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Webinar: School & Infrastructure Experts Discuss The Future of Learning Spaces
Schools in India are getting ready to reopen, what will they look like post-COVID lockdown? Here’s our webinar exploring the Future of Learning Spaces – the new pedagogy, the govt. policies, and the changes in infrastructure. Read on.
This webinar was conducted with 5000+ viewers on 9th September 2020 by ScooNews, in collaboration with Godrej Interio, that discussed the Future of Learning Spaces when the school will reopen.
(MODERATOR)
Dr Arunabh Singh, Director Nehru World School, Chairperson FICCI Arise, Western UP
(SPEAKERS)
Mr Sameer Joshi, Head, Workspace Research & Ergonomics, Godrej Interio
Ms Meena Murthy Kakkar, Design Head & Partner, Envisage
Dr Swati Popat Vats, President, Podar Education Network
Ms Geetika Bahuguna, COO (Services), Millennium Education Management Pvt. Ltd
Mr Himmat Singh Dhillon, Headmaster, The Lawrence School, Sanwar
Excerpts
Dr Arunabh Singh: How do you see the network of Millenium schools when they would reopen? What kind of pedagogical shifts would it require?
Geetika Bahuguna: Let me start by telling you what we are currently doing. According to us, the change has to happen in 2 phases and we have covered the 1st phase of preparing the schools for this shift. Millenium schools have very strong learning philosophy, culture, curriculum and infrastructure which helps the learning approach. But since the lockdown, the use of infrastructure that helped in not only academic learning but also skill-based learning was out of the window, we created virtual portals. With the help of teachers, matter experts and mentors, we also updated accordingly.
When NEP came out, we mapped out a 10-year-old 5E learning approach that is used in millennium schools with the NEP and realised we were already 80 % there. So what we have planned for reopening is that only 33 % of total students would come to school for 2 days a week. This will bring that socio-emotional bonding back between the teacher and children. Because even when children are cognitively learning at home and the virtual portals are working fine, the emotional connect is still left out. Reopening would bring that back and let us use the infrastructure along with the virtual learning modules, that are carefully drawn, to help in the kind of learning millennium schools believe in.
Arunabh Singh: In your opinion, what would you say the schools would require when they reopen?
Sameer Joshi: We carried out a survey of 350 students and parents for teachers and schools to understand their mindset in terms of online learning and for when schools may reopen. What is interestingly surprising is that 33% of parents do not wish to send their wards to school anymore out of concern for their safety. And this is understandable when you look at the office/school spaces, they weren’t initially built to stop the spread of infection but to bring people together. So the main concern comes down to infrastructure.
Another one is staggering timing of crowd amongst the campus. What school basically need to do is not only create safer spaces but also be visually communicative of the safety measures they are taking for students as well as teachers.
There need to be several interventions regarding a variety of points like protocols, isolation (in case needed), safety procedure and whatnot. We have come up with a summary that gives out the possible interventions that are emerging as a critical need for the schools, both for online and on-campus studies.
Dr Arunabh Singh: How are you planning to regulate 4-5-year-olds when schools reopen?
Dr Swati Popat Vats: Reopening of schools and educational institutes is going to be the new normal because schools that we knew of do not exist any more. There will be a new kind of reality in schools. As for children, we should remember that since the last 6 months, they are no more in a habit of ‘sitting’ in one place. But as the schools reopen, they will be expected to ‘sit,’ not move around and be socially distanced. For this, we have realised that the ‘Bubble Format’ has been very useful, we are seeing that in schools abroad. It is not a literal bubble but a group of children with one teacher, they do not interact with another group or teacher. What will be challenging is that Indian schools have more number of students so not all of them will be able to attend at once. And for those bubbles to remain non-contagious, we will have to make sure to keep an eye on no-exchange of items amongst children, no close proximity contact, etc. It will be difficult and challenging, a lot of activities like playing with sand/water will not be possible in the beginning in order to keep safety a priority.
What can be done to ensure this includes:
- Proper training of the staff so they do not become too obsessed over a lot of things and stress unnecessarily.
- Parent-partnership is going to be very important.
- To open early schools at the last after older classes have reopened and it is been studied how things are going.
- The physical structure of the classroom to keep it safe and comfortable for the children to sit for a longer duration as they are not used to it anymore.
What might help parents and children, is virtually getting used to the transition before physically getting used to it.
Dr Arunabh Singh: What are the expected changes for residential schools like The Lawrence School?
Himmat Singh Dhillon: In every crisis, there is a hidden opportunity! What is requite is infrastructure and space currently which we have. Having said that we have come up with SOPs during all this time we had. According to which there will be staggered induction of some grades like class 12, there are going to be decontamination zones, holding areas for quarantine and a set process of integration for students as well as teachers that will be a minimum of 14 days. We are very thankful to have received guidance from the secretary of education who is our chairperson and have had collaboration like, Indian Public School Conference to map out a do-able, well thought out SOP. As for the common areas, there will be no congregation allowed whether, during meals or breaks, masks and shields will be mandatory. Sanitization of not only hands but of common area, surfaces, items will be a priority, children and teachers will not come in face to face contact with the cleaning crew and all the staff members will have Aarogya Setu apps. We are going to set the classrooms and dormitories in a way that abides with the 6-feet distance rule and further bring similar changes to the safety of children and teachers.
Dr Arunabh Singh: As an architect, what do you think are the areas of schools that need more analysis after this pandemic?
Meena Murthy Kakkar: It is extremely important to understand the demographic population of a school, concerns will vary accordingly. A meticulous training of the staff is significant to equip them for the reopening of schools. Space layout and circulation is to be chalked out literally to avoid overcrowded routes for students and teachers. And of course, individual class/activity room layouts need to be looked at as well. Process of functioning will have a lot of administrative part in it apart from design.
What usually gets looked over at is the building’s services and ventilation, we need the already present air to be cleaner apart from all the sanitization of spaces and materials. A critical look at technology and communication is required as well.
More importantly, a health audit of the building should be done before putting in expenditure in all the redesigning, to check what already is available. And after all that we do not want the schools to look like hospitals, we need to address the fears of children and parents in order to encourage them to come back.
Dr Arunabh Singh: How are classrooms going to provide that feeling of collaboration under these social distancing times and norms?
Geetika Bahuguna: Collaboration is of two kinds physical and mental, we are leaning towards the mental collaboration where a child is able to share thoughts connected with the idea and exchange views because that is how learning happens. At the bottom line comes the training of children and teachers because once the students are in school, it is a whole different play so we are planning to start with the senior lot.
Dr Arunabh Singh: What is your advice for people who run early childhood schools?
Dr Swati Popat Vats: Firstly please stop calling them pre-primary, that brings the focus on preparing them for primary and removes it from the Early Childhood category.
Second training and mock drill before children come back is going to be extremely necessary.
Lastly, it is prime to have parents trusting you and feeling safe with leaving their children with you so parent-partnership is going to be of utmost importance.
Dr Arunabh Singh: How would you bring the parents to trust and feel safe in sending their children to residential schools?
Himmat Singh Dhillon: Faith can only be there when there is communication and trust. There has to be a relationship with the parents. To do so, we share as much as possible with them, students and all the stakeholders. We would also share the SOPs and would invite suggestions as to what more can be done for the children once they are back at the campus.
I would also like to say that there are two ways of looking at a residential school. One, it is isolated during this pandemic and two, there is not yet a single case on the campus. All we want to tell the parents is that we will leave no stone unturned in taking care of them.
Arunabh Singh: What is your advice to people who are starting to design a school?
Meena Murthy Kakkar
- Look at the indoor air quality, pressure intake and circulation. Do not restrict learning to authentic style classroom, make sure to incorporate open spaces into the building.
- Multiutalitarian spaces are needed, especially in these social distancing times. Flexibility is the new buzz word in school design.
- Incorporate technology into the system. The learning took a paradigm shift recently and some of the technology and online learning is here to stay along with the tech tools, do not avert from them, instead accept them.
Dr Arunabh Singh: What can we expect from companies like Godrej Interio, what can we expect to learn from White Paper?
Sameer Joshi: Investment in the flexibility of infrastructure, design and other areas seems to be the way forward. What White Paper deals with is what was just discussed here – the generic problem; what changes do I make; how do I take care of safety, etc. It provides guidelines based on survey and research on a vast number of queries.
Earlier, we came out with another White Paper that dealt with the health and wellness of teachers, where a survey of 600 teachers was done. We need to add that extract of health and wellness to dimension as well.
To contact Godrej Interio for school infrastructure, just go to the website and put in the contact info and the team will reach out to you.
Dr Arunabh Singh: What must be done if a child tests positive for COVID?
Dr Swati Popat Vats: So, if a child is positive, the entire bubble should be quarantined. If more than one child is positive, the entire school should be closed and quarantined for at least 14 days. Surely, our government will come out with guidelines as well. Meanwhile, what schools must remember is to be transparent and not hide if a positive case is found. Reporting the case is important, do not worry about reputation, you will not lose anything for being straightforward but you might lose if you do not come out clean.
Dr Arunabh Singh: What about school in semi-urban settings?
Dr Swati Popat Vats: Local governments will have to be reached out to in case of all the budget-related constraints. Reach out to ECA & NAPER if you need trained staff or need parents to understand what to expect during these times, etc.
Dr Arunabh Singh: Apart from all this, there is a 5-page SOP that has been launched and it shows several demographics and geographical variations that were kept in mind. Check it out.
Sameer Joshi: There is a lot of anxiety about it, but we need to give that positive message that it will be better now. Yes, a lot of interventions are required; people, process, workspace framework, all of it goes hand in hand. But with these difficulties, training, preparations and much more, we would go back to school for sure. As one of the principals said during the White Paper survey, “We build citizens of India, we instil discipline in them, we build morals and teach them a whole lot of things; it is just not about only textbooks and exams, there is no alternative to going back to schools.”
The National Education Policy (NEP) 2020 has emphasized vocational education and skill development. Integration of vocational education with general education and mainstreaming of vocational education have been recommended. To fulfill various objectives of NEP in this regard, the existing scheme of Samagra Shiksha has been revamped and various new interventions relating to Vocational Education like internships, bagless days, exposure to vocational education at the Upper Primary level, etc. are being supported.
Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE), Bhopal acts as the principal coordinating agency for organizing teachers training programs for vocational teachers/trainers. An induction training program of 10 days duration is organized by the respective States/UTs for newly inducted vocational teachers/skill trainers in collaboration with PSSCIVE Sector Skill Councils, SCERT, and other stakeholders. PSSCIVE conducts regular training programs for vocational teachers in collaboration with States/UTs on aspects related to NEP 2020, vocational pedagogy, employability skills, vocational and pre-vocational skills, and emerging technologies. Subject-specific training programs are also organized by PSSCIVE for regular upgradation of competencies of in-service vocational teachers.
Under the Samagra Shiksha Scheme, a non-recurring grant for the purchase of tools and equipment, including furniture, computers, etc. is given to States/UTs to augment school infrastructure to accommodate vocational education.
Under the Samagra Shiksha scheme, States/UTs can choose from NSQF-compliant 88 Job Roles in 22 sectors as per the Skill Gap Analysis of the State/UT. The National Curriculum Framework for School Education provides that the choice of which vocations to educate may be made at the school/district level appropriately, by considering aspirational vocations, vocations that are more relevant locally, and also new and emerging vocations.
The Union Minister for Education and Skill Development & Entrepreneurship, Mr. Dharmendra Pradhan, bestowed the National Award for Innovations and Good Practices in Educational Administration (2020-21 & 2021-22) upon 65 exemplary district and block education officers nationwide. The ceremony took place in New Delhi and was attended by various dignitaries, including the Chancellor of the National Institute of Educational Planning and Administration (NIEPA), Mr. Mahesh Chandra Pant; Secretary of the Department of School Education and Literacy, Ministry of Education, Mr. Sanjay Kumar; Vice Chancellor of NIEPA, Prof. Shashikala Wanjari; and other officials from the Ministry of Education.
During the event, Prof. Kumar Suresh, Director (Planning and Development) and Head of the Department of Educational Administration at NIEPA provided a concise overview of the program.
In his address, Mr. Pradhan extended congratulations to all the awardees, commending their dedication to enhancing students’ lives and their innovative efforts to make school learning more dynamic. He lauded NIEPA for establishing a platform to share and recognize innovative educational initiatives and best practices nationwide. The Minister expressed confidence in NIEPA’s commitment to expedite the implementation of the National Education Policy (NEP) at the grassroots level and enhance the capabilities of school administrators.
Aligning with the essence of NEP 2020, Mr. Pradhan encouraged everyone to collaborate with a sense of mission and purpose to transform the current generation into global citizens and achieve the vision of a developed India by 2047.
Highlighting the vast scale of the Indian education system, encompassing 10 million teachers and 260 million students, Mr. Pradhan underscored the need for leadership, innovation, and the introduction of good practices in the system. He emphasized the crucial role of education administrators, responsible for managing human resources and imposing a code of conduct on themselves for the successful implementation of innovative practices.
NIEPA initiated the National Award for Innovations & Good Practices in Educational Administration for district- and block-level education officers in 2014. The scheme aims to inspire innovations and good practices in educational administration at the grassroots level to enhance the public education system’s efficiency. The overarching goal is to foster a culture and ecosystem of innovations and good practices in educational administration at the field level.
The objectives of the awards include documenting and disseminating innovations and good practices in educational administration at district and block levels. Selected officers receive awards or certificates of appreciation during the national award presentation function, coinciding with a two-day national conference on innovations and good practices in educational administration organized by NIEPA in New Delhi.
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New Early Childhood Education Report Explores Opportunities for Improving Curriculum and Classroom Resources
Central Square Foundation (CSF), a leading non-profit in India’s primary and pre-primary education sector released a report titled Building Strong Foundations: Examining Early Childhood Education in India. The report stems from an in-depth Situational Analysis Study conducted across 200 Early Childhood Education (ECE) classrooms in India aimed at validating existing research data and identifying opportunities for enhancing ECE programs, shedding light on crucial aspects that call for urgent and immediate action.
Key Highlights:
* Study conducted across 200 ECE Classrooms in seven States in India
* The Report examines causes behind low learning outcomes in the 3-6 years age group of children
* The low priority given to ECE is reflected in the budgetary proposal and outlays
* Report highlights lack of consistent on-ground support to deliver quality ECE across the country
* The limited utilization of play-based materials and workbooks impacts student learning opportunities Recognising the imperative need for research on programmatic factors affecting the quality of ECE, CSF delved into the intricacies of the ECE ecosystem across select States. The primary and secondary research looked at aspects of ECE delivery including curriculum design, teaching-learning time, effectiveness of learning, teacher training, monitoring quality, and parental perception.
The report advocates for prompt remedial actions to address these gaps and ensure a robust learning foundation for young students. It further aims to understand the current models of public provisioning of ECE in India, study different aspects of delivery that affect learning in the classrooms, and outline the way forward for other stakeholders within the ECE ecosystem. For this study, CSF reached out to a mix of Anganwadis, co-located Anganwadis, and pre-primary sections in government primary schools (either as 1-year or 2-year pre-primary program) between March-May, 2023, across seven states – Andhra Pradesh, Assam, Madhya Pradesh, Maharashtra, Punjab, Telangana & Uttar Pradesh. The survey analysis was partly supported by the Key Education Foundation, a non-profit working in the space of early childhood education, which researched classroom curriculum analysis on pedagogy, ease of use, and teaching-learning resources.
The report recognizes the global outlook and progressive nature of India’s ECE policies while at the same time, it observes that the country’s early learning outcomes are sub-par. The Report recognises the need for “Play-based learning” as a fundamental curriculum for children to learn faster & effectively. The report also reveals the need for classroom resources to be more user-friendly to promote their usage among children.
Among the key “classroom-based observations”, it was found that time spent on ECE activities was low. Zero ECE activities were observed in 23% of the ECE classrooms that were sampled. In classrooms where an ECE activity took place, it was found that these activities accounted for only an average of 35 minutes out of a two-hour observation period. There was also very little time for hands-on activities and practice by children. Only 14% of the observed ECE activities followed the recommended approach of carrying out age-appropriate and student-led small-group interactions. Interviews with monitoring stakeholders and teachers suggest that officials face competing priorities and don’t have access to reliable ECE data. Strengthening monitoring protocols for ECE is crucial, as few officials observe teachers, indicating a need for enhanced ECE-specific feedback.
The report recognizes that the onus of delivering preschool education rests with two government ministries (the Ministry of Education and the Ministry of Women and Child Development) which has led to diffused responsibility, ownership, accountability, collaboration, and support in the sector. This approach has often resulted in duplicated efforts that have proven counterproductive, adversely affecting ECE quality and learning outcomes.
It also underlines the low priority given to ECE, reflected in the budgetary proposals and outlays by both ministries. This is also evident in the availability of dedicated teachers for ECE classrooms, especially in government primary schools. Further, the utilization of the funds also remains low.
Speaking at the release of the report, Shaveta Sharma-Kukreja, CEO and MD of CSF, emphasized, “The future of ECE in India hinges on addressing systemic challenges and operational hurdles to effectively implement well-crafted policies. Despite their forward-looking nature, these policies struggle to translate into optimal student learning outcomes and school readiness. Elevating the status of ECE and allocating increased financial resources are critical steps in that direction. Enhanced policy implementation aligns with Sustainable Development Goals and the NIPUN Bharat Mission, ensuring improved learning outcomes for all children.”
Key recommendations from the Report:
1. Synergy between Ministries: To achieve ECE-specific goals in the country, collaboration between the Ministry of Education and the Ministry of Women and Child Development is vital.
2. Increase Funding: There is a need to increase ECE-specific funding with clear priorities for yearly expenses and incentivize states to meet their ECE goals.
3. Strengthen data systems and build a robust monitoring framework to get reliable data on critical ECE indicators for Anganwadis and Balvatikas/ pre-primary classrooms in government schools.
4. Promote parental awareness and encourage them to actively champion quality education. Equip parents with essential tools, resources, and guidance to actively engage in at-home learning activities.
The International Baccalaureate (IB), a global educational foundation headquartered in Switzerland, reports substantial growth over the past five years in India. The surge, amounting to a 31% increase in authorized IB World Schools, reflects the growing preference for IB programs among schools nationwide. According to Haif Bannayan, the Global Director of Business Development at IB, the organization offers four comprehensive programs for students aged 3-19: the Primary Years Programme (PYP), Middle Years Programme (MYP), Diploma Programme (DP), and Career-Related Programme (CP).
As of 2023, there are now 226 authorized IB World Schools across India, collectively delivering 378 authorized IB programs. This breakdown includes 138 schools offering PYP, 59 schools providing MYP, 155 schools delivering DP, and 26 schools offering CP. However, the current distribution of IB World Schools remains concentrated in metropolitan areas like New Delhi, Gurugram, Mumbai, Kolkata, Bengaluru, and Chennai.
To address this imbalance and make IB education more accessible and affordable nationwide, the Delhi Board of Secondary Education (DBSE) collaborated with IB as part of Delhi’s educational reforms under Arvind Kejriwal. In August 2021, they signed a Memorandum of Understanding to introduce IB programs in 30 government schools in Delhi. This initiative aims to encourage more schools to adopt the IB curriculum in the future.
Recognizing the evolving educational landscape in India, IB is actively collaborating with Indian institutions and educational authorities to extend its framework to students from diverse backgrounds and regions. Haif Bannayan expressed eagerness for ongoing dialogues with leaders to facilitate the delivery of high-quality, globally-oriented education to an even greater number of students.
The Diploma Programme (DP) offered by IB stands out globally, consistently aligning with or surpassing international standards, as indicated by the DP Country Alignment Study 2023. The study emphasizes the adaptability of DP courses to diverse national contexts, showcasing their seamless integration. Furthermore, it underscores the meticulous crafting of DP curricula to facilitate substantial depth and breadth of learning, illustrating their rigor and comprehensive educational value.
Bannayan highlighted the IB’s acclaim for its emphasis on languages and global principles, coupled with a consideration of students’ cultural backgrounds. This approach fosters a profound comprehension of the world, shaping graduates into multilingual thinkers poised to make a positive impact on a global scale.
In a thrilling, high-energy competition, the Indian Debating League (IDL) 3.0, which brought together 450 schools across 25 States and Union Territories across the country, successfully concluded its highly anticipated Finale at IIT Delhi today. Team Maharashtra won the coveted title of Indian Debating League in the Middle school category (IDL) 2023- 3rd Edition while Team Haryana stood first in the Junior & Senior school category. This event has not only showcased the remarkable talent of our nation’s young debaters but also underscored the importance of exploring our cultural roots across the Eras and reclaiming our heritage. The event promised a dynamic exchange of ideas, with a distinguished panel of Judges from IIT DebSoc. Global Language learning leader, Burlington English and Indian Debating League (IDL) hosted the finals of the Indian Debating League at IIT Delhi.
This year’s edition attracted participation from schools from all corners of India, including Vasant Valley, New Delhi; Step by Step, Noida; Strawberry Fields High School, Chandigarh; Dhirubhai Ambani International School, Mumbai; Learning Paths School, Punjab; Jammu Sanskriti School; Kanha Makhan Public School, Vrindavan; Billabong High International, Jabalpur; American International School, Chennai; Woodstock School, Mussoorie; NASR School, Hyderabad and Jayshree Periwal International School, Jaipur.
Amit Baveja, MD, Burlington English India said, “As we conclude the exhilarating journey of the Indian Debating League 3.0 Finals, Burlington English is proud to stand alongside IDL and IIT Delhi in fostering a culture of eloquence, critical thinking, and collaborative learning. As an extension to our commitment towards the New Education Policy 2023 that strongly emphasizes developing oral, written, and digital communication skills, to enable effective expression of ideas and collaboration among students, we align seamlessly with the spirit of this competition. We believe that through platforms like IDL, we are not just shaping skilled debaters but contributing to the development of articulate leaders for tomorrow.”
Renowned and celebrated for fostering 21st-century skills in a gamified, engaging format, the Indian Debating League is a unique format modeled on the IPL. Having partnered with Debate Coaches from the top 10 countries on the WSDC Leaderboard, they are keen to put Indian Student Talent on top, tangibility ensuring recognition.
Commending the IDL 3.0 Finale, Rajnish Kumar, co-author of “The Power and Curiosity” and COO, of National e-Governance Division, Digital India Corporation said “Curiosity and the art of debate are two powerful forces that drive intellectual exploration and foster a deeper understanding of the world around us. These interconnected aspects of learning not only stimulate critical thinking but also ignite a passion for knowledge and discovery. When combined with the art of debate, curiosity becomes even more potent. Debates like this can empower individuals to become lifelong learners, critical thinkers, and active participants in shaping a more informed and inclusive society.
Kamal Kashyap, Founder, and CTO of, Indian Debating League said, “In a month the Olympics of Debating will happen at WUDC Vietnam, setting the trend for the hiring of University Coaches at Harvard, Stanford, and Oxford, as well as National Debate Coaches and Judging Paradigm for contemporary themes around the world. Our national Debating Leagues like IDL 3.0, Republic Day Forensics, Frankenstein Sustainability, as well as mentoring the 350+ Adjudicator Landscape for India is the foundation upon which we look forward to leapfrog in building future skills.”
The final Event at IIT Delhi was an electrifying display of oratory skills by contestants from 3rd to 12th grades, engaging with the theme The Odyssey of India- Ancient India to AI Led India, rethinking culture and reclaiming our heritage.
The Association of Chartered Certified Accountants (ACCA) is thrilled to announce the signing of a groundbreaking memorandum of understanding (MoU) with the esteemed Indian Institute of Management Kozhikode (IIMK). This collaboration marks a significant leap forward in advancing academic and professional growth within the realms of accounting, finance, and management. The MoU was formalized between the representatives of the two leading institutions – Md. Sajid Khan, Director – India, ACCA, and Lt Col MKK Mohan (Retd), Consultant General Administration, IIM Kozhikode, in the presence of senior officials from ACCA and IIMK.
The strategic alliance between ACCA, a globally recognized professional accountancy body providing qualifications and advancing standards in accountancy worldwide, and IIMK, renowned for its unwavering commitment to academic excellence, establishes a robust framework for mutual cooperation. This collaboration is poised to enhance educational offerings, skills development, and career opportunities for students pursuing disciplines related to accounting, finance, and management.
Under this transformative partnership, students at IIMK will gain exclusive access to a comprehensive suite of resources, including specialized training programs, workshops, and certifications offered by ACCA.
Furthermore, this collaboration extends to the esteemed faculty members of the Finance, Accounting & Control department at IIMK, who will benefit from collaborative research opportunities, professional development activities, and access to ACCA’s extensive network of industry experts. This exchange of knowledge and expertise promises to elevate the academic environment, ensuring that the curriculum remains at the forefront of industry trends and best practices in accounting, finance, and management.
Md. Sajid Khan, Director-India, ACCA said: “We’re delighted to be collaborating with IIMK. Our organizations share a commitment to excellence in their respective fields, and this is a win-win situation for both organizations. ACCA, with its global presence and unparalleled network, is well poised to play its part in supporting and furthering IIMK’s motto and agenda of ‘Globalising Indian Thought.”
Prof. Debashis Chatterjee, Director IIM Kozhikode added, “Collaborations such as these bring the best of business education and technical know-how and are fundamental to promoting research, training, academics, and financial expertise to overcome the global skill gap. IIM Kozhikode, along with ACCA, is privileged to play its part in nation-building and training the best of the best to take on emerging global market challenges head-on.”
The signing of this MoU between ACCA and IIMK underscores a shared vision to bridge the gap between academia and industry, creating a seamless pathway for students to transition into the workforce. This partnership reaffirms the commitment of both entities to excellence in accounting education and the advancement of the accounting profession.
IIM Kozhikode faculty members present for the signing of the MoU included – Prof. Rajesh Upadhyayula (Dean – Programmes), Prof. Sudershan Kuntluru, Prof. Ramprasath L, Prof. Rachappa Shette, Prof. VG Sridharan, and Prof. Qambar Abidi. Other members present from ACCA were: Ms. Naina VG – Head – Employer Relationships – India, Mr. Sivakumar Vijayavelu – Manager of Employer relationships – India, and Mr. Christopher S Dhas – Lead of education Partner Relationships (South India).
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Last Date To Submit Applications Under National Means Cum Merit Scholarship Scheme Extended Up To 31 December
The last date for submission of applications for NMMSS for the year 2023-24 is 31st December 2023. Under the ‘National Means-cum-Merit Scholarship Scheme’ scholarships are awarded to meritorious students of economically weaker sections to arrest their drop out at class VIII and encourage them to continue their education at the secondary stage. One lakh fresh scholarships are awarded to selected students from class IX every year and their continuation/renewal in classes X to XII for students studying in State Government, Government-aided, and local body schools. The amount of the scholarship is Rs. 12000/- per annum.
The National Means cum Merit Scholarship Scheme (NMMSS) is boarded on the National Scholarship Portal (NSP) – a one-stop platform for scholarship schemes given to students. NMMSS scholarships are disbursed directly into the bank accounts of selected students by electronic transfer through the Public Financial Management System (PFMS) following the DBT mode. This is a Central Sector Scheme.
Students whose parental income from all sources is not more than Rs. 3,50,000/- per annum are eligible to avail of the scholarships. The students must have a minimum of 55% marks or equivalent grade in the Class VII examination to appear in the selection test for the award of a scholarship (relaxable by 5% for SC/ST students).
There are two levels of verification, L1 is the Institute Nodal Officer (INO) Level and L2 is the District Nodal Officer (DNO) Level. The last date for INO level (L1) verification is 15th January 2024 and for DNO level (L2) verification is 30th January 2024.
Imarticus Learning, a leading Indian ed-tech platform, recently released the “Data Science Education Report 2023,” forecasting a significant surge in the global data science education sector. According to the report, the sector is poised to reach an impressive $378.7 billion by 2030, with India’s data science education market expected to reach $1.391 billion by 2028—a remarkable leap from $204.23 million in 2023, exhibiting a compound annual growth rate (CAGR) of 57.52%.
This substantial growth is attributed to a paradigm shift toward data-driven decision-making across diverse industries. Simultaneously, the online education sector is predicted to experience remarkable expansion, escalating from $76.20 million to $533.69 million.
In the realm of job market and recruitment trends, the report identifies data scientists, data analysts, business analysts, and big data engineers as the most in-demand roles. Presently, there are 215,793 open positions in the big data and analytics job market, with projections indicating a surge to over 338,000 by 2028. Key players such as Amazon, AWS, Bain and Company, Deloitte, Ernst & Young, and Google are actively seeking data science professionals, offering competitive annual remuneration packages ranging from Rs 6.5 lakh to Rs 35.1 lakh.
India is solidifying its position as a global powerhouse for big data analytics with an estimated 30.1% CAGR. The industry is set to grow from $5.7 billion in 2022 to a substantial $30.7 billion by 2027. During this period, India is expected to capture 32% of the global analytics market, creating significant educational and employment opportunities.
The report identifies key roles driving the expansion of the data science sector, with Data Scientists (10.9%), data analysts (10.7%), and business analysts (10%) leading the pack. Financial analysts (5.3%), big data engineers (4.2%), data specialists (1.2%), business intelligence analysts (1.2%), and data science managers (0.9%) are also in high demand. Furthermore, the report highlights a growing demand for professionals with expertise in natural language processing (NLP) and computer vision, technologies fueling innovation in AI applications across various industries.
Imarticus Learning recommends sustained investments in AI research and development as crucial areas for educational institutes to align with industry demands. Nikhil Barshikar, Founder and CEO of Imarticus Learning, emphasizes the importance of nurturing the data scientists of tomorrow, stating, “The Data Science Education Report 2023 reflects India’s growing interest in data science education. It’s more than simply education; it’s a journey into the future, one data scientist at a time.”
The Ministry of Education has launched the third phase of Yuva Sangam, a program designed under the ‘Ek Bharat Shreshtha Bharat’ initiative. In this phase, a delegation of 50 students from diverse parts of Madhya Pradesh is embarking on a cultural-cum-educational tour to West Bengal.
The primary objective of Yuva Sangam is to promote experiential learning and acquaint youth with the rich diversity of India. This program offers an immersive experience covering various facets of life, developmental landmarks, architectural and engineering marvels, industrial progress, and recent achievements in the host state. Emphasizing people-to-people connections, the Ministry of Education stated that exposure tours will be conducted throughout November and December 2023 as part of the ongoing phase.
The participants, mainly students from Higher Educational Institutions (HEIs) and individuals aged 18-30 from across the nation, will be traveling to their paired states. The exposure tours will focus on five broad areas: Paryatan (Tourism), Parampara (Traditions), Pragati (Development), Prodyogik (Technology), and Paraspar Sampark (People-to-people connect) in the host states.
Yuva Sangam Phase-III encompasses the involvement of 22 States and Union Territories, with Higher Education Institutions paired for exposure tours, such as Central Tribal University of Andhra Pradesh-IIT Delhi, IIT Dharwad-IIT Ropar, SPPU Pune-IIT Guwahati, IIT Hyderabad-BHU Varanasi, IIM Trichy-IIIT Kota, IIM Sambalpur-NIT Calicut, IIITDM Jabalpur-IIT Kharagpur, IIIT Ranchi-NIT Kurukshetra, NIT Goa-IIT Bhilai, and IIM Bodhgaya-IIIT Surat.
Building upon the success of the first two phases, which engaged over 2000 participants, the third phase is expected to generate considerable enthusiasm and vigor. This initiative aligns with the ‘Ek Bharat Shreshtha Bharat’ vision of the Government of India, aiming to expand the intellectual horizons of young individuals and sensitize them to India’s diversity, fostering a more connected, empathetic, and technologically robust future.
Affirming the constitutional right to education for all students, irrespective of their backgrounds, the Kerala High Court issued a noteworthy interim order on Thursday. The court emphasized that educational authorities should prioritize safeguarding this fundamental right over endorsing non-educational activities.
The order was issued in response to the state educational authorities’ plan to send school students to the Nava Kerala Sadas, an event organized in the state under the leadership of Chief Minister Pinarayi Vijayan and his cabinet.
Justice Devan Ramachandran, in the interim order, warned headmasters and principals of schools not to subject any students to activities outside the educational curriculum on the instructions of the official respondents in this case. The court highlighted that the right to education is constitutionally protected for every student, regardless of their class, creed, or status. It asserted that the duty of educational authorities is to safeguard this right rather than encourage students to participate in non-educational activities.
During the court hearing, the government assured that no child would be compelled or encouraged to participate in any event across the districts of Kerala. Despite considering closing the writ petition based on this assurance, Justice Ramachandran stated that it is crucial to ensure that authorities do not abuse their powers in the future.
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