct developmental needs of children aged 3–6 years.

In official communications disseminated through the Ministry’s X (formerly Twitter) account, the Ministry of Education (MoE) highlighted its directives to all states and Union Territories (UTs) to conform to this guideline starting from the academic session 2024-25. The move is aimed at ensuring that children are adequately mature, both emotionally and cognitively, to navigate the demands of primary education.

The Ministry’s letters to the states and UTs, issued on 15 February 2024, reiterate requests made in previous correspondences (D.O. letter No. 9-2/20- IS-3 dated 31 March 2021 and 9 February 2023), urging alignment with the NEP 2020 and the Right of Children to Free and Compulsory Education (RTE) Act, 2009. These communications highlight the importance of a standardised age of entry into Grade 1 as a critical step towards realising the vision of an education system that fosters equitable and inclusive learning opportunities for every child in India.

By mandating a minimum entry age for Class 1, the Ministry aims not only to ensure that children possess the necessary readiness for the academic and social aspects of schooling but also to promote consistency and coherence in the implementation of educational reforms across the country. This initiative reflects a holistic approach to education, acknowledging the critical role of developmental readiness in the overall learning journey of a child.

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The Ministry of Education’s directive serves as a reminder of the transformative potential of the NEP 2020, aiming to adapt India’s education system to the evolving needs of its children and laying the groundwork for a future where every child can thrive and reach their full potential. With the academic session 2024-25 on the horizon, this policy sets a new standard for educational excellence and equity, marking a significant milestone in India’s journey towards an inclusive and empowering education system for all.

The move has been met with widespread approval, highlighting the government’s dedication to not just educational reform but to nurturing well-rounded individuals equipped for the challenges and opportunities of the 21st century. As states and UTs work towards implementing this directive, the education landscape in India stands at the cusp of a new era, one where the focus on holistic development promises to redefine the foundations of learning and teaching for generations to come.

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Education or Profit? Bombay High Court Calls for Accessible Learning for All

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In a recent statement that hits home for many, the Bombay High Court pointed out a harsh truth: education, once considered sacred in our culture, has now become something many can hardly afford. The court stressed that it’s the government’s duty to make sure everyone in the country has access to good quality education, highlighting the importance of education in the growth and development of society.

Judges AS Chandurkar and Jitendra Jain shared their thoughts during a case involving a request to open a new college. They mentioned a concern that only letting groups with previous experience in education open new colleges could unfairly keep new players out of the game. This could lead to a few big names controlling the education sector, which isn’t fair to everyone else. Yet, they also acknowledged that experience is important to make sure these new institutions can actually provide good education. While acknowledging the importance of experience in managing educational institutions, the justices called for a more balanced approach. They suggested the establishment of clear, quantifiable parameters for evaluating applications for new colleges, thereby ensuring a fair and competitive educational landscape.

This judicial intervention is a stark reminder of the ongoing transformation of the education sector into an ‘education industry,’ where the pursuit of profit often overshadows the noble mission of disseminating knowledge.

With tuition fees skyrocketing and private coaching centers popping up everywhere, education is becoming more about money and less about learning and growth. It’s a wake-up call for those running educational institutions to remember the real reason they’re in this field – not to make a profit, but to educate and shape future generations.

This scenario demands a reevaluation of our priorities. Education should not be a luxury only a few can afford. It’s a fundamental right that paves the way for a better future for individuals and society as a whole. It’s time for educational institutions to reflect on their purpose and for the government to take action to ensure that quality education is accessible to everyone, regardless of their financial status. This entails not only regulating fees and ensuring transparency in the functioning of educational institutions but also investing in public education to enhance its quality and reach.

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“Although ‘education’ is a pious in our culture but with change in time it has taken a different colour and has become unaffordable. It is the State’s Constitutional responsibility to ensure quality education reaches all the citizens of this country to achieve the growth and development of humanity”, the court said. 

The Bombay High Court’s remarks are a crucial reminder for us all. It’s a call to action to prevent the commercialization of education from overshadowing its true value and to work towards a system where education is seen not as an industry, but as a vital service that nurtures humanity’s growth and development.

(With inputs from Livelaw.in)

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