Education
Viewing Effective Governance and Accountability Through the Lens of SDG 4
The 2030 Agenda for Sustainable Development is guiding global development efforts to develop sustainable societies. efforts to achieve the SDGs must involve the widest possible range of stakeholders and countries to work together in reaching the pinnacle of human endeavour.
Published
5 years agoon
By
Eric Falt
As a bold international framework of unprecedented scale, the 2030 Agenda for Sustainable Development is guiding global development efforts to develop sustainable societies. The 17 Sustainable Development Goals (SDGs) and their targets cover wide-ranging themes encapsulating the development challenges of the 21st century. Beginning with eradicating poverty, and moving to achieve gender equality, providing quality education, combating climate change, and creating peaceful and inclusive societies among others, the SDGs work for a sustainable future that ‘leaves no one behind’. Therefore, efforts to achieve the SDGs must involve the widest possible range of stakeholders and countries to work together in reaching the pinnacle of human endeavour.
With regard to education, SDG 4 was formed with the specific aim of ensuring ‘inclusive, equitable and quality education for all’. As a means of promoting critical thinking, and converting potential into capacity, education is one of the greatest equalizers of our time. Thus, ensuring ‘inclusive and equitable quality education’ and promoting ‘lifelong opportunities for all’ (Goal 4) are among the most critical steps we must take in our journey to achieve the SDGs. Globally, the development discourse tends to focus on lifting people out of poverty. But as our work at UNESCO has convinced us, the challenge of lifting people out of illiteracy is just as great, and the rewards of doing so are as enduring.
As one of the signatories of the 2030 Agenda, India committed itself to achieve the 17 SDGs set by the United Nations General Assembly in 2015. Realising the importance of education for national development, in 2010, India joined a group of 135 countries to make education a fundamental right for every child. The Right to Education (RTE) Act, 2009 which came into effect on April 2010, guarantees free and compulsory education to children between the age of 6 to 14 years. Along with the RTE Act, government schemes like the Sarva Shiksha Abhiyan (SSA) and the Mid-Day Meal (MDM) scheme have helped increase access to education in rural and urban India.
The SSA scheme aims to universalise elementary education across states, while the MDM programme helps to achieve increased enrolment in primary schools by also providing improved nutritional status to the enrolled students. As has been corroborated by researchers, the MDM scheme has significantly improved school enrolment rates, created employment opportunities and helped with combating malnutrition (Jayaraman and Simroth 2015). In the field of adult education, India’s national Saakshar Bharat Mission – the largest adult education programme in the world – is steadily working towards its goal of helping 80 million Indian adults achieve literacy.
Since access to quality education spurs innovation, boosts employment and helps alleviate poverty, it becomes imperative to address the gaps and challenges hindering the effectiveness of education policy and implementation in India. While India has successfully achieved increased enrolment rates over the past decade as published in the Educational Statistics at a Glance 2018 report (Government of India 2018), providing equitable access to quality education for students from different economic and social backgrounds remains a challenge. Furthermore, how these statistics translate into quality education has come under the scanner because of the slow progress of students in performing on reading, writing and arithmetic tests (Annual Status of Education Report 2018).
Apart from inter-state disparities in educational achievement, discriminations on the basis of gender, caste and class continue to exist, highlighting the overlapping social and cultural inequalities present across Indian states. The UNESCO 2019 State of the Education Report for India further documented the outstanding progress made in various states, detailed the persisting challenges, and suggested a set of ten recommendations to address them. Therefore, these mutually reinforcing inequalities hinder the cognitive development of children and go against the theme of the SDG 2030 Agenda of ‘Leaving no one behind’.
To successfully achieve SDG 4 along with other related SDGs, there is a need to build an education system which addresses these inequalities by ensuring access to quality education regardless of a child’s economic status, social identity or any other vulnerability which might restrict access to quality schooling. The role of effective governance and accountability becomes crucial in order to do so. Here, it is worth mentioning the 11 key principles of effective governance endorsed by the UN Economic and Social committee and set by the UN Committee of Experts on Public Administration (CEPA) and UN DESA (Boukaert et al. 2018). These 11 principles highlight three broad pillars for good governance: effectiveness, accountability and inclusiveness. These principles have been developed to assist countries which volunteer to use these principles in order to help build effective, accountable and inclusive institutions at all levels. These principles apply to all public institutions including the administrative, executive and legislative organs, the security and justice sectors, independent constitutional bodies and State corporations (Economic and Social Council 2018).
With regard to providing equitable access to quality education for all in India and realizing other important SDG 4 targets, integrating effective governance and increased accountability into the education system helps in encouraging dialogue between the government and its citizens, which strengthens institutional effectiveness and inclusivity (SDG 16). For example, the rights-based approach undertaken by the Indian government towards education through the Right to Education Act 2009, mandates each state to abide by the set of rules mentioned within the Act. This stipulates certain norms and regulations that are protected within the Constitution of the country, making it easy to monitor the learning conditions and hold school authorities accountable in case of any discrepancies. As a result, this process simultaneously increases the accountability of the government system and empowers citizens to hold their state accountable in case their rights get violated.
Integrating effective governance into SDG 4 includes the promotion of sound policy making, monitoring and evaluation systems and regulatory impact analysis (Economic and Social Council 2018). Multi-stakeholder partnerships are equally important in achieving SDG 4, that is, for all ministries, institutions, multilateral and civil society organisations to collaborate and address problems of common interest. Thus, it becomes imperative to integrate effective governance and accountability into the education system in order to move in the right direction and achieve the SDG 4 targets.
References:
• ASER Centre (2019), Annual Status of Education Report 2018, available at http://img.asercentre.org/docs/ASER%202018/Release%20Material/aserreport2018.pdf last accessed 1 November 2019.
• Boukaert et al. (2018), Effective Governance for Sustainable Development: 11 Principles to Put in Practice, available at https://sdg.iisd.org/commentary/guest-articles/effective-governance-for-sustainable-development-11-principles-to-put-in-practice/ last accessed on 31/10/2019
• Economic and Social Council (2018), Principles of effective governance for sustainable development, available at http://workspace.unpan.org/sites/Internet/Documents/Principles%20of%20effective%20governance_to%20upload.docx.pdf last accessed on 31/10/2019
• Government of India (2018), ‘Educational Statistics at a Glance 2018’ https://mhrd.gov.in/educational-statistics-glance-2018 last accessed on 31/10/2019
• Jayaraman and Simroth (2015), The Impact of School Lunches on Primary School Enrollment: Evidence from India's Midday Meal Scheme, The Scandinavian Journal of Economics, access at https://onlinelibrary.wiley.com/doi/abs/10.1111/sjoe.12116 last accessed 1 November 2019.
About The Author :
Eric Falt is the Director and UNESCO Representative for the UNESCO New Delhi Cluster Office.
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Education
Content and Language Integrated Learning (CLIL): A Synergistic Approach to Education
Published
17 hours agoon
October 15, 2024
CLIL or Content and Language Integrated Learning is a relatively new and underutilised pedagogical approach to language learning. It is a generic term referring to the teaching of a curricular subject through a foreign language. The basis of CLIL is that the teaching-learning is carried out in a language that is not the mother tongue of the students. The end objective remains to learn the second language while the content is extracted through other subjects which the students already study as part of their curriculum. It is a dual-focused approach in which both the content and the language are learnt simultaneously.
The CLIL Methodology
The successful implementation of a CLIL programme relies on the collaboration between language teachers and content teachers. Each is an expert in his or her field, so they need to share both their respective ideologies and materials.
A content teacher is someone who teaches a subject — for example, biology, history, or art. This does not mean just teaching the subject in the English medium. These content teachers are not experts in language acquisition or pedagogy as they are experts only in their respective subjects. Content teachers also depend on the support of the language teacher to diffuse the elements of the language into their subject matter. Thus, both types of teachers have to work in close conjunction with one another to make CLIL successful.
A language teacher is principally responsible for teaching English (or another language), but in the CLIL programme, he or she also supports the content teacher by introducing relevant vocabulary and functional language related to a given subject. This is a more powerful approach to learning a new language as it focuses on the authentic use of language rather than learning it through decontextualized content fragments, memorising grammar rules, or the cramming of curricular subjects.
Let us take the example of a history lesson. The content teacher explains the Civil Disobedience Movement through pictures, demonstrations, and using the textbook in English, and if necessary, the students’ first language. In parallel, the English language teacher might teach students the grammatical structures used for explaining the past tense (simple past, past progressive, and past perfect), the language to describe cause and effect (because of, due to, results in), and word forms (empire, emperor). In summation, the student has learnt both the concept of the Civil Disobedience Movement and can articulate or explain it using appropriate grammar and terminology.
The CLIL Framework
The framework of CLIL is based on the 4Cs i.e., Content (or the subject matter), Cognition (the process of learning and thinking), Communication (the process of interacting and using the language), and Culture (developing an understanding of the language). So, CLIL teaching is not only a matter of learning how to teach both content and language, but also how to integrate them. In this aspect, it is very different from immersion or content-based instruction techniques of language acquisition as it emphasises the need to harmonise language and content-based learning rather than prioritising one over the other.
According to Marsh et al. (2001), students cannot improve their content knowledge and skills without learning the language, because the subjects are discussed, constructed, evaluated and embedded in the language. The basic aspect of learning any language or developing fluency in it is to acquire as much vocabulary as you can. Vocabulary can be divided into three parts: Basic vocabulary, academic vocabulary, and discipline-specific vocabulary. CLIL involves learning to use language appropriately while using language to learn the subject adequately.
In every CLIL lesson plan given by the University of Cambridge, ESOL examinations it is repeatedly insisted that “Every subject has its content obligatory language which means a subject-specific vocabulary, grammatical structures, and functional expressions”. For instance, a chapter on ‘Plants’ in Grade 3 Science would have vocabulary such as ‘photosynthesis’, ‘stomata’, ‘sunlight’, etc which are domain-specific for science for that level. Therefore, each chunk of content associated with CLIL has a specific vocabulary and the teacher has to relate his/her teaching with the newly learnt vocabulary with the old one, which is also the preliminary step in the CLIL approach.
The Final Word
The objectives of CLIL are varied, but among the most relevant ones are to improve the educational system, to establish the necessary conditions that will allow students to achieve the appropriate level of academic performance in curricular subjects, to develop intercultural understanding and to hone their social and thinking skills. Moreover, CLIL prepares students for the globalized world by increasing their motivation to learn foreign languages and cementing their intercultural competence.
As an approach, CLIL has been very successful in countries such as China, Malaysia and Thailand in promoting content learning and language acquisition. In India too, CLIL is gaining currency slowly and steadily but needs some more research, the willingness to adopt, and flexible implementation. Some initiatives have been taken in this direction. For instance, CLIL@India a 3-year project co-funded by the European Union was a consortium of 7 Universities from India and Europe dedicated to developing a new model of bilingual education by introducing Content and Language Integrated Learning (CLIL) as an innovative pedagogical practice in the Indian education system to preserve the nation’s multilingualism.
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References:
- https://bridge.edu/tefl/blog/what-is-clil/
- https://www.onestopenglish.com/clil/what-is-clil/501038.article
- https://www.teachingenglish.org.uk/article/clil-lesson-framework
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Authored By- Sanjhee Gianchandani
Sanjhee Gianchandani is an English language curriculum designer and editor with a Master’s from LSR, University of Delhi, and a CELTA from Cambridge. She has authored grammar books, edited over 100 academic and literary works, and specialises in English language teaching (ELT) pedagogy.
Education
CISCE to Implement Major Academic Reforms Aligned with NEP 2020 from 2025-26
Published
6 days agoon
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Robotics and AI in Curriculum
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Introduction of Competency-Based Exams
The CISCE will also introduce a ‘holistic progress card’, a 360-degree evaluation system to assess students’ development across academic and non-academic domains. This approach will provide a comprehensive view of student achievements beyond traditional metrics.
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Digital Assessments and School Improvement
To enhance educational standards, the council will roll out digital assessments for students in Classes III, V, and VIII from 2025-26. These assessments aim to identify students who need additional support or those excelling beyond their grade level. Additionally, a school improvement plan will be introduced, encouraging high-performing schools to partner with state governments to enhance the quality of education in government institutions.
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Education
Aditya Birla World Academy Hosts ‘The Happy Place’ an Interschool Festival to Drive Awareness on Mental Health
Published
1 week agoon
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In a collaborative effort between Aditya Birla World Academy (ABWA) and Mpower, an initiative of Aditya Birla Education Trust the Happy Place Interschool Festival was successfully held to raise awareness about mental health, with this year’s theme being The Mindful Megabyte – Digital Wellness. The event saw participation from over 200 students across various schools in Mumbai across boards, engaging in a variety of creative and expressive competitions, including Solo/Duet Singing, Art, Photography, AD-Film Making, Drama, Slam Poetry, and Dance. Each event centered around the theme of digital wellness, focusing on the impact of technology on mental health and well-being.
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The competition’s theme, Digital Wellness, reflects the growing influence of technology in the lives of young people. While digital platforms provide numerous opportunities for connection, learning, and creativity, they also come with risks such as overuse, social media addiction, cyberbullying, and sleep deprivation. Striking a balance between the positive and negative impacts of digital media is crucial for the well-being of today’s youth.
Parveen Shaikh, VP Operations at Mpower, highlighted the urgent need for digital wellbeing support amidst the growing mental health crisis: “In today’s digital age, the constant use of technology is significantly impacting mental health, particularly among young people. Studies reveal that 1 in 5 individuals experience symptoms of mental health conditions, with excessive screen time and online pressures contributing to this rise. Alarmingly, 50% of mental health issues begin by the age of 14, and 75% by age 24. By focusing on digital wellbeing and creating awareness around healthy tech habits, we aim to provide timely interventions that encourage young people to seek help and maintain a balanced, mentally healthy lifestyle.
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Education
Department of School Education & Literacy Proposes October Activities to Honour Senior Citizens
Published
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October 4, 2024
In observance of the International Day of Older Persons, celebrated annually on 1st October, the Department of Social Justice and Empowerment, in collaboration with the Department of School Education & Literacy, has proposed a series of activities throughout October 2024. These initiatives aim to instil values of respect, care, and empathy towards senior citizens among students, fostering intergenerational bonding.
This month-long celebration focuses on connecting students with the elderly, emphasising the invaluable contributions, wisdom, and dignity of older generations. With life expectancy rising globally, and older persons expected to outnumber youth by 2030, the importance of fostering respect for senior citizens is more relevant than ever.
Educational institutions have been encouraged to observe Grandparents’ Day, featuring activities like storytelling and interactive games. Schools may also host pledge-taking ceremonies, where students and staff commit to respecting and supporting the elderly.
Morning assemblies or language classes will offer opportunities for students to recite poems and shlokas that emphasise respect for elders, drawing from India’s cultural heritage. Schools will also facilitate interactions between students and senior citizens, allowing for the sharing of stories, historical discussions, and the exploration of traditional crafts.
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Education
Ministry of Education Hosts Two-Day STARS Workshop to Strengthen School-to-Work Transition and Assessment Systems
Published
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October 3, 2024
The Ministry of Education’s Department of School Education and Literacy (DoSE&L) organised a two-day knowledge-sharing workshop under the Strengthening Teaching-Learning and Results for States (STARS) project in Bhopal, Madhya Pradesh, from 30th September to 1st October 2024. The workshop aimed to foster a robust educational ecosystem that prepares students for the challenges of the future workforce, focusing on the school-to-work transition and strengthening assessment systems.
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Day 1 featured key discussions led by Sanjay Kumar, Secretary of DoSE&L, who underscored the need to bridge the gap between education and employment. This was followed by panel discussions moderated by Vipin Kumar, Additional Secretary of DoSE&L, where speakers explored the integration of skill education into school curricula and the promotion of multidisciplinary learning, internships, and apprenticeships under NEP and the National Credit Framework (NCrF).
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On Day 2, Vipin Kumar discussed the need to improve current assessment models, followed by presentations on psychometric analysis and innovative assessment practices by educational leaders, including Smt. Idzes Angmo Kundan and Jonas Bertling.
The workshop concluded with key takeaways from Vipin Kumar, who highlighted strategies for enhancing assessment systems and improving school-to-work transitions to ensure a better future for students.
(With inputs from ANI)
Education
Embracing Project-Based Learning: A Journey of Discovery in “How We Organize Ourselves”
Published
2 weeks agoon
October 3, 2024By
Arushi Sikri
As an educator, I embarked on a fascinating journey with my students to explore the unit “How We Organize Ourselves.” Our approach was rooted in Project-Based Learning (PBL) principles, designed to foster a deeper understanding of complex concepts through hands-on experiences. This article will delve into our collaborative learning process, highlighting the integration of technology, critical thinking, and creativity.
Provocation and Inquiry
Our journey began with a thought-provoking exercise in the “messy library,” where students were tasked with rearranging books using various systems, such as genre, color code, language, or alphabetical order. This activity sparked critical thinking, encouraging students to think creatively and develop problem-solving skills As they shared their experiences, they naturally incorporated vocabulary related to systems, voting, disagreements, rules, and strategies, laying the groundwork for future connections.
Gallery Walk and Comic Strips
The next step was a gallery walk, where students engaged with comic strips depicting different forms of government. By analyzing the images and dialogues, they began to grasp the underlying concepts and connect them to their previous library experience. This visual approach facilitated a deeper understanding of how governments function as systems
Tech Integration and Infographics
To further explore the democratic form of government, students conducted research and created infographics using Canva. This tech integration enabled them to effectively communicate their thoughts and analyze the features of democracy in various countries Their presentations not only showcased their understanding but also encouraged critical thinking about the differences in governance across nations.
Language Curriculum Integration
As we transitioned from democracy to monarchy, the language curriculum was seamlessly integrated. Students received case studies of 10 different monarchs and, through reading analysis and evidence-based claims, developed a deeper understanding of these systems. By presenting their findings through mini lessons, they gained confidence in their comprehension and re-examined the diverse approaches of monarchs in handling their countries’ situations.
Independent Research and Comparison
To solidify their understanding, students conducted independent research on another form of government using the 5-step research process. This exercise allowed them to dive deeper into the concept of various governance systems and create personalized notes to reinforce their knowledge. As an assessment task, they compared and contrasted different forms of government using a comparison chart, leveraging their previous experience with infographics and graphic organizers to organize their thoughts systematically.
Strategic Planning and Critical Thinking
Throughout this journey, strategic planning and clarity of critical thinking skills enabled students to organize their understanding in a more effective manner. By analyzing and evaluating information, they developed a deeper comprehension of the various forms of government
Taking Action: Creating a New Government System
With a solid foundation of knowledge, students took the next step by forming their own government system. They crafted their own constitution, preamble, and even experimented with combining two forms of government to create a new one. This hands-on experience empowered them to think critically and creatively, applying their understanding to real-world scenarios.
Therefore, this integrated and project-based learning journey not only deepened students’ understanding of governance systems but also cultivated essential skills in critical thinking, collaboration, and creativity. By embracing a student-centered approach, we can empower young minds to become active participants in shaping their own learning experiences.
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This article is authored by- Arushi Sikri, IB PYP Educator, Prometheus School, Noida
Education
An Aristocracy Of Service: The 4S Approach to Quality Education
Published
2 weeks agoon
October 2, 2024By
Sandeep Dutt
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
53% of Students, 40% of Colleges, and 57% of Corporates Prefer 4-6 Month Internships: HirePro Report
Published
2 weeks agoon
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Bengaluru, 1st October 2024: The landscape of internships in India is evolving, with students, colleges, and corporates showing a growing preference for internships lasting 4 to 6 months, according to a recent report by HirePro, an AI-powered recruitment automation firm. The report, titled ‘The New Reality in College Hiring,’ surveyed over 20,000 students, 350 educational institutions, and 200 corporate entities, along with insights from 100+ campus recruitment experts.
The findings reveal that 53% of students, 40% of colleges, and 57% of corporates prefer internships that span one semester (4-6 months). This duration is seen as ideal, offering students enough time to gain practical exposure while allowing corporates to closely assess a candidate’s adaptability and learning capabilities. However, 37% of colleges advocate for longer internships lasting 10-12 months, while 40% of students favour shorter internships of 2-3 months.
Flexibility emerged as a key priority for students, with 68% willing to relocate for the right opportunity and 79% open to remote internships. In contrast, 71% of corporates are hesitant about remote work, citing concerns over effective supervision. Interestingly, 67% of colleges support remote internship models, recognising the digital shift in the job market. There is also a notable interest in part-time internships, with 86% of students keen on this option, though 55% of corporates are opposed.
According to Mr. S Pasupathi, COO of HirePro, “Internships have increasingly become a preferred mode of candidate selection for many corporates,” highlighting the growing importance of internships as a pathway to employment.
Internships: The New Classrooms
Internships have emerged as the new classrooms where students learn real-world skills that traditional education often overlooks. The industry is never confined to textbooks or the four walls of a classroom; it’s dynamic, ever-changing, and requires hands-on experience. Engaging in internships allows students to bridge the gap between theoretical knowledge and practical application, preparing them for the realities of the working world.
Education
UGC to Train 10,000 Faculty Members in Indian Knowledge Systems under NEP 2020
Published
2 weeks agoon
September 30, 2024
In order to embed Indian Knowledge Systems (IKS) into the higher education landscape, the University Grants Commission (UGC) has announced plans to train over 10,000 faculty members from universities and colleges across the country in different phases between November 2024 and March 2025. This initiative aligns with the National Education Policy (NEP) 2020, which envisions an education system deeply rooted in Indian ethos and values.
The IKS, or Bharatiya Jnana Parampara, is increasingly being introduced as a subject in various academic disciplines, including engineering and management institutes. The UGC, the regulatory authority for higher education, has called on universities and colleges to apply for the six-day basic training programme by October 2, which will be organised in 75 institutions nationwide. Alongside faculty, around 1,000 registered research scholars will also participate in the training.
In a recent letter, the UGC emphasised the NEP’s focus on incorporating IKS into Indian education, stating, “The training programme equips faculty members with the tools to seamlessly integrate Indian Knowledge Systems into their teaching practices.” This initiative will ensure that the educational ecosystem in India reflects and promotes the rich heritage of the nation.
What the Training Programme Entails
The IKS training module offers a comprehensive introduction to fundamental concepts such as the Panch Maha Bhutas (five elements), the concept of a Sutra, and non-translatable terms like Dharma, Punya, Aatma, Karna, Yagna, Shakti, Varn, Jati, Moksha, and Puraana. Faculty members will be equipped to understand the importance of using accurate terminology in teaching IKS.
Participants will also be introduced to the philosophical foundations of IKS, including key concepts from Samkhya, Vaisheshika, and Nyaya philosophies. The module includes case studies on topics like the mathematics of Madhava, Aryabhata’s astronomical models, Ayurveda’s foundational aspects, Ashtanga Yoga, and insights from the Sangeet and Natya Shastra.
An official involved in the course design highlighted, “The courses are broad-based and not limited to a faculty member’s specific discipline. They include introductory material on all aspects, enabling exploration of fundamental IKS principles.” Discipline-specific courses will delve deeper into subjects such as chemistry, metallurgy, mathematics, and literature, allowing participants to engage with ancient texts and concepts within their areas of expertise. For instance, mathematics in the Vedas and Sulva Sutras will be studied, as well as the life and contributions of scholars like Aryabhata, Pingala, and Panini.
The Journey So Far
The first phase of this faculty training initiative began in July 2023, with the establishment of an IKS cell under the Union Ministry of Education (MoE). The cell was created to foster interdisciplinary research, preserve the vast knowledge of IKS, and ensure its dissemination for societal applications. The training sessions are conducted through various agencies, including the Human Resource Development Centres (HRDCs) and the Pandit Madan Mohan Malviya National Mission on Teachers Training (PMMMNMTT).
The NEP 2020’s emphasis on the Indian Knowledge System underscores the need for an education system that is not only globally competitive but also rooted in India’s rich intellectual traditions. By integrating IKS into higher education, the initiative aims to provide students with an opportunity to connect with their heritage and draw insights from centuries of accumulated wisdom.
(With inputs from News 18)
Education
India Offers 50 Quad Scholarships Worth Over Rs.4 Crore for Indo-Pacific Students
Published
3 weeks agoon
September 23, 2024
India has announced a major initiative to provide 50 Quad scholarships, worth Rs. 4.17 crore ($500,000), to students from the Indo-Pacific region. This scholarship programme will enable selected students to pursue a four-year undergraduate engineering degree at a Government of India-funded technical institution, emphasising the country’s commitment to strengthening ties with the Indo-Pacific region. The announcement was made as part of the Wilmington Declaration Joint Statement by the leaders of Australia, India, Japan, and the United States.
In the joint statement, the leaders of the Quad highlighted their dedication to building a network of future science, technology, and policy leaders, stating, “The Quad is committed to strengthening the deep and enduring ties between our people, and among our partners. Through the Quad Fellowship, we are building a network of the next generation of science, technology, and policy leaders.” The implementation of the Quad Fellowship will be overseen by the Institute of International Education (IIE) with support from private sector partners such as Google, the Pratt Foundation, and Western Digital.
Prime Minister Narendra Modi, who participated in the Quad Summit in Wilmington, Delaware, alongside US President Joe Biden, Australian Prime Minister Anthony Albanese, and Japanese Prime Minister Fumio Kishida, emphasised India’s role in the initiative: “India is pleased to announce a new initiative to award fifty Quad scholarships, worth $500,000, to students from the Indo-Pacific to pursue a 4-year undergraduate engineering programme at a Government of India-funded technical institution.”
About the Quad Fellowship
Commencing in 2024, the Quad Fellowship extends to master’s and doctoral students in science, technology, engineering, and mathematics (STEM) fields across the United States. Administered by the IIE, the programme aims to cultivate collaboration and innovation in private, public, and academic sectors among the Quad countries. As stated on the official website, “The fellowship develops a network of science and technology experts committed to advancing innovation and collaboration in the private, public, and academic sectors, in their own nations and among Quad countries.”
Eligibility Criteria and Application Process
The Quad Fellowship is open to candidates from the four Quad nations—Australia, India, Japan, and the United States—as well as 10 Southeast Asian countries, including Indonesia, Malaysia, and Vietnam. Selected candidates must demonstrate academic excellence and a commitment to using their skills for the greater good. Each fellow receives a financial grant of $40,000 (Rs. 33.39 lakh) to cover academic expenses.
The eligibility criteria for the 50 undergraduate engineering scholarships in India will be announced soon. However, for the graduate fellowship, candidates must:
- Be at least 18 years old at the time of application.
- Be citizens or legal permanent residents of one of the Quad countries or the 10 Southeast Asian countries (Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, Philippines, Singapore, Thailand, or Vietnam).
- Hold a bachelor’s degree or equivalent in a STEM field by August 2024.
- Have a record of superior academic achievement at the undergraduate level.
For prospective graduate students, they must have applied to an eligible STEM graduate programme at a US-based university for the 2024-2025 academic year. Current graduate students enrolled in a Master’s or PhD programme in the US must be enrolled full-time in an eligible STEM course for the full 2024-2025 academic year. Programmes in clinical healthcare, such as medicine or nursing, are not eligible.
Though applications for this year are closed, prospective candidates can stay updated by visiting the official Quad Fellowship website: Quad Fellowship.
(Source- PTI)
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